Ferndale Unified School District

“Ferndale Unified School District, in partnership with parents and the community, will provide a structured, safe, efficient, and caring environment, a challenging and stimulating educational experience meeting the needs of all students, and providing them with the skills necessary to succeed in the homes, work places, and communities of today and tomorrow.”

District Technology Plan

July 1, 2005 – June 30, 2009

CDS # 12-75374

Ferndale Unified School District Technology Plan

July 1, 2005 – June 30, 2009

District Overview:

In rural Humboldt County, Ferndale Unified School District has two schools serving approximately 480 students. Ferndale High School is a necessary small school serving approximately 160 students in grades 9-12; Ferndale Elementary School serves approximately 320 students in grade K-8. This plan is written to serve both schools.

According to the 2004 CBEDS, 85.7% of the students are white, 10.7% are Hispanic, and 3.6% are multiple or no response. At Ferndale High School, 14 teachers provide a student/teacher ratio of 11:1; class size average is 17 students; At Ferndale Elementary School, 15 teachers provide a student/teacher ratio of 22.8:1; class size average is 22.8 students. There are 21 classified employees provide clerical, maintenance, transportation, and cafeteria services as well as instructional assistance. English learners constitute 5.8% of the schools population. Of these, 50% are fluent-English proficient and 50% are redesignated as fluent-English proficient (DataQuest, 2004). We have computers in the classrooms for student use, but some of the computers are older than three years. The ratio of student to computer is 3 to 1. The ratio of students to newer (less that three years) computer is 12 to 1. The use of technology in teaching and learning is sporadic and communication with parents is minimal. Our API averages for the last three years are 686 for Ferndale High School and 807 for Ferndale Elementary School.

Technology Planning Team and Stakeholders:

The Technology Planning Team includes five teachers (including the high school technology coordinator), the Ferndale Elementary School classified Library/Technology Specialist, one parent and Ferndale High School Site Council member, two School Board Members, the elementary principal, and the high school Superintendent/Principal. This group met and planned during the 2005/2006 school year, to review our current technology plan (2002-2006) and to develop the new plan for 2006-2009. The staff of both schools, through surveys and focus groups, was involved in the plan’s development. The Plan was reviewed by the full Site Councils (representing the overall community). Parents and community members other than SSC members were invited to attend. The entire staff has also reviewed the plan and provided input.

District Vision for Technology Use:

This district plan is envisioned to guide the school/district from July 1, 2006 through June 30, 2009. As a result, we anticipate that by June 30, 2009:

· Students use technology tools to master California Content Standards in Reading/Language Arts and Math

· ELL students will use technology to improve ELA proficiency

· Student academic achievement data will be available electronically to parents/guardians

· Integrated technology between the two school sites will be improved

· Students and staff will have an increased availability to computer technology outside of school

· District and school site websites will provide students, parents, and staff increased access to web-based resources

Expected student outcomes in 3 years as a result of technology use:

· Increased student access to technology learning resources will improve their mastery of California Content Standards in Reading/Language Arts and Math measured by STAR and local assessments

· Students will be proficient in essential and emerging computer literacy skills and software applications

· Students will increase their use of the Internet for research purposes

· Proficient information literacy skills will allow students safe and relevant use of technological learning resources

Expected staff outcomes in 3 years as a result of technology use:

· Teachers will increase their use of technological learning resources to organize, teach and assess student learning in California Content Standards

· School Site Councils will assess the impact of technology in the classroom and set yearly goals.

· Staff will increase technology-based communication

· Staff will use technology to communicate student attendance, academic achievement, and other school information to parents and students

· Staff will take responsibility for teaching and reinforcing student technology skills at each grade level

· Staff will make course descriptions and course outlines available online.

Expected technology outcomes; infrastructure, hardware, tech support and software:

· The district will have computers and printers to allow access to up to date equipment for all students.

· The district will maintain the current student to computer ratio and increase the availability of laptops to students supported by wireless peripherals.

· Each classroom should have access to an LCD projector and each school site should have at least one Smart Board

· The district will maintain its high speed network services for the district/school staff and the classrooms

· The district/school will provide tech support to provide support for the infrastructure, hardware and software

· Additional software applications supporting student learning in California Content Standards will be acquired

Expected funding/budget outcomes in 3 years:

· Technology curriculum, professional development, software, books and Internet access are supported by the District’s General and Categorical Funds

· General district revenue and categorical funds support computer replacement, Internet connectivity and ongoing connection to our wide-area network and Internet service provider

· Funding to support tech support will be identified as a line item in the district/school budget

Expected monitoring and assessment outcomes in 3 years:

· Annual increases in teachers’ technology proficiencies per the CTAP² Assessment

· Annual increases in teachers’ use of technology to enhance curriculum

· Students’ progress in mastering the California Content Standards in Reading/Language Arts and Math

· Students’ progress in acquiring information literacy skills

· Annual maintenance and infrastructure upgrade activities are reviewed and adjustments made as indicated

CURRICULUM COMPONENT

Data from the District Technology Survey:

3.a. Staff and student access to technology

Students have access to technology before, during, and after school. Students with access to home computers or who use computers at our public library have access to our web resources, such as student grades at the high school or classroom web links at the elementary school. Our high school computers are available to students from 8:00 a.m. to 4:30 p.m.; in the elementary school, computers are available from 8:00 a.m. to 4:00 p.m.

Technology is widely used in our district. Technology tools available to teachers in their rooms include: telephone, teacher computer (includes printer and access to the network), one networked computer, TV monitor and VCR (and in a few rooms VCR/DVD players). There are two LCD projectors at the elementary school, and half the classrooms at the high school have LCD projectors. Each school has a library/media center and a separate computer lab.

Teachers in our schools are utilizing technology in diverse and innovative ways. Computers are used during direct instruction and independent and cooperative student work. Teachers incorporate computers by using multimedia as an illustration tool, simulation software for instruction and various research projects. Teachers use technology to take attendance and post grades. Our high school student report cards are generated electronically and parents have access to student grades via the Internet by way of our grade book application. At the elementary school, Jr. High teachers use computer generated report cards, and parents have access to several web resources, including a weather station, Accelerated Reading list, classroom web links, and links to content standards, state test results, and other school related sites.

Technology is an important part of our curriculum. The ratio of computers to students at Ferndale high School is 2:1; at Ferndale Elementary School, the ratio is 5:1. Our students are learning real world computer skills that will enable them to be more productive when they exit high school.

3.b. District’s current use of hardware and software to support teaching and learning

Every classroom at Ferndale Elementary School and Ferndale High School has a computer with access to the school network, internet access, access to a printer (located in classrooms), and software programs included in Microsoft Office, such as Word, Excel, PowerPoint, etc. Many classrooms in grades 1-6 use Accelerated Reader as well. Each classroom has a TV/VCR (three have VCR/DVD players). Many classrooms have overhead projectors and screens.

Ferndale Elementary School has four digital cameras, one digital video camera, and two LCD projectors. The computer lab has 31 student computers with Microsoft Office software as well as Publisher, Adobe Photoshop, Kid Pix, Accelerated Reader and Type to Learn. Educational CD’s are available. Five lab computers have Front Page for web design and 32 have photo editing. Three office computers have SASIxp. In addition, 35 computers are networked to our school library electronic card catalogue.

