Shasta County Office of Education · 2013-09-25 · Shasta COE Tech Plan July 2013-June 2016 6 In...

Shasta COE Tech Plan July 2013-June 2016

Shasta County Office of Education

Technology Plan

July 1, 2013 – June 30, 2016

Superintendent, Tom Armelino Assistant Superintendent, Administrative Services, Adam Hillman

Assistant Superintendent, Instructional Services, Judy Flores Assistant Superintendent, Early Childhood Services, Kathy Thompson

County Name: Shasta County District Name: Shasta County Office of Education

County and District Code: 45-10454 District Phone Number: 530.225.0200

Ed Tech Plan Contact Name: Daniel T. Ostrowski

Job Title: Director of Information Technology Address: 1644 Magnolia Avenue

City & Zip Code: Redding, CA 96001 Phone Number & Ext.: 530.225.0266

FAX#: 530.229.8599 Email: [email protected]

Back up Contact Name: Mari A. Moore

Job Title: Information Technology Analyst Email: [email protected]

Shasta COE Tech Plan July 2013-June 2016 2

ContentsACKNOWLEDGEMENTS ................................................................................................................... 4

GLOSSARY ....................................................................................................................................... 4

PREFACE ......................................................................................................................................... 5

INTRODUCTION ............................................................................................................................... 5

County Profile ............................................................................................................................... 6

Administrative & Support Divisions ............................................................................................... 9

Administration ............................................................................................................................ 10

Business Support Services .......................................................................................................... 10

Instructional Services .................................................................................................................. 11

Information Technology ............................................................................................................... 11

Student Programs ....................................................................................................................... 12

Philosophy of Technology in SCOE Student Programs ................................................................. 12

Programs Offered ......................................................................................................................... 19

PLAN DURATION ............................................................................................................................ 21

Administrative Focus ................................................................................................................... 21

Business Support Services Focus ................................................................................................ 22

Instructional Services Focus ........................................................................................................ 23

Information Technology Focus ..................................................................................................... 25

STAKEHOLDERS ............................................................................................................................ 28

PART II: ADMINISTRATIVE & SUPPORT DIVISIONS ........................................................................... 28

OVERVIEW ..................................................................................................................................... 28

ORGANIZATIONAL GOALS, OBJECTIVES, & BENCHMARKS .......................................................... 29

PART III: EDUCATIONAL SERVICES .................................................................................................. 35

SECTION 3: CURRICULUM & DATA DRIVEN TECHNOLOGY GOALS .............................................. 35

Overview ..................................................................................................................................... 35

SECTION 3c: SUMMARY OF CURRICULIAR PLANNING DOCUMENTS ........................................ 36

SECTION 3d-3k: CURRICULAR DRIVEN TECHNOLOGY GOALS, IMPLEMENTATION PLANS, BENCHMARKS, TIMELINES, MONITORING AND EVALUATION ................................................... 37

PROFESSIONAL DEVELOPMENT ................................................................................................... 46

Overview ..................................................................................................................................... 46

Summary of District Teachers’ and Administrators’ Technology Skills ......................................... 47

Professional Development Plan .................................................................................................... 47

Instructional Services Professional Development Plan ................................................................. 48

INFRASTRUCTURE, HARDWARE, TECHNOLOGY SUPPORT & SOFTWARE .................................... 55

Introduction ................................................................................................................................ 55

Infrastructure .............................................................................................................................. 55

Increased Functionality ............................................................................................................... 56

Baseline Technology .................................................................................................................... 56

Coordination and Planning .......................................................................................................... 56

Infrastructure Upgrade Project .................................................................................................... 56

Minimum Specifications for Technology ....................................................................................... 57


Software Selection Process .......................................................................................................... 57

Baseline Workstation Requirements ............................................................................................ 58

Current Status ............................................................................................................................ 58

PART IV: FUNDING & BUDGET ......................................................................................................... 69

OVERVIEW ..................................................................................................................................... 69

RECAP OF IMPLEMENTATION COSTS BY FISCAL YEAR ................................................................ 70

TOTAL COST OF OWNERSHIP FOR TECHNOLOGY PLAN ............................................................... 71

2013-2014 IMPLEMENTATION COST ESTIMATES ...................................................................... 72



PART V: IMPLEMENTATION STRATEGIES & ACTIVITIES .................................................................. 78

ADMINISTRATIVE & SUPPORT DIVISIONS ..................................................................................... 78

