Murrieta Valley High School Technology Plan School History and DescriptionMurrieta Valley High School, founded in 1990, is the oldest comprehensive high school in Murrieta Valley Unified School District. MVHS is a California Distinguished School, is a four-year comprehensive high school fully accredited by the Western Association of Schools and Colleges (WASC). We offer students an excellent academic program, an award-winning student activities program and an outstanding interscholastic athletic program. Special programs prepare students for their future pursuits and for college, including the International Baccalaureate Program, Advanced Placement, Robotics, Advancement Via Individual Determination (AVID), READ 180, and award-winning Visual and Performing Arts. Students compete in mock trial, Model United Nations, Science Olympiad, athletics, and performing arts. Technology Plan Mission StatementMurrieta Valley will implement current technology to differentiate instruction and provide students daily in-class access to technology, while developing technological skills and experiences to compete in a 21st century global market. Technology Plan Vision StatementMurrieta Valley High School envisions the following goals to increase student learning outcomes:1. Expand daily access to technology for all students in each classroom.

Teachers will develop content and modify their instruction to take advantage of the technology. Murrieta Valley High School will improve its wireless infrastructure to support the implementation of expanding the access to technology for all students.

2. Implement the “Blended” Classroom delivery model.The teaching staff at MVHS will participate in professional development to build content to support the flipped delivery model. Students can access content at home, in the school library, or on a device within the classroom to prepare them for the next lesson. Teachers will then create MYP Unit Planners and common core activities for students to demonstrate proficiency. Teachers will be encouraged and supported to change or increase their existing pedagogical style to implement the flipped delivery model.

3. Create and establish student learning spaces.The mounting of LCD projectors and screens will allow classrooms to be manipulated to provide an environment that is more student driven rather than teacher-driven. To meet the objectives of common core and MYP, students will utilize the flexibility of the classroom environment for enhanced collaboration and presentation formats.

4. Enhance access to online testing format now required for SBAC and other district benchmark assessments.

Increased number of devices will allow greater access to accomplish the required assessments that otherwise cannot be completed due to the scheduling conflicts in using the labs. These assessments include: SBAC, College/Career readiness sessions, Read 180, APEX, Think through Math, district benchmarks for English and math (science will

likely be added in the future), SRI and SMI (universal screening), CTE Pathway Completer and MYP unit planner assessments (for example, PE exams and presentations).

5. Build and implement a student driven tech support program.MVHS will develop a student driven tech support program and train students to provide onsite tech support to students through one on one tutoring sessions and demonstrations and through video presentations that are available on the school website. The ITL will have a prep period where he/she can train the peer tutors to then create videos, gain expertise and send them to help in classrooms to assist teachers and students during the learning process.

6. Establish on-going professional development program for use of technology in the classroom and the “Blended” classroom model.

MVHS will establish an on-going professional development calendar to support the implementation of the flipped classroom delivery model. Teachers will be encouraged and supported to attend additional training in technology and pedagogical methodology. “Tech 5” trainings tips at monthly staff meetings.

7. Utilize a 21st century virtual classroom for teachers to increase best practices.MVHS will implement the blended classroom model and increased incorporation of technology for content delivery, which supports the MYP methodology and Common Core Assessment processes. The use of Haiku, blended classroom and increased technology for MYP and Common Core implementation will provide a collaborative and hands-on approach to classroom instruction that requires students to work with other students, their teachers, experts in the community and around the world to develop a deeper knowledge of the subjects they are studying.

Technology Committee

Assistant Principal, Stephen Diephouse; ITL, Jacob Johnson; ITCs, Alanna Fields, Debbora Santelices, Mariano Aranda, Shannon Augustin; Technology PSG, Principal Eric Mooney, Suzanne Marsolais, and Shannon Fosgett. Technology Plan Review The plan will be reviewed at the beginning of each semester by the ITL/ITC committee, leadership, and School Site council to evaluate the implementation of the plan and allocation of resources as funding mechanisms and needs change over time.

Training and Support

Monthly technology trainings available on new technology, software, implementation ideas, collaboration and sharing of lessons.· Incorporate technology training into staff development days provided by the district.· Forum for technology lesson share-out from Technology PSG meetings through MVHS Technology Haiku page.