The integration of technology and software occurs at different intervals determined mainly by teacher comfort and expertise. In general, students in grades K-3 use educational CD’s, and approved internet sites; students in grades 4-6 use Word and PowerPoint; and, in grades 7-8, students use Word, PowerPoint, and Excel.

Our greatest use of software occurs in the Language Arts curricula. Students 4-8 use software to write stories, type reports and do research on the internet in their Language Arts and Social Studies curriculum. Science curricula included some use of software applications, for example PowerPoint, Word, Internet, and LCD for video streaming. Social studies is using video streaming as well. Teachers use science kits, overhead projectors and videos more frequently than computers, the Internet or software.

The development of technology skills is begun in kindergarten. The integration and development of technology skills into the curriculum is currently dependent upon the skill and interest of the individual classroom teacher. Some teachers are slow to embrace computers and to integrate technology into instruction. Our student information system, SASIxp, is not installed on classroom computers at the elementary school; elementary staff need a module installed and staff training on how to use the system.

More teachers would use more computer applications under the following circumstances:

· They could receive more training on how to use technology effectively with students

· They had access to an LCD projector in their classrooms

· They could identify resources for effective technology-integrated lesson plans

Ferndale High School has 80 networked computers available for instructional purposes in 11 classrooms, including a computer laboratory, and the school library. Small networks with up to 12 computers are set up in several locations on campus, including the Spanish, ag and woodshop classrooms. Each classroom has at least one printer, and all classrooms are networked with the digital copier/scanner/printer in the main office. Throughout the school there are three digital video cameras, four digital still cameras, two color scanners and six LCD projectors. All of these tools are available for staff and student use for instruction and special projects. All networked computers are Windows 2000 based PC’s, and have Microsoft Office installed. The school has SASIxp and CLASSxp available on the network for student attendance and record keeping. All staff has received training in SASIxp and Micrograde Pro. Teachers are able to maintain electronic grade books on Micrograde Pro, and upload grade reports for parent and student access to the Internet with WebGrade. Internet and e-mail are provided by cable modem through Cox Internet. Staff is all provided an e-mail account through the Humboldt County Office of Education.

Entering 9^th grade students are required to complete a year of Computer Literacy, a course that provides instruction and practice in keyboarding, word processing, spreadsheets, multimedia presentations, web design and digital image and sound file creation and editing. Software applications available on computers at Ferndale High School include Adobe GoLive, PhotoShop, Illustrator, Acrobat and Reader, Microsoft Office and Publisher, and applications specific to instructional programs in Spanish, Agriculture, Graphic Arts, science, and technology.

3.c. District’s curricular goals

Our district’s curricular efforts focus on the Student Achievement Goals and Performance Targets. These targets were developed to provide student achievement guidelines to our instructors, with the expectation that 100% of ALL students would score at the proficient or advanced performance level in English Language Arts and in Math on the CST (California Standards Test).

The FUSD Student Achievement Goals:

· 100% of students will be , at a minimum, “proficient” as measured by the California Standards Test (CST) by 2014

· 100% of 12th graders will pass the California High School Exit Exam (CAHSEE)

· 100% of Students will be college or career ready

The chart below illustrates the connection and intersection of the district’s API and AYP with FUSD’s Bold Goals:

Assessment	FUSD Curricular Goals
California High School Exit Exam (CAHSEE)	· 90% of 10^th graders in each subgroup will pass the CAHSEE
Early Assessment Program (EAP)	· 100% of all 11^th graders will pass the EAP component of the STAR Test
California Standards Test (CST)	· 50% of all students in each subgroup scoring in the Far Below Basic and Below Basic levels will improve and exit those categories in both Math and English Language Arts (ELA) · 60% of ALL students in grades 3, 6, 8, and 10 will be “proficient” or better on the CST in both Math and ELA · 100% of both schools will meet their annual Math and ELA targets to meet the District Bold Goals
English Language Development (ELD)	· 100% of English Language Learner students in FUSD 5 or more years will be re-designated as Fluent English Proficient (FEP) · 100% of English Language Learner students at ELD 4/5 (Early Advanced/Advanced will be re-designated as FEP within 2 years · 100% of English Language Learner students will progress at least one ELD level as measured by the California English Language Development Test (CELDT) · 20% of English Language Learners will move to proficient on the CST

Summary of Expected Outcomes

Expected student outcomes in 3 years as a result of technology use:

In keeping with our Mission Statement, all students will be introduced to National Educational Technology Standards (NETS) for Students Technology Foundation Standards through integration into grade-level curriculum. The standards focus on the following areas:

1. Basic operations and concepts.

2. Social, ethical, and human issues

3. Technology productivity tools.

4. Technology communications tools

5. Technology research tools

6. Technology problem-solving and decision-making tools

Expected staff outcomes in 3 years as a result of technology use:

FUSD will provide the necessary professional learning opportunities to achieve the following:

· By June of 2008, 100% of high school teachers will be aware of and have professional learning opportunities on the district supported grade book software.

· By June of 2009, 60% of teachers will reach an intermediate or proficient level of competency in the following areas: General Computer Knowledge and Skills, Internet, E-mail, Word Processing, Databases, Spreadsheets, Presentation Software, & Instructional Technology.

· By June of 2009, 65% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci.

Expected technology outcomes – infrastructure, hardware, tech support and software:

The district’s infrastructure goal will be to upgrade the network and infrastructure to meet the growing needs and demands of current and future technology resources. The infrastructure that allows teachers, students and staff to maintain fast, easily accessible connections will be available to all school sites. Computer reliability will be improved and teachers will have the tools they need to integrate technology into every aspect of the curriculum. Video streaming will be available where it can make a positive impact on reaching the District’s Goals.

Expected funding/budget outcomes in 3 years:

The successful integration of technology within the district is a long range funding priority for the Ferndale Unified School District. We are committed to providing students and teachers with suitable technology to support learning. District general funds, categorical funding and grant funds will be used to support our efforts.

Long-term funding plans include district plans to replace both software and hardware as required by obsolescence.

Expected monitoring and assessment outcomes in 3 years:

The Technology Planning Team will meet annually to review the Technology Plan and evaluate the year’s progress. During the life of the plan, the Technology Services Department will confer frequently with staff at the elementary and high school for their input and evaluation of components of the plan.

Expected research based methods and strategy outcomes in 3 years:

The District recognizes that equipment and networking by themselves do not guarantee that our students and staff will be technologically literate. The installation of networks must also be accompanied by a substantial investment in systematic, research-based program development and professional learning. As we reduce our student-to-computer ratios and fund faster connections, we must also examine the strategies that are most likely to maximize the benefits for all our students and staff. We have therefore built into this plan regular monitoring and evaluation procedures for software, hardware, and professional learning.

3.d. Curriculum integration to improve teaching and learning.

Ferndale Unified School District students have scored well on standardized achievement tests. Many online programs and educational software are provided for students. Still, there is a need to provide more staff training in these and newer programs to insure their effective use.

Technology provides teachers and students with effective productivity tools and extensive resources for increased learning in the classroom. Across Ferndale Unified School District, new technologies are being used in a variety of ways and settings. From the teacher who enters attendance and grades electronically, to the student who locates, questions, and evaluates online sources as part of an assignment, to the site administrator who accesses up-to-date budget information, technology has become an integral part of the school day.