CURRICULUM ................................................................................................................................ 82

PROFESSIONAL DEVELOPMENT ................................................................................................... 90

INFRASTRUCTURE, HARDWARE, TECHNOLOGY SUPPORT & SOFTWARE .................................... 92

PART VI: MONITORING, EVALUATION, & MODIFIYING THE PLAN .................................................... 95

MONITORING & EVALUATION ....................................................................................................... 95

MODIFIYING THE PLAN ................................................................................................................. 95

PART VII: APPENDIXES ..................................................................................................................... 97

COLLABORATION WITH ADULT LITERACY PROVIDEERS .............................................................. 97

EFFECTIVE RESEARCH BASED METHODS & STRATEGIES .......................................................... 97

CRITERIA FOR EETT FUNDED EDUCATION TECHNOLOGY PLANS ............................................. 106


PART I: OVERVIEW

ACKNOWLEDGEMENTS

Shasta County Board of Education Diane Gerard Rhonda Hull

Sharon Hunter Steve MacFarland Linda McBride William Stegall Elizabeth “Buffy” Tanner Administration Tom Armelino, Superintendent Technology Committee Membership - Shasta County Office of Education James Alspach, Supervisor, Information Technology Melanie Cich, Risk Management, Business Services Denny Mills, Alternative Education Debbie Livingston. Alternative Education

Judy Flores, Assistant Superintendent, Instructional Services Chris Dell, Director, Instructional Services Mari Moore, Analysts, Information Technology Daniel T. Ostrowski, Director, Information Technology

Kathy Thompson, Assistant Superintendent, Early Childhood Services Conde Kunzman, SELPA Director

GLOSSARY

Abbreviations and acronyms used.

ADA ...................................... Average Daily Attendance AERIES ................................ Student Online Attendance Reporting API ...................................... Annual Program Improvement ASL ...................................... American Sign Language CAHSEE .............................. California High School Exit Exam CalPADS ............................... California Longitudinal Pupil Achievement Data System CAPA ................................... California Alternate Performance Assessment CAT-6 .................................. California Achievement Test, 6th edition CBEDS ................................ California Basic Educational Data System CELDT ................................. California English Language Development Test COE…………………………….….County Office of Education CSEA. .................................. California School Employees Association (Classified Union) CST ..................................... California Standards Test CTAP ................................... California Technology Assistance Project DRDPR…………….. ............... Desired Results Developmental Profile-Revised ECS ...................................... Early Childhood Services ED ....................... ................ Emotionally Disturbed EETT .................................... Enhancing Education through Technology ELD ...................................... English Language Development E-RATE ................................ Discounted Telecommunications Services provided by the federal


telecommunications Act of 1996, commonly referred to as E-Rate discounts

ESL. .................................... English as a Second Language FTE ..................................... Full-time Equivalent(s) GATE ................................... Gifted and Talented Education GED .................................... General Education Development HSPE .................................... High School Proficiency Exam IEP ...................................... Individual Education Program IFSP .................................... Individualized Family Service Plan ILTP ..................................... Individualized Learning Transition Plan ISTE .................................... International Society for Technology Education IT ......................................... Information Technology ITP ....................................... Individualized Transition Plan K-12 .................................... Kindergarten through 12th grade LEAP ................................... Local Education Agency Plan Mb/S ................................... Megabits per Second SCOE. ................................. Shasta County Office of Education SEIS………………… ............... Special Education Information System SELPA. ................................ Special Education Local Plan Area

PREFACE

Technology can be a powerful tool for teaching, learning, and managing educational organizations. The effective use of technology requires organizational ability to envision and plan beyond the immediate and into the future. The Shasta County Office of Education (SCOE) must have a comprehensive technology plan for the following reasons:

1. Proper planning saves time and money. 2. Proper planning helps ensure good decisions, proper implementation and successful

outcomes. 3. An all-inclusive technology plan provides guidance and support for organizational

change. 4. A well-written technology plan will provide information and organizational focus for future

grant applications and program development. 5. Education Code, Section 51871.5, requires all school districts to have an up-to-date

technology plan in order to receive any funding from technology grants administered by the California Department of Education.