· Implement specialized technology support from current staff on areas of expertise including the following:o Haikuo Aeries.Neto Blended classroomo Google Drive applications and usageo Network connectivity (on-site computer tech)o Turnitino Shmoopo Microsoft Office 365· Need to have continual workshop monies available to send our teacher experts on new trainings to keep up to date with technology advancements.· Release days for collaborative planning on incorporating the use of technology into lessons.· Support plan for ongoing technology replacement needs.??Prep for our ITL and forfeit the stipend to then go to classes with teachers with students or cover another ITC teacher to then go and help, research, test devices and then research.??Have all ITCs/ITL attend a Q conference.Have ITCs/ITLs be the experts and then train others or help host trainings.Once a semester: all teacher staff tech training on devices, software, programs.Each month at tech PSG: provide a tech training on how to use tech as a teaching tool. Provide a 15 minute tech talk at the previous staff meeting to preview what they will learn about. Outcome on Student Learning Implementation of the technology plan is intended to accomplish the following: to prepare students for common core SBAC assessments (including benchmarks, MYP, universal screenings), to enhance college readiness skills (nonfiction reading, research skills and critical writing skills), and to develop career readiness skills (resume building, interviews, and applications). Such technology skills will include: internet and database research, proper citation methods, enhanced use of multimedia in presentations, digital literacy, ITC skills, and experience gained in an online learning format focusing on discussions, wikiprojects (online collaborations), social-networking, submission of assignments electronically, and online video conferencing. Many of these skills are developed through the school-wide use of Haiku as an online instructional format. Basic word processing and spreadsheet skills are developed through ICT. Access to online interventions programs (for example, Think through Math, APEX, and Read 180) addresses our school-wide intervention goal to improve student performance. Use of ABI for tracking their grades, coursework information and course selection prepares students to use these technologies at the next level beyond high school. Counselors assist students in preparing for college applications, meeting entrance requirements, and organizing all exam and course info through the California Colleges website. With the expansion of the district’s Microsoft 365, it is expected that students will have even greater opportunities to develop these skills. All of these technology skills are intended to allow the student to think critically, to synthesize information, to apply concepts to real-world problems, to present information logically in both written and oral formats, to develop creative problems solvers that extend learning

beyond the classroom, to create life-long learners who are prepared to navigate the technology driven 21st century college and career world.

Single plan: Goal #1 and LCAP goal #1· Increase student achievement, other student outcomes, by creating a highly motivating environment, improve school climate, increase student engagement, and increase course access.

School-wide usage of research databases (WASC goal #5: objective #2 student research learning) Single Plan Goal #3 Implementation of common core· To ensure school programs and services enable all students, including English Learners, have access to California’s academic content and performance standards.· Increase access to instructional technology to support digital learning. Single Plan Goal #5 and LCAP achievement

● Increase the proficiency level as measured by the CAHSEE● Promote the use of Shmoop by all 9th and 10th grade ELA teachers (access to core

subject support materials). LCAP Goal#3 Professional Development· Use of effective instructional technologies to access benchmark assessments to inform instruction.· Increasing enrollment and participation in California Colleges to assist student exploration and preparedness for college and career options.

Assessment (needs to be specific, measureable)Effectiveness of technology purchases will be measured by the following: examination of frequency and effectiveness of use of labs by teachers, use of Haiku by students and teachers, and student performance on assessments.

● student achievement (SBAC testing results, District benchmark results, D/F rates by sub-groups, universal screenings, APEX, CTE Pathway Completer, MYP Unit Plan assessments, Think Through Math, Read 180, California Colleges, ACT/SAT scores)

● perception of use of technology and effectiveness by students, staff, and parents (end of the year survey, senior survey)

● collection of teacher examples of technology lessons (MYP unit planners)● frequency of usage for software programs (shmoop, questia, turnitin, haiku, California

Colleges, etc)● professional development evidence (calendar, rating survey) to demonstrate training

support to enhance implementation of technology

● Haiku analytics (frequency of access, type of usage for the students)● California Colleges used for accountability measurements for college and career

readiness (career interest, student profile, A-G requirement completion, FAFSA, Job interview practice, Cal State college applications, developing portfolios) Percentage of students who are college/career ready.