As teachers increase their proficiency levels, they begin to weave technology into the content areas. Within FUSD, a growing number of teachers are exploring technology as a tool for taking student learning to a higher level:

· By designing and teaching networking classes that have enabled a number of students the opportunity to be qualified for outstanding employment in the technology industry directly out of high school.

· By developing computer animation classes that have resulted in students winning regional design awards.

· By opening up new possibilities in learning and employment for disabled students.

· By creating telecommunication projects that prepare students to enter the work force.

· By teaching students to tap into a vast array of online primary documents, requiring them to become critical consumers of information.

Data from the District Technology Survey:

Description of access to technology tools for all instructional staff during and outside the school day:

We currently have over 150 computers in the district so that every classroom has at least one computer that meets our minimum standards and is connected to the Internet, has the ability to access e-mail, and has the ability to run our current and future student information system, SASIxp.

Description of access to technology tools for all students during and outside the school day:

In our elementary school, many of our classrooms have at least one computer dedicated for student use and our elementary library and computer lab have computers that are accessible to students. Computer access beyond the regular school day is limited to only those children involved in extended day activities, such as tutoring, study hall, or GATE.

In our high school, classrooms have at least one computer available for student use. In addition, our high school has computer lab and a library media center that are open to students during the school day. In some cases, these computers are available for students after school.

Our curriculum goal is to deliver technology rich instruction in all appropriate areas. All those who design, develop, and implement the Ferndale curriculum strive to infuse technology standards (NETS) into the instructional programs by:

· Using technology as a learning tool.

· Matching technology use objectives to the curriculum standards and benchmarks in appropriate subject areas.

· Establishing student technology user skill standards.

· Requiring the student to acquire hardware and software user skills.

· Integrating the use of technology into the body of lesson plans.

· Using teaching strategies that are based on current learning theory.

· Requiring the student to solve authentic problems through project based assignments with technology.

· Providing an effective library/media technology resource program to all students and targeted groups.

· Coordinating activities among teachers who are integrating technology into the curriculum.

Technology offers students possibilities for exploration, reinforcement, remediation, and acceleration across the curriculum. Teachers are seeking and discovering innovative ways to meet the needs of an increasingly diverse student population. GATE students, Special Education students, and ELL students will benefit from increased access to technology with opportunities to:

· Engage in a wide variety of multimedia and telecommunications projects

· Master curricular objectives

· Develop real-world computer skills that will enable them to be more productive when they exit high school.

Technology is infused into the curriculum in many classrooms by matching technology use with research and information literacy skills in appropriate subject areas, as illustrated in the table below.

Technology	Research and Information Literacy Skills
Word processing, graphics, desktop publishing	Synthesis (writing) Use of Information (note-taking)
Spelling and grammar checking	Evaluation
Information Retrieval and Search Systems	Information Seeking Strategies Location
Spreadsheets, Database management systems	Synthesis
Presentations, Video Production	Use of Information Synthesis
Electronic resources (on CD-ROM, servers, WWW)	Information Seeking Strategies Location
Electronic Field Trips	Information Seeking and Sharing

Goals 3.d. Technology will be integrated into the curriculum to improve student achievement in Language Arts and Mathematics.

Objectives: By June 2009

3.d.1 75% of primary grade students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics.

3.d.2 75% of intermediate grade students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics.

3.d.3 85% of junior high students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics.

3.d.4 85% of secondary school students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics

Benchmarks:

3.d.1.a By June 2007, 65% of primary grade students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics

3.d.1.b By June 2008, 70% of primary grade classroom teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into subject areas to improve student achievement in Language Arts.

3.d.1.c By June 2009, 75% of primary students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics

3.d.2.a By June 2007, 70% of intermediate grade classroom teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into subject areas to improve student achievement in Language Arts.

3.d.2.b By June 2008, 75% of intermediate grade students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics

3.d.2.c By June 2009, 80% of intermediate grade students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics

3.d.3.a By June 2007, 75% of junior high teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize mathematical skills in order to improve basic mathematical proficiency.

3.d.3.b By June 2008, 80% of junior high students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics.

3.d.3.c By June 2009, 85% of junior high students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics.

3.d.4.a By June 2007, 75% of secondary school students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics.

3.d.4.b By June 2008, 80% of secondary school students will incorporate software supplied by vendor of the adopted textbook, or other appropriate software, into subject areas to improve student achievement in Language Arts and Mathematics

3.d.4.c By June 2009, 85% of secondary school teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize mathematical skills in order to improve basic mathematical proficiency.

Goal #	Implementation Action	Responsible Dept. or Position	Time Frame	Budget Source	Monitoring and Evaluation activities
3d	Research software that supports the adopted Language Arts and Mathematics curriculum.	Staff and Administration	July 2006 - 2009 -	General Fund, Various Categorical Funds	List compiled of recommended supplemental software.
3d	Design and offer professional learning opportunities for the integration of the recommended software into the appropriate curricular areas.	Staff and Administration	July 2006 – June 2009	General Fund, Various Categorical Funds	Professional learning catalog and feedback forms.
3d	Assess staff use of technology and the integration of technology into the curriculum.	Staff and Administration	July 2006 – June 2009	General Fund, Various Categorical Funds	EdTechProfile Data
3d	Monitor student achievement on Ferndale Unified School District assessments listed in 3c—CASHEE, EAP, CST, and CELDT.	Staff and Administration	July 2006 – June 2009	Ongoing	Monitor and evaluate the effect of technology on student achievement.

Benefit(s):

Integrating technology into all aspects of curriculum and teaching provides new avenues for introducing, reinforcing, and extending student learning. Through curriculum aligned software students are able to:

· Communicate using a variety of media and formats.

· Access and exchange information in a variety of ways.

· Compile, organize, analyze, and synthesize information.

· Learn content and be able to locate additional information as needed.

· Become self-directed learners

· Collaborate and cooperate in teams.

· Develop basic technology skills and have opportunities for technology enrichment activities

Goal 3.e. Students will acquire technological and information literacy skills – as defined by National Education Technology Standards (NETS) [http://iste.org/].

Objectives: By June 2009

3.e.1. By the end of Grade 3, 80% of the primary students will demonstrate proficiency in meeting NETS K-2 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.2. By the end of Grade 6, 85% of intermediate elementary students will demonstrate proficiency in meeting NETS 3-5 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.3. By the end of Grade 8, 90% of the junior high students will demonstrate proficiency in meeting NETS 6-8 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.4. By the end of Grade 12, 90% of the secondary students will demonstrate proficiency in meeting NETS 9-12 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

Benchmarks:

3e.1.a. By June 2007, 60% of the 3^rd Grade primary elementary students will demonstrate proficiency in meeting NETS K-2 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3e.1.b. By June 2008, 70% of the 3^rd Grade primary elementary students will demonstrate proficiency in meeting NETS K-2 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3e.1.c. By June 2009, 80% of the 3^rd Grade primary elementary students will demonstrate proficiency in meeting NETS 3-5 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Student)

3e.2.a. By June 2007, 75% of the 6^th Grade intermediate elementary students will demonstrate proficiency in meeting NETS 3-5 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3e.2.b. By June 2008, 80% of the 6^th Grade intermediate elementary students will demonstrate proficiency in meeting NETS 3-5 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Student)