This technology plan is based on multi-facet premises, although often grant focused, we have also addressed operational issues that we feel technology can assist us in overcoming. Since technology encompasses every aspect of SCOE and the services we provide, the plan will have the flavor of the ‘how-to’ portion of a strategic plan.

This plan will be viewed as a working document subject to modification and additions as needs and evaluation of success dictate.

INTRODUCTION

The mission of the Shasta County Office of Education, a customer driven educational leader and agent for change in the county and region, is to provide assistance and leadership to the districts in Shasta County and ensure all students have equal access to a quality education that prepares them to graduate from high school and obtain a high skilled, high wage career.

The Shasta County Office of Education (SCOE) is one of 58 county offices located throughout the state of California. The approximate 400 staff members of SCOE work year-round providing services which complement and supplement those offered by public school districts in the County of Shasta. Over 30,000 students in grades kindergarten through 12 are served by the 25 public school districts, 20 private schools, and approximately 26 charter schools in Shasta County.


In support of our mission, we have defined our vision statements to be: We will serve as the voice of education in the community, supporting the successful efforts

of our schools in Shasta County by reminding the community of the importance of education and the need for their support in the development of our youth.

We will partner with districts and the community to provide high quality, comprehensive early care and education programs that is neighborhood based, culturally sensitive, and inclusive.

We will provide the students of Shasta County with unique opportunities to explore science through outdoor education and hands-on learning

County Profile

Redding is centrally located between Sacramento and the Oregon border and is the Shasta County seat. The following data offers a snapshot of our county during the 2011-12 or 2010-11 school years whichever was the most current as provided by Ed Data, www.ed-data.k12.ca.us/welcome.asp, and Dataquest, www.data1.dce.ca.gov/Dataquest/ .

Schools by Type Shasta County Office of Education, 2011-12

Number of Schools Enrollment

Full-Time Equivalent Teachers(1)

Pupil-Teacher Ratio(2)

Elementary 1 154 8.5 18.1

Special Education 1 43 5.0 8.6

Juvenile Court 1 41 3.0 13.7

County Community 3 178 12.0 14.8

Total 6 416 28.5 14.6

(1) FTE teacher counts include those assigned to a particular type of school; district

and county office of education teachers not associated with a school are excluded. (2) The Pupil-Teacher Ratio is enrollment divided by the number of full-time

equivalent teachers. Because some teachers are not assigned to a classroom, the Pupil-Teacher Ratio is usually smaller than the average class size.

Source: California Department of Education, Educational Demographics Office (CBEDS, pubschls 12/10/12, enr11 12/10/12)


Charter Schools Shasta County Office of Education, 2011-12

Number of Schools 1

Enrollment 154

Full-time Equivalent Teachers 8.5

Pupil-Teacher Ratio (1) 18.1

(1) The Pupil-Teacher Ratio is enrollment divided by the number of full-time equivalent teachers. Because some teachers are not assigned to a classroom, the Pupil-Teacher Ratio is usually smaller than the average class size. Source: California Department of Education, Educational Demographics Office (CBEDS, pubschls 12/10/12, enr11 12/10/12)

Enrollment by Grade Shasta County Office of Education, 2011-12

Enrollment

Kindergarten 24

Grade 1 22

Grade 2 22

Grade 3 19

Grade 4 25

Grade 5 27

Grade 6 18

Grade 7 25

Grade 8 32

Grade 9 19

Grade 10 46

Grade 11 60

Grade 12 77

Total 416

Source: California Department of Education, Educational Demographics Office (CBEDS, 12/10/12, enr11 12/10/12)


Students by Race/Ethnicity Shasta County Office of Education, 2011-12

District County

Enrollment Percent of

Total Percent of Total

American Indian or Alaska Native

18

4.3%

5.1%

Asian 2 0.5% 3.0%

Native Hawaiian or Pacific Islander 0 0.0% 0.3%

Filipino 2 0.5% 0.4%

Hispanic or Latino 44 10.6% 12.9%

Black or African American

23 5.5% 1.7%

White 310 74.5% 72.4%

Two or More Races 16 3.8% 3.7%

None Reported 1 0.2% 0.5%

Total 416 100.0% 100.0%

Note: Shasta County Office of Education’s Ethnic Diversity Index is 28

Source: California Department of Education, Educational Demographics Office (CBEDS, 12/10/12, enr11 12/10/12)

