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
9th 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 10th graders in each subgroup will pass the CAHSEE |
|
Early Assessment Program (EAP) |
· 100% of all 11th 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:
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.
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 |