3e.2.c. By June 2009, 85% of the 6^th Grade elementary students will demonstrate proficiency in meeting NETS 3-5 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.3.a. By June 2007, 70% of the 8^th Grade students will demonstrate proficiency in meeting NETS 6-8 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3e.3.b. By June 2008, 80% of the 8^th Grade students will demonstrate proficiency in meeting NETS 6-8 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.3.c. By June 2009, 90% of the 8^th Grade students will demonstrate proficiency in meeting NETS 6-8 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.4.a. By June 7 2007, 70% of the 12^th Grade students will demonstrate proficiency in meeting NETS 9-12 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.4.b.By June 2008, 80% of the 12^th Grade students will demonstrate proficiency in meeting NETS 9-12 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

3.e.4.c. By June 2009, 90% of the 12^th Grade students will demonstrate proficiency in meeting NETS 9-12 Performance Indicators for Technology-Literate Students (See Appendix for NETS Performance Indicators for Technology-Literate Students)

Objective #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
3e	Implement model lessons from district-adopted textbooks and curriculum that scaffold skills for teaching technology and information literacy.	Staff and Administration	June 2007 - June 2009	General Fund, Various Categorical Funds	Feedback from staff and administration.
3e	Collect student data by site.	Staff and Administration	July 2007 - June 2009	General Fund, Various Categorical Funds	Feedback from staff and administration.

Goal 3.f. Technology will be utilized to ensure appropriate access for students.

Ferndale Unified School District has worked hard over the years to increase the number of computers in each school, the number of computers in each computer lab, and to ensure every classroom has a networked computer and printer. Our goal is to continue to increase the availability of technology to ensure appropriate access for students.

Objective: By June 2009

3.f.1. 100% of students will have access to computers in order to maximize technology integration across the curriculum

Benchmarks:

3.f.1.a. By June of 2007 50% of students will have access to computers in order to maximize technology integration across the curriculum

3.f.1.b. By June of 2008, 75% of students will have access to computers in order to maximize technology integration across the curriculum

3.f.1.c. By June of 2009, 100% of students will have access to computers in order to maximize technology integration across the curriculum

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
3f	Committee will review current technology access and use in the district, with a focus on Language Arts and Math	Staff and Administration	July 2006-June 2007	General Fund, Various Categorical Funds	Feedback from staff and administration.
3f	Committee will develop strategies to increase access and utilization by all students	Staff and Administration	June 2007 - January 2008	General Fund, Various Categorical Funds	Plans and strategies will be distributed to members of committee
3f	Strategies Implemented.	Staff and Administration	July2008 – June 2009	General Fund, Categorical Funds	Feedback from staff and administration.
3f	Compile data on student access and use of technology as reported by the EdTechProfile and the CDE Survey.	Staff and Administration	July 2006-June 2009	General Fund, Various Categorical Funds	Review EdTechProfile and the CDE Survey data annually
3f	Revised strategies implemented.	Staff and Administration	January 2006 – June 2006	General Fund, Various Categorical Funds	Feedback from staff and administration.
3f	Compile data on the groups’ use of technology.	Staff and Administration	June 2006 – October 2006	General Fund, Various Categorical Funds	Feedback from staff and administration.

Goal 3.g. Continue to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet each student’s academic needs.

Elementary school teachers utilize Accelerated Reader to keep records of student progress in reading. Some teachers are using computerized grading programs for monitoring and reporting student progress. Elementary teachers are currently not generating attendance on SASIxp, but our goal is to begin next year. High school teachers have been doing attendance and grades electronically on SASIxp for some time, but are now doing grades online to allow student and parent access.

Objectives: By June 2009

3.g.1. By June 2007, 100% of all teachers will have access to and training on electronic attendance uploading on SASIxp

3.g.2. By June 2009, 100% of teachers (K-12) will receive training on how to access and interpret student information and data to inform instruction.

Benchmarks:

3.g.1.c. By June of 2009, 100% of K-12 teachers will be able to upload attendance electronically.

3.g.2.a.By June of 2007, 50% of K-12 teachers will be able to access student information on SASIxp.

3.g.2.b.By June of 2008, 75% of K-12 teachers will be able to access student information on SASIxp.

3.g.2.c.By June of 2009, 100% of K-12 teachers will be able to access student information on SASIxp.

Objective #	Implementation Plan/Activities	Responsible Position	Timeline	Budget Source	Monitoring and Evaluation activities
3g	Continue to provide ongoing training on SASIxp	Staff and Administration	July 2006 - June 2009	General Fund, Various Categorical Funds	Feedback from staff and administrators
3g	Continue to provide ongoing training on SASIxp.	Staff and Administration	July 2006 - June 2009	General Fund, Various Categorical Funds	Feedback from staff and administration

Goal 3.h. Technology will be utilized to increase the accessibility of teachers and administrators to parents.

Ferndale Unified School District provides a district website with links to both school sites. Each school website has information regarding curriculum, school programs, newsletters, and other related information for students and parents. Many teachers have email and can be accessed by students and parents.

Objective: By June 2009

3.h.1. The high school site will have websites that contain pertinent department information for teachers, administrators, parents and students.

Benchmarks:

3.h.1.a.By June of 2007, 60% of high school departments will have websites accessible from the district’s home page.

3.h.1.b.By June of 2008, 80% of high school departments will have websites accessible from the district’s home page.

3.h.1.c.By June 2009, 100% of high school departments will have websites accessible from the district’s home page.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source*	Monitoring and Evaluation activities
3h	Continue on-going training workshops and seminars for site webmasters.	Staff and Administration	July 2007 - June 2009	General Fund, Various Categorical Funds	Feedback from staff and administration.
3h	Continue trainings on e-mail and web design.	Staff and Administration	July 2007 - June 2009	General Fund, Various Categorical Funds	Feedback from staff and administration.

3.i. List of activities and a timeline for implementing planned strategies and activities

Goal	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source*	Monitoring and Evaluation activities
3.i.1	High School staff reviews website	Staff and Administration	Oct 2006	N/A	Website improvement list, evaluate. Notes from evaluation
3.i.1	High School staff recommends improvements to staff/admin	Staff and Administration	Dec 2006	N/A	Improvement lists/ staff agenda
3.i.1	Website is updated for community use with high school department information	Staff and Administration	April 2007	General Fund, EETT, Categorical Funds	Review notes by Tech Comm., evaluate changes, maintain log
3.i.1	9-12 staff trained, parents given information concerning use of district web site.	Admin Tech Comm	Sept 2007 June 2009	Gen. Fnd., EETT, Cat. Fnds.	Review notes by Tech Comm., staff development log

3.j. Description of the monitoring process

The implementation of district curriculum goals for technology access, professional development, and integration will be overseen by the FUSD Superintendent. Collecting and evaluating relevant data regarding the scope, sequence, and outcomes of the above goals will be conducted annually by site administrators.

PROFESSIONAL DEVELOPMENT COMPONENT

4.a. Data from the District Technology Survey:

As Ferndale is a remote rural district, professional development usually takes place in other locations such as the Humboldt County Office of Education. This usually precludes the full staff from attending, especially when professional development activities are held in the late afternoons. When teachers were surveyed regarding their technology professional development needs, their universal request was that the activities happen at their site with their equipment.

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

Professional learning is one of the most important pieces to the successful implementation of a technology plan. FUSD recognizes the need for every student to be technologically literate in order to thrive in an information-based society and economy. A key to ensuring a quality education for all students in the area of technology is to provide all teachers and staff with introductory and on-going professional learning in technology.