Alternative Education Shasta County Office of Education, 2011-12

Alternative Enrollment Percent of Total

Enrollment Alternative Schools & Programs of Choice

264 63.5%

Independent Study 88 21.2%

Independent Study (at least 50% of classes)

88 21.2%

Online Education 10 2.4%

Source: California Department of Education, Educational Demographics Office (cbedsora11a.txt 5/8/12, cbedsora11b.txt 5/8/12)


Special Programs Shasta County Office of Education, 2010-11

County

Number of Students

Percent of Enrollment


English Learners 5 1.0% 2.7%

Free/Reduced Price Meals 305 63.5% 51.7%

Compensatory Education 513 106.9% 44.4%

Note: These 2010-11 statistics are based on an overall enrollment of 480 students in the district. Source: California Department of Education, Educational Demographics Office (cbedsora10a.txt 5/10/11, cbedsora10b.txt 10/26/11)

English Learners Shasta County Office of Education, 2011-12

Number of Students


Percent of Prior Year’s

Enrollment

English Learners (ELs) 4 1.0% N/A

Fluent-English-Proficient (FEP) Students

N/A

ELs Redesignated Fluent-English-Proficient (RFEP) Since Prior Year

N/A

Source: California Department of Education, Educational Demographics Office (Language Census, elsch12 9/20/12)

Languages of English Learner Students Shasta County Office of Education, 2011-12

Number of Students


Spanish 4 1.0%

Total 5 1.0%

Source: California Department of Education, Educational Demographics Office (Language Census, elsch12 9/20/12)

Administrative & Support Divisions

Recognized as a local leader in educational programs, SCOE acts as the lead agency over a variety of projects. These include areas such as reading and language arts instruction, special education, technology, safe schools, beginning teacher support, administrator training, and a myriad of others.

Under the leadership of the Shasta County Office of Education, school districts in Shasta


County, as well as those in the neighboring nine counties of the region, are able to maximize professional development through participation in regional, cost-effective programs and services. Group purchasing, regional training programs, specialized student program offerings, regional business/community partnerships, and technology services are a few areas where SCOE has taken the lead to assist districts in realizing these savings.

SCOE has been highly successful in securing grants and contracts to support and enhance education in Shasta County. Awarded grants include Enhancing Education through Technology (EETT), Tobacco Use Prevention Education (TUPE), Shasta County Math Partnership (CaMSP), Teaching American History, VOICES, Project SHARE After-school grants, and Administrator Training. These resources have enabled SCOE and partnering school districts to address critical student needs to develop improved educational programs for students, and provide professional development for administrators. Unique partnerships with private foundations, such as Starbuckets and the Schreder Foundations, provide SCOE with increased opportunities to continue developing regionally recognized programs that address critical student needs. Administration

As a public and educational agency, SCOE provides a wide variety of services to individuals, schools, and districts. It must also guarantee compliance by its departments, as well as the other districts within the County, with numerous laws and codes.

Its governing body is the Shasta County Board of Education which provides policy and oversight of SCOE programs, as well as hearing student expulsion and inter-district appeals. Lastly, it also serves as the County Committee on School District Organization.

Administration must oversee the operations of the organization as a whole and keep the general public apprised of all activities. Communication is a primary function of the department. The staff is responsible for receiving and disseminating large amounts of information from and to the public in a timely and efficient manner, as well as notifying all SCOE employees throughout the County of any current issues that may affect them.

Administration is also responsible for the use and maintenance of SCOE facilities, the printing and production of materials, and the receiving and distribution of equipment, supplies, mail, and warrants. Business Support Services

Business Support Services provides the majority of the "behind the scenes" services that SCOE requires in order to function efficiently as a public agency. Services represented include Internal and External Business Services, Payroll, Human Resources, Risk Management, Transportation, Facilities/Maintenance/Operations, Vehicle Maintenance, Graphics and Information Technology.

Internal Business Services provides accounting and financial support to the departments and programs operated by the Shasta County Office of Education. Major programs operated by SCOE are Court and Community Schools, Special Education, Early Childhood Services, Whiskeytown Environmental School and Schreder Planetarium programs. Major departments within SCOE are Curriculum & Instruction, Maintenance & Operations, Instructional Technology, Human Resources, Business Services and the Superintendent’s Office. Financial support includes budgeting, accounting, grant reporting and program compliance. Accounting activities are accounts payable, account receivable, invoicing, check processing, purchase requisitions, monthly financials statement and board budget presentations.