● Data on student performance aligned to PLC goals and analyzed in PLCs.● Single plan for student achievement goal 3 to implement the common core: Developing

capacity in terms of knowledge and equipment to support digital learning in the 21st century.

● Single plan for student achievement goal 1: Increase formulation of instructional technology to increase student engagement through Haiku, Shmoop, Read 180, etc. By monitoring the number of D and F grades for students in the core content areas, the number of students who graduate high school as measured by graduation rate, the middle and high school dropout rate, the accessibility to all students who participate in web-based AP preparation program and access to CTE course sequence.

Technology Action Plan YEAR 1 (2014-2015)

Goal Objective Resource Allocation

Develop stakeholder group (technology committee)

Group that will oversee the creation of the site tech plan

Time to develop plan

Survey departments Determine current technology and future needs

PLC time

Increase knowledge of technology available for academic use

Attend technology fairs and trainings Substitute costs to cover teacher release

Develop a plan for the Microsoft office lawsuit money

Replace nonfunctioning devices and purchase technology for critical areas of need. {2 I-pad air with apple care, 10 Sharp LCD projectors, 5 Elmos, 4 laptops, 9 Chromebooks, 25 Dell desktop computers}

($42,000 from lawsuit)

Estimate costs of acquiring and implementing tech

Need an architect to determine costs and resources to ceiling mount projectors. Costs for running wiring, costs for expanding infrastructure for Wi-Fi to include all areas of the school.

Initial costs to have architect survey needs.

Acquire funding through measure BB

Increase awareness of Measure BB and support to acquire technology dedicated funding.

To be determined based on passing of Measure BB

Submit formal School Site Tech plan to district

Develop School Site Plan, communicate it to all stakeholders and attain agreement.

ITC/ITL meetings at district, time to complete plan

YEAR 2 (2015-2016)Phase 1 of Measure BB

Goal Objective Resource Allocation

Create overview of school implementation with contractor.

Identify all room set ups to create instructional set-ups for every instructional space on campus.

Measure BB (August 2015)

Standardize all instructional presentation systems in all learning spaces on campus.

Starting in January (2016), each classroom will be updated to the same standard.

Measure BB (early spring 2016)

Update technology in classrooms with specialty programs.

CTE classes, graphic design, photography lab, robotics/Engineering will have updated technology.

Measure BB (spring 2016), Robotics California Career Pathways Grant

Continual revision of tech plan at the beginning of each semester

As new funding sources become available or current technology breaks, need to evaluate priorities in the plan. Survey staff on needs and priorities.

Time

Create a timeline for training implementation

Principal establishes monthly meeting schedule for staff development, and Technology PSG identifies upcoming workshops available for expertise training. At minimum, expertise trainings should be once a year.

Costs for workshop registrations and substitutes

Expand infrastructure (spring break and summer 2016)

-Enhance Wi-Fi access in all areas of the campus (gym and twelve-pack and increase bandwidth and access points for anticipated increase in usage)-Prepare for increased charging needs

Measure BB

by installing charging stations in every classroom

Purchase devices according to priority of proposed resource list

-to begin the first round of device and software purchases to enhance student learning outcomes.

YEAR 3

Goal Objective Resource Allocation

Evaluate the three year program successes and areas of improvement in order to revise our technology plan. Assess the effectiveness of our technology plan and teacher professional development need.

Use feedback from all involved staff and student performance measures to improve and revise our current technology plan.

Continue to fairly distribute resources needed based on existing resources and current need.

Maintain all resources and update technology that needs repair or replacement.

-ensure that projector bulbs, replacement and repair of devices will need to be planned and pre-ordered.

Provide release time for teachers to create innovative lesson plans that incorporate technology

STEM Support

All areas of STEM will be addressed through this technology plan. Please see the proposed resources chart for specific details regarding STEM purchases. Each STEM subject area will receive updated computer systems and devices to implement new software programs.

Engineering is receiving a grant to help with specific needs, however, they will still need support to purchase updated computers in the classroom.

Infrastructure

● Expand bandwidth and update old wiring to increase the capability of each classroom to actually access the speed and potential of the new devices. Need to anticipate increased usage as more wireless devices are purchased and used.