A central goal of FUSD is to ensure that all teachers and staff meet a minimal level of proficiency with the use of technology – and to support their endeavors to reach advanced levels. Professional learning and support must be structured to meet the needs of newly hired teachers and staff as well as experienced teachers and staff. It must also be structured in a hierarchical sequence so that teachers can progress to highly proficient users of computer-based technology with the skills and knowledge to help students become lifelong learners. It also must be aligned with state requirements for ongoing professional learning. A comprehensive professional learning plan is essential to:

· Increasing teacher productivity through the use of technology.

· Effective use of existing and new hardware and software.

· Seamless integration of technology into the curriculum to facilitate the learning process.

· Ensuring that the development, delivery, and continuum of a technology-rich curriculum are content-based.

FUSD recognizes the need to evaluate both the effectiveness and currency of our professional learning models in order meet our vision, to comply with rigorous state and district standards for subject matter content and technology, to align with curricular goals, and to act on improvement plans. Learning models, by their very nature are dynamic works in progress, continually evaluated and revised to meet current and future needs along with changing technologies and changing educational environments.

In order to deal with rapid changes in technology, our learning models will need to be evaluated and updated on a regular basis. FUSD will continue to align technology training and integration with state-approved content and performance standards and district textbooks, curricula and programs.

4.b. Goals and Implementation of Professional Development Opportunities:

Ferndale Unified School District professional development opportunities will focus on increasing computer proficiency levels in teachers and staff, improving teachers’ integration of appropriate software and technology, and interpreting student data electronically.

Goal 4.b.1: Ensure that all teachers and staff reach an intermediate level of proficiency with software pertinent to their job descriptions.

Objective: By June 2009

4.b.1.a. 80% of teachers will reach an intermediate level of proficiency with software pertinent to their job descriptions as measured by staff surveys, participation in professional development and staff observations.

Benchmarks:

4.b.1.a.1. By June of 2007, 50% of teachers will reach an intermediate or proficient level of competency in a majority of the areas addressed by the EdTechProfile.

4.b.1.a.2. By June of 2008, 65% of teachers will reach an intermediate or proficient level of competency in a majority of the areas addressed by the EdTechProfile.

4.b.1.a.3. By June of 2006, 80% of teachers will reach an intermediate or proficient level of competency in a majority of the areas addressed by the EdTechProfile.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
4b1	Survey teacher competency at the end of each year.	Staff and Administration	June 2006 – 2009	N/A	Measure percent of teachers reaching an intermediate or proficient level in areas addressed by the EdTechProfile
4b1	Offer applicable training models and professional development opportunities to address needs of staff.	Staff and Administration	July 2007 – June 2009	Gen. Fund, EETT, Cat. Funds	Information compiled by the feed back forms
4b1	Modify applicable training models and material to address adjusted needs of staff.	Staff and Administration	July 2007 – June 2009	Gen. Fund, EETT, Cat. Funds	Professional Learning workshop participation and evaluations.

Goal 4.b.2. Professional learning opportunities will support software that accompanies or complements district adopted textbooks/curriculum.

Objective: By June 2009

4b.2.a. 90% of core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci.

Benchmarks:

4.b.2.a.1. By June of 2007, 50% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci as measured by staff surveys, participation in professional development and staff observations.

4.b.2.a.2. By June of 2008, 70% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci as measured by staff surveys, participation in professional development and staff observations.

4.b.2.a.3. By June of 2009, 90% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci as measured by staff surveys, participation in professional development and staff observations.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
4b2	Conduct a staff surveys on teachers knowledge of the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci	Staff and Administration	June 2006 - 2009	N/A	Measure percent of teachers gaining the skills necessary to integrate appropriate software and technology.
4b2	Provide professional learning workshops to promote tech integration skills pertinent to approved software.	Staff and Administration	July 2006-June 2009	General Funds, EETT, Categorical Funds	Professional Learning catalog and feedback forms.
4b2	Modify workshops to address changes in the needs of the staff.	Staff and Administration	July 2006-June 2009	General Funds, EETT, Categorical Funds	Professional Learning catalog and feedback forms

Goal 4.b.3. 100% of Language Arts and Math teachers (K-12) will receive training on how to access and interpret student data to inform instruction.

Objective: By June 2009

4.b.3.a. 100% of Language Arts and Math teachers (K-12) will receive training on how to access and interpret student data to inform instruction.

Benchmarks:

4.b.3.a.1. By June of 2007, 50% of teachers will receive training on how to access and interpret student data to inform instruction.

4.b.3.a.2. By June of 2008, 75% of teachers will receive training on how to access and interpret student data to inform instruction.

4.b.3.a.3. By June of 2006, 100% of teachers will receive training on how to access and interpret student data to inform instruction.

.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
4b3	Provide professional development and training opportunities for teachers on how to access and interpret student data	Staff and Administration	July 2006 – June 2009	General Fund, EETT, Categorical Funds	Professional Learning workshop participation and evaluations.
4b3	Modify applicable training models and material to address adjusted needs of staff.	Staff and Administration	July 2008 – June 2009	General Fund, EETT, Categorical Funds	Professional Learning workshop participation and evaluations.

INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT

5.a Description of the Technology Needs

Over the last three years, the district has invested considerable funds into maintaining and advancing the technology needs of our two schools. However, the district has several needs that need to be addressed. The district would like to establish a high-speed connection between the elementary school and the high school. The district would also like a new phone system that allows for teacher voice-mail, absence calling and message boxes to improve district communication with parents and the community. As funding becomes available, the district will need to replace outdated computers and upgrade where possible. The teachers needs for audio-visual equipment requires yearly evaluation and replacement/update.

5.b. Description of Existing Technology

The Ferndale Unified School District has a connection with the Humboldt County Office of Education which provides our email service and technical support for our network infrastructure, and our Cox Cable is our Internet Service Provider. Each school site provides an Internet filter.

Both schools utilize 10/100 mbps switches with at least one drop per classroom. Most classrooms utilize hubs to accommodate a teacher’s station as well as 1 or more student computers.

We have limited technical support in the district, support is provided by the Humboldt County Office of Education, RWS Services (a local computer repair service), a high school computer teacher, and a librarian/technology specialist at the elementary. Each site is responsible for maintenance, upgrade and replacement of equipment and software.

5.c. Goal, benchmarks and timeline for obtaining the needed infrastructure to support the other components of the district Technology Plan:

Ferndale Unified School District will maintain hardware/software and updating virus protection regularly. FUSD will provide a repair/service protocol to support/provide teachers with dependable technology in order to meet their teaching needs.

5.c.1 Goal: Obtain, maintain and support hardware, software and network infrastructure to support the implementation of District Technology Plan.

Objectives

5.c.1: By June 2009, 100% of existing technology resources will be evaluated and supplemental resources identified and implemented including virus protection software. Hardware/software identified by attached or engraved I.D. information.

5.c.2: By June 2009, a computer and network repair service to both sites will be developed and implemented.

5.c.3: By June 2009, FUSD will have a new digital phone service in place.

5.c.4: By June 2006, hardware and infrastructure for wireless connection between the high school and elementary school will be operational.