External Fiscal Services, as directed by AB 1200, provides the fiscal oversight over the 25 public school districts within Shasta County. Additional services include performing accounting & budgeting functions, communicating state regulations, acting as the liaison between the State and districts for collection and/or preparation of state reports, budget preparation, access to external independent audit preparation for SCOE and District financials, advice on budgeting revenues, interaction with Shasta County Treasurer, data analysis, as well as training and workshops.

The Payroll Department processes over 4,000 paychecks per month for school employees in Shasta County. We provide in-house payroll services for SCOE programs and multiple small school districts, as well as payroll support for sixteen large school districts. We also process STRS & PERS Retirement and payroll tax reporting for SCOE and twenty school districts.

The Human Resource Department’s primary goal is to provide leadership, expertise and relevant assistance to the SCOE, school districts, other county offices and to the general public in all areas of Human Resources. The key services, programs, systems, technical expertise and assistance


we provide include staffing, classification and compensation, labor and employee relations, state and federal compliance, staff training and development, records management, employee data base management, performance management, credentials monitoring, substitute services, health and safety, reception/customer service, employee programs and STRS retirement counseling.

Risk Management is a process undertaken to ensure that each risk identified within the Shasta County Office of Education environment is documented, escalated and mitigated as appropriate. Mitigation includes, but not limited to, removal of the risk, staff education to minimize the risk, as well as obtaining insurance coverage when applicable. Facilities/Maintenance/Operations is dedicated to providing to its clients, efficiently and effectively, the very highest level of service possible. Services provided include custodial, grounds keeping, routine maintenance and repairs, and major deferred maintenance. The department also performs major and minor remodeling activities to meet the requirements of the programs operated by SCOE. These services are accomplished through the utilization of our regular force labor, short-term employees, and contracted services from local vendors.

The Transportation Department provides school bus service to a variety of programs at the 32 school sites located within the county logging in excess of 850,000 miles annually. School bus transportation is provided to students with special needs, juvenile court students, and state pre-school students. The Redding School District contracts with the County Office for their transportation services, providing transportation for regular education elementary and junior high students; as well as Anderson Union High School District to provide transportation for their regular education elementary through high school students.

Vehicle Maintenance provides mechanical and maintenance services for school districts, special interest non-profit groups, and Shasta County Head Start for approximately 120 vehicles. Services provided include mechanical and body repair, emergency road services, record keeping, and all other phases of vehicle repair and service.

Instructional Services

Instructional Services (IS) is comprised of a variety of departments, the majority of which are funded by special project money. They provide information and training to administrators, teachers, and students - not just within Shasta County, but to those in the nine counties of the Northern Region. Some programs are also available to schools and districts throughout the entire State of California.

These services include the following: Professional development for administrators Interventions and support for under-performing schools Development and distribution of curriculum-based materials with corresponding

workshops for teachers on their implementation Staff development to increase teachers' effectiveness in the classroom The coordination and delivery of statewide tests Private school support Student activities and instruction for the prevention of violence and alcohol, drug and

tobacco use Foster youth support Information and guidance to encourage and prepare students to pursue a college

education. In addition to the variety of services depicted above, Instructional Services also oversee the

Alternative Education programs offered by SCOE. The focus of IS is largely external, but they do impact SCOE with general support issues and

income-generating workshops. Information Technology

Information Technology's role within SCOE is multi-faceted. Our team operates a mix of computer systems and software, which support educational technology and administrative services for all school districts.

The Information Technology department is responsible for the management of the technology infrastructure for SCOE and its remote sites, including phone services, network services and all related equipment. By housing the CENIC connection for the county, we manage the largest band width north of Chico. As a cost effective solution to the districts, we provide anti-spam, internet


content filtering, firewall service, network monitoring, and DNS and DHCP services. All of the related devices are housed in a secure network room. The room power is fully backed by a 30KVA uninterruptable power supply (UPS), and is temperature controlled with three RT of refrigeration from three separate units. The room temperature along with continuous power is monitored 24/7/365 by internal staff as well as offsite vendors.