● Each classroom should have a wifi-hotspot to allow students to use wireless devices in a 1:1 ratio.

● Expand wifi hotspots to Gym/PE/sports fields, so teachers can access technology to take attendance and use devices.

● Additional wiring and outlets will be required for installing the A/V and speaker system and mounted projector system

● Contractor identified needs???

Career Technology

College and Career readiness will be influenced by a number of different technology uses:● California Colleges online program will be used by counselors in guidance lessons to

help establish four year plans and achieve A-G completion to increase students’ qualifications.

● Microsoft 365 roll-out to students to provide access to Microsoft suite tools to prepare them for using this system at both the university level and in the workforce.

● California Colleges used for accountability measurements for college and career readiness (career interest, student profile, A-G requirement completion, FAFSA, Job interview practice, resume building, Cal State college applications, developing portfolios).

● SRI lexile results can be used in career classes to analyze future career prospects and required lexile levels to achieve career goals.

Technology Sustainability

Since technology devices are all being updated at the same time, we can anticipate that replacement needs will likely occur in large quantities. To be proactive, we plan to make annual purchase of certain items in anticipation for replacement needs.

● purchase ___# bulbs for replacement each year. If the bulbs are unused that year, then they will be used for future needs.

● budget to replace/repair broken devices each year● budget to upgrade software as it becomes obsolete● budget to upgrade/replace devices as they become obsolete

Existing Resources (will be updated after lead teachers provide information)

MVHS Existing Technology Resources

Existing Resource How Resource is Being Used to Support Student Achievement

STEM (Y/N)

Teacher computers (all updated to windows 7,

Office 2013)

To access Haiku, daily news, Aeries.Net (attendance, grading system), internet based

sources for the classroom, to reserve computer labs on campus, to implement “Blended”

classroom model

LCD Projectors (one in every classroom and

computer labs) (#)

Lectures, Power Points, videos, announcements, “Blended” classroom model

ELMO (every teacher who requested one has one) (#)

Lectures, display of samples and modeling of skills

2 rolling Chromebook carts (40 each) – Accessible to all teachers through a sign-up

process

To provide student access to technology within the lesson, internet research, college

applications, career investigation, writing of reports, use of video instruction for conducting

labs, designing student presentations and videos.

5 computer labs for all teachers to access through

a sign-up process.

To provide student access to technology within the lesson, internet research, college

applications, career investigation, writing of reports, use of video instruction for conducting

labs, designing student presentations and videos.

5 Assigned classroom computer labs

Graphic design (HP Lab), photography (Mac Lab), TV/Digital Video (Mac Lab), 2 ITC

classrooms (HP Lab), Drafting/Robotics (HP Lab)

2 Roving presentation stations (laptop, LCD

projector, ELMO)

Checked out by teachers to be able to present in locations without presentation stations.

40 Chromebook lab in a health classroom

Health curriculum is online and utilizing a hybrid format for instruction.

20 IPad cart in a math classroom

Used for “Blended” model instruction

2 READ 180 labs with 8 computers each

Used on a three-way rotation for the English intervention course.

8 computers in the English Language Lab

Access to the READ 180 and other intervention programs for use with the EL population.

Yearbook lab Dedicated to the formation of the annual school yearbook.

8 Chromebooks (1 for each counselor and RSP teacher)

Use for student meetings for individual guidance lessons and gathering of technology

within the general education classrooms.

30 Chromebooks (10 per SDC teacher)

Use for CAHSEE preparation, individualized instruction, remediation, and presentation

formation.

2 Apple TV set-ups, including laptop and LCD in

the Severely Handicap Classrooms

Use for group instruction, and allow students to be interactive within the instruction with their

individual devices.

6 computers in student support center

Use for PBIS

2 IPad for teacher check-out Use for “Blended” classroom

3 smart boards in computer labs

New projector stations

Science stuff???

NDN (Nighthawk Daily News)

144 chrome books with carts (added winter 2016)

Use for benchmark testing and universal screening and to help relieve impacted use of computer labs and scheduling unavailability.