Goal	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
5.c.3	Evaluate phone system needs in district; propose plan to Board.Purchase and installation of wireless hardware.	Staff and Admin.	June 2007 Jan 2008	General Fund, EETT, Categorical Funds	Feedback from staff and administration.
5.c.3	Replacement of phone service and training for staff usage.	Staff and Admin.	Jan 2008 June 2009	Gen. Fund, EETT, Cat. Funds	Notes, evaluations, Staff training notes, certificates of completion

 FUNDING/BUDGET COMPONENT

We are in the midst of a digital revolution, and all of our students must be computer literate. The goal of our technology plan is to ensure that all district computers meet at least the minimum standards to meet our student and staff needs.

Responding to the financial realities presented by the need to make technology available to students is a significant challenge. Providing and maintaining technology resources not only includes the initial purchase price of the equipment but must also include the infrastructure to maintain and support equipment as well as to connect each school to the district and every student and staff member to the Internet. Professional learning is essential, both in the use of equipment and software, as well as in instructional strategies for the integration of this technology into the curriculum. Replacement and upgrading older technology is a daunting task, but it will ensure that staff and students have access to the current software products they need. In addition to providing for the upgrade and replacement of existing computers, the district is committed to improving the student/computer ratio as funding becomes available.

6.a.1 Resources

Code	Description	Existing	Annual Amount	Potential New Sources	Annual Amount
A	Administration	Gen Fund	In Kind
B	Building and Facilities	Gen Fund	In Kind
C	Categorical	School Improvement Block Grant, Title V and Title I	4,000	Federal Funds	1,000
CH	Classroom hardware	Gen Fund	13,000
CS	Classroom software	Gen Fund	6,200
F	General Fund		500
G	Grants			To be determined	3,000
IH	Infrastructure hardware	Gen Fund	3,000
IS	Infrastructure software	Gen Fund	2,000
L/W	LAN/WAN Budget	Gen Fund	3,000
M	Maintenance and Support	Gen Fund	4,000	Gen Fund	3,000
T	Training	PAR/SD Block Grant	2,000
	TOTAL		37,700		7,000

6.a.2 Process for identifying funding sources.

As this is a small, rural district, the Superintendent/Principal is responsible for grant writing, budget development and allocation of funds to implement the goals set by the Board. The Superintendent/Principal attends workshops offered by the Humboldt County Office of Education Co-Op and Business Department to stay current on categorical programs and their uses and state funding levels. He maximizes the use of categorical funds in order to have general funds available for technology purchase and upkeep.

The district will look to CTAP and Humboldt County Office of Education to provide cost effective staff development, advice on hardware and software purchases and to help train our staff. The District also utilizes the expertise of its own employees for training other staff members.

In the past, an important source of funds for our school has been donations from local foundations. These funds can either go directly toward Technology support or can fund other items, freeing other funds for technology.

6.a.3 List of established and potential funding sources and cost savings, present, and future.

Funding Source	Established	Potential	Description
District General Fund	Yes	Yes	Pays for the salaries of Technology Specialists and for hardware and software.
No Child Left Behind (EETT Competitive Grants)	No	Yes	Could pay for a large part of professional development at our two schools.
Enhancing Education Through Technology Formula Grant	No	Yes	Potential to provide funding for district to pay for technology-related professional development.
E-Rate	No	Yes	Potential to pay for a significant amount of district's technology goals.
Various State and Federal Categorical Funds and Grants	Yes	Yes	Provides funding for select projects/staffing to improve access to technology.
Private Grants and Local Foundations	Yes	Yes	Provides additional funding for upgrading and replacement of older technology.

E-rate reimbursements allow the district to reduce its connectivity costs by 55%. Using technology in education requires steady funding to succeed. Priorities have been clearly stated in order to best direct funds as they become available from a variety of sources. In the past, and there is reason to believe this will remain true in the future, the District has been awarded grant funds from local granting organizations for technology purchases. Purchases are made in the most cost-effective manner, with membership in CalSave, and educational discounts through providers such as Dell Computer Corp.

6.b. Estimate implementation costs for the term of the plan (July 1, 2004-June 30, 2009)

District has used expenditure data from 2005-06 as baseline information for developing the following annual expenditure plan.

Category	Description	Item/category Cost	Estimated annual cost	Amount or % Erate	Total cost Y2,3,4&5
1000	Certificated staff hourly tech support	110 hours at $20/hour	$2,200		$6,600
2000	Classified staff hourly tech support	20 hours/week at $18.60/hr	$15,475		$46,425
3000	Certificated Benefits	13.02% of salary	$287		$861
3000	Classified Benefits	@23.99% plus medical	$8,728		$26,182
4000	Misc. equipment and parts	Digital Camera, LCD Projectors, Headphones	$4,164		$12,492
4000	Computer Hardware	14 computers with monitors, server	$9,434		$28,302
4000	Printer Hardware		$1,266		$3,798
4000	Copier Lease	FES and FHS Office Copiers	$7,679		$23,037
4000	Software	Software and Site Licenses	$6,207		$18,621
4000	Repairs	Service contracts, copier, equipment repairs	$10,994		$32,982
4-5000	Service Contracts	Network, Library, Tech Support,	$7,283	$14,000	$21,849
5000	Staff Development	Certificated Tech Training	$2,000		$6,000
	TOTAL		$75,717		$227,151

Description	Average Annual Cost	2006-2007	2007-2008	2008-2009
Network/Phone Infrastructure (General Fund/E-rate funded)	$26,400	$26,400	$26,400	$26,400
Mission Critical Operations Equipment Average Combined Renewal Cost (General Fund)	$2,000	$2,000	$2,000	$2,000
Refresh all computers 5-7 years or older (Grants and General Fund)	$24,000	$24,000	$24,000	$24,000
E-rate consultant costs (E-rate funded)	$1,400	$1,400	$1,400	$1,400
Total	$53,800	$53,800	$53,800	$53,800

The District is eligible for E-rate reimbursements of approximately $14,000 per year for Internet bandwidth and telephone connection costs, but not for any infrastructure costs. These infrastructure costs have been funded by a combination of General Fund dollars and grant funding dollars. The District has qualified for approximately $39,000 in grants for technology infrastructure (servers, desktop computers, wiring) during the three-year lifespan of the current Technology Plan.

6.c. Ongoing District Tech Support

As a small school district, current staff will implement the plan with heavy reliance on CTAP/HCOE for advice, guidance and staff development.

We will continue to rely on on-site staff at each school to provide computer support and to maintain equipment. For service needs beyond the capabilities of the on-site staff, the District contracts with the Humboldt County Office of Education Network Services and a private contractor.

The Humboldt County Office of Education provides some tech support by providing maintenance for the local area networks, computer classes at the county office, advice about networking, and support for connectivity for District business services

6.d. Replacement policy for obsolete equipment.

As part of this technology plan, as funding allows, Ferndale Unified School District plans to replace our older computers that become obsolete. Although there is not a replacement policy in place for technology equipment, the District recognizes the approximate 5-7 year useful lifespan of computer hardware. Over the last few years, we have met this goal through general fund sources as well as through various categorical funding sources and grant funds.

6.e. Monitoring progress and updating funding and budget decisions.

The Superintendent/Principal will develop an annual technology budget as part of the annual budget cycle, citing various sources of funding. The district budget is developed in April/June. He will prepare a mid year report in January of each year to update the Tech Committee, the Board, and the School Site Councils on the progress of funding for technology. Each site council is granted funding to support programs at the school site level, including technology.