70 laptops with carts (added December 2015)

Use for Think through Math courses

Summary of quantity of technology available:

Technology Quantity

Desktop computers for staff Approximately 185

Desktop computers for student use Approximately 475

Chromebooks 120 + 144 = 264

IPad 22

Apple TV set-ups 2

Laptops 10 + 70 new = 80

LCD Projectors 100

ELMOs 95

New Resources (add to this with department information)Break this down by: site-wide, library, departmentsSite-wide:

● 121 new ceiling mounted display/projector systems with classrooms wired for sound due to lifetime expiration approaching (one available for every classroom and admin conference room; dance room, wrestling room and library conference areas)

● Need more wifi access points to cover the gaps in coverage (one per classroom)● Provide a tablet for every teacher with keyboard and protective cover case● Every classroom to have a document camera● Doceri license for every teacher with an ipad or similar interactive software for tablets to

allow for interactive instruction● Enhance VBrick for TV Digital class● Recharging stations in the classrooms or on the carts due to increased number of

devices and current charging outlets are not enough.● 3 projector screens for gym● Secure storage carts for class sets of devices● New teacher computers (towerless)● Protective wiring in the ceiling for durability

Proposed Resource How Will Resource be Used to Support Student Achievement

STEM (Y/N)

Standards for English Key Ideas and Details

Language Arts (reading) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Standards for English Language Arts (writing)

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary and/or informational texts to support analysis, reflection, and research.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or

two) for a range of tasks, purposes, and audiences.

Standards for English Language Arts (speaking

and listening)

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for English Language Arts (language)

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Literacy in History/Social Studies, Science, and

Technical Subjects (reading)

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Literacy in History/Social Studies, Science, and

Technical Subjects (writing)

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary and/or informational texts to support analysis, reflection, and research.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Geometry For the Geometry course, instructional time should focus on six critical areas: (1) establish criteria for congruence of triangles based on rigid motions; (2) establish criteria for similarity of triangles based on dilations and proportional reasoning; (3) informally develop explanations of circumference, area, and volume formulas; (4) apply the Pythagorean Theorem to the coordinate plan; (5) prove basic geometric theorems; and (6) extend work with probability.

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Agebra II For the Algebra II course, instructional time should focus on four critical areas: (1) relate arithmetic of rational expressions to arithmetic

of rational numbers; (2) expand understandings of functions and graphing to include trigonometric functions; (3) synthesize and generalize functions and extend understanding of exponential functions to logarithmic functions; and (4) relate data display and summary statistics to probability and explore a variety of data collection methods.

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Math 1 (integrated pathway)

For the Mathematics I course, instructional time should focus on six critical areas: (1) extend understanding of numerical manipulation to algebraic manipulation; (2) synthesize understanding of function; (3) deepen and extend understanding of linear relationships; (4) apply linear models to data that exhibit a linear trend; (5) establish criteria for congruence based on rigid motions; and (6) Apply the Pythagorean Theorem to the coordinate plane.

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated

reasoning.

Math 2 For the Mathematics II course, instructional time should focus on five critical areas: (1) extend the laws of exponents to rational exponents; (2) compare key characteristics of quadratic functions with those of linear and exponential functions; (3) create and solve equations and inequalities involving linear, exponential, and quadratic expressions; (4) extend work with probability; and (5) Establish criteria for similarity of triangles based on dilations and proportional reasoning.

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Math 3 For the Mathematics III course, instructional time should focus on four critical areas: (1) apply methods from probability and statistics to draw inferences and conclusions from data;

(2) expand understanding of functions to include polynomial, rational, and radical functions; (3) expand right triangle trigonometry to include general triangles; and (4) Consolidate functions and geometry to create models and solve contextual problems.

Mathematical Practices 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Advanced Math Standards specific to your subject area

SAT/ACT performance

New science standards 1. Knowing, using, and interpreting scientific explanations of the natural world.

Strand 1 includes the acquisition of facts, laws, principles, theories, and models of science; the development of conceptual structures that incorporate them; and the productive use of these structures to understand the natural world. Students grow in their understanding of particular phenomena as well as in their appreciation of the ways in which the construction of models and refinement of arguments contribute to the improvement of explanations [29, 55].