The Superintendent/Principal, together with the District Business Manager, is responsible for monitoring all aspects of the budget. They oversee the day to day budget, plan for the expenditure of the various funds and programs, prepare the monthly budget reports as well as the state required semi annual Interim Reports for the Board, develops the budget annually, and in the process advises the Board about state and grant funds available.

BENCHMARKS

· By June annually, Superintendent/Principal develops Technology budget as part of the annual budget process

· By January annually Superintendent/Principal reports to Board, Tech Committee, SSCs on progress of funding and status of budget

Goal #	Implementation Plan/Activities	Responsible Position	Timeline	Monitoring and Evaluation Activities
6.e.1	Prepare annual Tech budget to implement the Tech Plan goals and activities	Sup/Principal, District Fiscal Policy Team	April/June annually	Budget document
6.e.2	Report/update progress of the annual Tech budget	Sup/Principal	January annually	Minutes of meetings
6.e.3	Update tech funding as new dollars are available	Sup/Principal	Ongoing	Budget documents

MONITORING AND EVALUATION COMPONENT

The Ferndale Unified School District had developed a technology plan that is reviewed yearly by the district technology committee to determine progress and needs. The current technology planning process needs to address increased use of existing technology and future technology tools in curriculum, instruction and assessment.

7.a. The process for evaluating technology’s impact on student learning and

attainment of the plan’s goals.

Embedded in text of each component of this plan is a description and schedule of how each of the goals and benchmark for each component will be evaluated.

To monitor adequately the school/district’s progress in utilizing technology tools for teaching and learning, data will be collected in the following areas:

· Annual increase in teachers’ technology proficiencies per the CTAP² Assessment;

· Annual increases in teachers’ use of technology to enhance curriculum;

· Students’ progress in mastering the California Content Standards in Math and Language Arts;

· Students’ progress in acquiring technology proficiency skills;

· Annual maintenance and infrastructure upgrade activities;

· Adequacy of Tech Support training.

The data collected and the technology plan will be evaluated annually in terms of its relativity to changes in the district and adjusted accordingly. The Technology committee and the Superintendent will be responsible for the annual review of the technology plan, which includes a year-end report to the District board. Technology committee members include certificated staff from all school sites, superintendent, both site principals, district finance officer and both site librarians. The Technology committee meets monthly and addresses issues around curriculum, technology management and student performance as it relates to technology.

7.b. A schedule for evaluating the effect of plan implementation.

The technology plan will be evaluated in June of each year during the plan. Evaluations and subsequent recommendations will be taken by the superintendent and reported to the Ferndale Board of Education.

7.c. How the information obtained through monitoring and evaluation will be used.

The district technology committee and the Superintendent will prepare semi-annual reports of the progress toward meeting stated goals and benchmarks. This report will be in conjunction with the budget development in April/June and the semi-annual report in January. The report will be presented to the district technology committee, the district board, the district staff and the school site councils at regularly scheduled meetings. This information will be made available to parents and community.

EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS COMPONENT.

8a. Adult Literacy

The Ferndale Unified School District provides adult education classes to the general community for English language learners, on our campus, in conjunction with Fortuna Union High School District.. The course is taught at the elementary school and there are computers and Internet access in that room. As our EL population grows each year, the need for increased English literacy/civics education will grow. We anticipate that we can work together with Fortuna Adult School to incorporate technology in its English literacy/civics education classes by guiding students in the use of in-class computers to complete regular assignments and unit projects. Each of our classrooms have at least one computer and a printer, and our elementary lab is equipped with 31 computers. It is possible that we could expand our adult education offerings to include basic keyboarding, word processing and spreadsheet skills, as well as presentation software and the use of the Internet. In completing many of their civic education projects, students conduct research on the Internet and gain valuable information literacy skills. Some projects require students to use digital cameras and to scan pictures to import into documents on which they are working.

EFFECTIVE RESEARCH BASED METHODS AND STRATEGIES COMPONENT.

9a. Describe how the plan has utilized reliable research behind the model design.

The development of the District’s curriculum, including the teaching and learning strategies at the heart of the technology learning of both students and staff, are an outgrowth of the District’s understanding of the learning process as delineated in the work of Marzano, et al, (A Different Kind of Classroom: Teaching with Dimensions of Learning, Marzano, 1992. Association for Supervision and Curriculum Development.). Marzano reviewed more than thirty years of research into the learning process and translated it into a framework for learning. This research supports the development and use of technology to building learning environments. Marzano emphasizes the critical need for every teacher to become an expert on learning and to use that knowledge to align and integrate curriculum, instruction, and assessment to support genuine understanding. This is essential if students are to learn at the highest level, developing the same skills as teachers in becoming lifelong learners.

This directly supports both the plan’s Curriculum Component and the Professional Development Component to ensure embedded technology rich learning environments providing state of the art curriculum, professional development, infrastructure and technical support which meet the needs of all students and staff. The standards delineated in the District’s content areas and technology also reflect the research of Marzano and others by having students and staff develop new ways to access information and practice skills, develop reason and problem solving abilities, and be a part of the district’s community of learners.

In other research, Honey states: “Test scores can be increased with implementation of education plans that incorporate applications. Student performance improved on standardized tests in writing and mathematics as part of a broad-based educational change in Union City, New Jersey. Project Explore combined (a) integration of technology with instruction, (b) extensive professional development for teachers, and (c) computer use at home and school with:

· school site leadership

· effective school improvement plans

· a strong emphasis on student creativity and expression of ideas in multiple formats

· an emphasis on different points of entry into a task for students working at different ability levels.

The change effort had the greatest impact on students' standardized-test performance at the K-8 level, where they were in place the longest. (Honey, M., Culp, K. M., & Carrigg, F. (1999). Perspectives on technology and education research: Lessons from the past and present. New York: Center for Children and Technology. Retrieved March 28, 2002, from http://www2.edc.org/CCT/index.asp). Honey’s research supports the district’s plan for the integration of technology into the core curriculum with the intent of improving state standardized test scores.

9b. Thorough and thoughtful examination of externally or locally developed education technology models and strategies.

The District gives high priority to learning activities that challenge higher-order thinking skills and engage students in hands-on learning activities using appropriately selected hardware and software. The District Technology Committee will develop a comprehensive Scope and Sequence that integrates technology into grade-level standards. The District routinely utilizes and will continue to utilize research-based models and strategies to address the quality of student learning. It has utilized a variety of strategies consistent with the following to develop a plan that addresses student learning through a standards-based curriculum and technology:

1. Getting the Most from Technology in Schools, 2002, White, Ringstaff, Kelley, WestEd

Regional Educational Laboratory.

The educational brief describes the essential elements of planning and organization that are required if computer-based technology is to enhance student learning. Essential to that goal are (1) matching technology with goals; (2) including technology as one piece of the puzzle; (3) providing adequate and appropriate professional development; (4) changing teacher beliefs about learning and teaching; (5) providing sufficient equipment; (6) making equipment accessible (classrooms versus labs); (7) considering computer access at home; (8) planning for the long term; (8) providing technical and instructional support; (9) integrating technology within the curricular framework. This research reflects the District’s planning process, integration of technology into the curriculum, management and administration of student learning. It is integral to the District’s strategic planning process, with technology being a component of all strategies. Consistent with this best practice research, technology is infused as one piece of the puzzle.