2. Generating and evaluating scientific evidence and explanations.Strand 2 encompasses the knowledge and practices needed to build and refine models and to provide explanations (conceptual, computational, and mechanistic) based on scientific evidence. This strand includes designing empirical investigations and measures for data collection, selecting representations and ways of analyzing the resulting data (or data available from other sources), and using empirical evidence to construct, critique, and defend scientific arguments [45, 56].3. Understanding the nature and development of scientific knowledge.Strand 3 focuses on students’ understanding of science as a way of knowing. Scientific knowledge is a particular kind of knowledge with its own sources, justifications, ways of dealing with uncertainties [40], and agreed-on levels of

certainty. When students understand how scientific knowledge is developed over systematic observations across multiple investigations, how it is justified and critiqued on the basis of evidence, and how it is validated by the larger scientific community, the students then recognize that science entails the search for core explanatory constructs and the connections between them [57]. They come to appreciate that alternative interpretations of scientific evidence can occur, that such interpretations must be carefully scrutinized, and that the plausibility of the supporting evidence must be considered. Thus students ultimately understand, regarding both their own work and the historical record, that predictions or explanations canbe revised on the basis of seeing new evidence or of developing a new model that accounts for the existing evidence better than previous models did.

4. Participating productively in scientific practices and discourse.Strand 4 includes students’ effective engagement in science practices with an understanding of the norms for participating in science, such as norms for constructing and presenting scientific models and explanations, for critiquing and defending a claim while engaged in scientific debates, and for students’ motivation and attitudes toward science. For example, over time, students develop more sophisticated uses of scientific talk—which includes making claims and using evidence—and of scientific representations, such as graphs [58], physical models [59], and written arguments [60, 61]. They come to see themselves as members of a scientific community in which they test ideas, develop shared representations and models, and reach consensus. Students who see science as

valuable and interesting and themselves as capable science learners also tend to be capable learners as well as more effective participants in science [8]. They believe that steady effort in understanding science pays off—as opposed to erroneously thinking that some people understand science and other people never will. To engage productively in science, however, students need to understand how to participate in scientific discussions, how to adopt a critical stance while respecting the contributions of others, and how to ask questions and revise their own opinions [62].

One class set of Chromebook for every teacher, including charging cart/station with secure storage.

Physical labs are used for SBAC, benchmark testing, universal screening and California Colleges guidance lessons, which prevents teacher daily access.

2 iPad mobile carts stored in the library for teacher check-out.

Library:● Ceiling mounted display system with speakers on main floor (larger than classroom size)

Departments:

Arts ● One student computer station per classroom with printing capabilities● Updated software for Graphic Design and photo classes● Update computers in ICT labs, Robotics lab and graphic design lab

with upgraded software to meet the needs of the curricular demands (old technology)

○ To create classrooms that are current to the 21st century career and technical pathways.

Math ● Interactive software such as Doceri to mimic a smart board

technology capability● Class sets of iPad for all math teachers

○ Used to implement blended instructional model, access to interactive graphing apps, and create collaborative learning experiences through the use of interactive presentations.

History/Social Science

● Seven class sets of Chromebook for history/social science teachers● Seven class sets of iPad for history/social science teachers

○ Used for student use for primary document research, DBQ essay prompts, AP /SBAC exam prep, supplement textbook/whole class instruction.

Science ● 7 class sets of Chromebook for science teachers● 6 class sets of iPad for science teachers● Increased number of Vernier probeware devices and computer

interfaces to do data analysis. Install apps to run LoggerPro○ To implement NGSS/Common Core Science labs based on the

inquiry model.

World Languages

● 6 Class sets of Chromebook for world language teachers● 5 Class sets of iPad for world language teachers

○ Used for editing/grading essays, In-class research activities, and creating content to present in class.

English ● 8 Class sets of Chromebook for English teachers● 2 Class sets of iPad for English teachers

○ Used to create in-class presentations, editing essays collaboratively, complete research driven assignments and complete writing workshops.

Special Education

● Ten Chromebook and ten iPad per special education teachers○ To allow students to access interactive apps and access at

grade level curriculum.

PE ● Portable electronic device for PE teachers to use for attendance● Need to expand wifi capability to gym and surrounding area for PE

teachers to take attendance (safety and security).