2. How People Learn, Brandsford, Brown, Cocking, Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education, National Research Council, 1999. This study connects the use of technology to current research on how students learn and effective teaching practices. The authors present multiple examples of learning/teaching strategies that connect technology learning to the real world, use technology as tools for higher-level thinking and problem solving, and expand creativity.

3. Increasing Student Learning through Multimedia Projects, Simkins, Cole, Tavalin, Means, 2002, Association for Supervision and Curriculum Development.

The author models, through a research-based approach, how to increase student learning through multimedia projects. The author moves systematically through organization, addressing curriculum standards, maximizing student learning, to developing a perspective where technology is the vehicle not the outcome or focus.

4. Learning and Teaching Information Technology: Computer Skills in Context, Eisenberg,

Johnson, Eric Digest, Eric Clearinghouse on Information & Technology at Syracuse University,

September 2002.

Eisenberg, et al, explore and demonstrate how technology literacy skills can fit within an information literacy skills context. The researchers define the essential components, including teacher knowledge and skill. The curriculum is built on the Big6 Skills approach. The article presents the six components: task definition, information seeking strategies, location and access elements, use of information, synthesis (integration into learning), and evaluation.

Flowing from this research stream, the District will develop grade level content standards that specify the integration of technology into content subjects that require students to simulate, model, experiment, collect, synthesize, display, present and evaluate their learning through technology.

9c. Innovative strategies for using technology to deliver rigorous academic courses and

curricula, including distance learning technologies.

The District has planned for the use of technology to drive its standards-based curriculum for the

21st century. The District envisions students, staff and parents utilizing technology to support, extend, and enrich learning; provide links between the school, students, parents and community; and, provide staff and administration with tools to support student learning. As a result, the learning community of students, staff, parents and community will be expanded, becoming a community of learners in a global society.

Students will utilize information skills in their daily classroom learning, but they will also utilize technology in modeling, simulation, connecting to real world experiences in/and with the community, organizing, monitoring and structuring their learning, communicating globally, and participating in and constructing complex procedures that allow for the highest level of learning. Learning will extend beyond classroom walls and the hour of the school day to home, before and after school. Students will be able to participate in distance learning, extending their learning to include advanced college level course work, AP classes, and course work not available in the local school setting, such as many foreign languages. Elementary and secondary school students will be able to travel to enrich their learning while keeping up with their course work and classrooms at home. These concepts are consistent with current research:

1. Using the World Wide Web to Build Learning Communities in K-12, Gordin, Gomez, Pea,

Fishman, Northwestern University School of Education and Social Policy, Journal of Computer

Mediated Communication, Vol. 2, No.3, December 1996.

Gordin, et al, explore the nature of learning communities and the use of the World Wide Web to have students connect with their communities and the world around them. The levels of interaction are defined, ranging from accessing data on the Internet to dialogue with community members, incorporating student’s work into published archives, etc. The article also addresses connecting parents and local communities with schools. The article points to what is an increasingly common practice of using voicemail and email to other practices of putting student work online for parents to observe and evaluate. The article points to promising practices that expand the use of the World Wide Web to expanding learning and communication beyond classroom walls to connect students and schools to their communities. The research is represented in the goals and benchmarks of the plan that include developing alternative forms of electronic communication for total community access; increasing communication between home and school by expanding the existing email system via the worldwide web, email and phone; exploring varied learning environments; students communicating electronically with students from other schools; and creating shared web sites, distance learning and on-line courses.

2. Apple’s Classrooms of Tomorrow, Sandholtz, Ringstaff, Dwyer, Apple Computer, Inc. 1996, and Integrating Technology into Classroom Instruction, Ringstaff, Marsh, Apple Computer, Inc.1996.

These and other reports by the Apple’s Classroom of Tomorrow project and study provide research-based case studies and findings relative to effective integration of technology into instruction. The study points to attitudinal, skill, and behavioral differences of teachers toward student learning as a result of the training and integration of technology into the classroom. The significance of the research provides evidence of improved student learning through a variety of technological tools and practices that create higher level learning.

3. Technology in K-12 Education: Envisioning a New Future, Thornberg, White Paper: Forum

on Technology in Education: Envisioning the Future, U.S. Department of Education. December

1999.

Thornberg presents concepts regarding technology in education, but, as he points out, the concept needs to be expanded to include both computer and communication technologies which he identifies as creating the “telematic revolution.” He encourages seeing technology as an extension of ourselves that allow us to do things we were not able to do before. He presents the 21st century classroom, not as a room at a school, but “on the bus home, in the park, at a museum, or on the playground.” He provides a direction to realize the vision of the future. Technology needs to be accessible to all students as an essential part of their learning. Classrooms need to be envisioned not as walls and space occupied by a group of children, but of the learning environment of each child.

Consistent with the research of Apple and Thornberg, the plan envisions students, parents, and community as having access to the school’s technological resources and the school to the community through a website, expanded email, distance learning and phone communication. Classrooms without walls exist as students move their learning into the community and use video chips recorded in the field and played back on DVD, CD ROM, etc., to bring into the classroom materials, experiences, and items not otherwise available in the classroom, such as researching and accessing historical documents and archives, and exploring distant worlds through access to the World Wide Web in the study of the arts, languages, and the social sciences. Students are able to simulate experiments that would not be able to be conducted in the classroom through advanced software applications that link students to space satellites, scientists, and other professionals.

Appendix

ISTE National Educational Technology Standards for Students (NETS*S)

http://cnets.iste.org/students/s_stands.html

NETS for Students

Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS

1 Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.

2 Social, ethical, and human issues

• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3 Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4 Technology communications tools

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5 Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6 Technology problem-solving and decision-making tools

• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.

PROFILES FOR TECHNOLOGY LITERATE STUDENTS

Grades Pre K - 2

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 2 students will:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)

2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

3. Communicate about technology using developmentally appropriate and accurate terminology. (1)

4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

6. Demonstrate positive social and ethical behaviors when using technology. (2)

7. Practice responsible use of technology systems and software. (2)

8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)

9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, and drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

Grades 3 - 5

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 5 students will:

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)

4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

Grades 6 - 8

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 8 students will:

1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)

2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)

Grades 9 - 12

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 12 students will:

1. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)

2. Make informed choices among technology systems, resources, and services. (1, 2)

3. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)

4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)

5. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, and correspondence). (3, 4)

6. Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)

7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)

8. Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)

9. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Appendix C – Criteria for EETT-Funded Education Technology Plans

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.	1-3	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 in District Plan	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.	1	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)	Page in District Plan	Example of Adequately Addressed	Example of Not Adequately Addressed
a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.	3	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.	3-5	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.
c. Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents.	5-8	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.	8-12	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.	12-14	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.	14-15	For the focus areas, the plan delineates clear, specific and realistic goals for using technology to support the progress of all students. The implementation plan clearly supports accomplishing the goals.	The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish 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 student academic needs.	15-16	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 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.
h. List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents.	16	The plan delineates clear, specific and realistic goals for using technology to facilitate improved two-way communication between home and school. The implementation plan clearly supports accomplishing the goals.	The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.

i. List of benchmarks and a timeline for implementing planned strategies and activities.	16	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.	17	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)	Page in District Plan	Example of Adequately Addressed