Information Technology provides applications services in the areas of database administration, system administration, research and development for a variety of software applications.

In addition, our team assists with the video/digital media services through transmission and reception of videoconferences and distant learning on eight campuses lead by Instructional Services.

Staff is responsible for the installation and support of all computer hardware and peripherals. Lastly our department assists in the writing of technology plans, grants, and E-Rate

applications for SCOE. Student Programs

Although CBEDS data indicates an enrollment of only 416 students K-12, SCOE directly participates in the education of our 27,000 Shasta County students, most of who are enrolled in other school districts. Programs operated by SCOE provide full- and part-time education to students in specialized programs that are more cost-effective to operate on a regional basis. Programs include:

Juvenile Court Schools for incarcerated youth in county institutions such as the Richard B. Eaton facility.

Community Schools, which serve "high risk" students who have been expelled from area schools or who have unique educational needs. These students are served at the Oasis Campus utilizing the Education Resource Center and Phoenix programs.

Special Education classes and services are provided to students residing in all twenty-five school districts in Shasta County. The options available to students include enrollment in the Infant Program, Severely Handicapped Programs, Emotionally Disturbed Programs and instruction provided through a variety of Designated Instructional Services and Resource Specialists Services.

The Whiskeytown Environmental School located in the Shasta-Trinity National Forest teaches environmental education concepts.

The Schreder Planetarium, a multi-media science education facility, is committed to bring scientific, educational, and informative programming to both the students and public of the north state.

Early Childhood Services provides early care and education programs for children birth to thirteen years of age in Shasta and Tehama counties.

Sponsoring Agent for Chrysalis Charter School.

Philosophy of Technology in SCOE Student Programs

The Shasta County Office of Education believes that technological tools, software, and infrastructure systems are mandatory components that significantly enhance teaching and learning. SCOE maintains that staff development in and the use of technology is the foundational piece from which student achievement will move forward. SCOE's vision for technology in educational programs includes:

Engaging technology-supported learning opportunities for all children. New approaches to teaching and learning that provide more opportunities for all

students to successfully engage and participate in academically rigorous content. Technology’s’ tremendous influence on society has changed what children need to know

and be able to do in order to ensure their future success as learners within our classrooms as well as members of our communities.

The charts on the following pages describe the technology access available in classrooms, library/media centers, or labs for all students, including special education, GATE, English Language Learners, both during and after school hours; as well as faculty and staff. In addition, a snapshot of hardware and software use and their typical frequency are depicted. Lastly, we present how technology/information literacy skills are integrated in the curriculum in our schools. Access to appropriate site-based technology resources has been evaluated through district inventory records and CBED data.


SECTION 3a: CURRENT TECHNOLOGY ACCESS Student Access to Hardware & Software

Student Access to

Technology in: All Alternate Education School Sites Classrooms

100% available during class time Internet, word processing, spreadsheets, presentation

software, grade level specific software Intervention applications for EL/A and math

Library/Media Centers

100% available before and after school, at lunchtime, and at other times depending on the school site’s schedule

After school program HS Share provides CASHEE preparation related applications.

Internet, word processing, spreadsheets, presentation software, grade level specific software

Computer labs 100% available before and after school, at lunchtime, and at other times depending on the school site’s schedule

Internet, word processing, spreadsheets, presentation software, grade level specific software

Faculty Access to Hardware & Software

Faculty Access to

Technology Teaching. Administrative, and Instructional Aide Staff Classrooms

Access available all day for every staff member Internet, word processing, spreadsheets, presentation software, grade

level specific software Intervention applications for EL/A and math, Odyssey credit recovery

application Edusoft Assessment software

Library/Media Centers

During school hours, access is coordinated by the specialist with groups of students during school hours.

After school program HS Share provides CASHEE preparation related applications.

Access available all day for every staff member Internet, word processing, spreadsheets, presentation software, grade

level specific software, credit recovery applications Computer labs

Available by sign-up After school program HS Share provides CASHEE preparation related

applications. Internet, word processing, spreadsheets, presentation software, grade

level specific software, credit recovery applications

After School Hours

100% of the staff has access to technology off campus as well as on campus.

Internet, word processing, spreadsheets, presentation software, grade level specific software, credit recovery applications

Edusoft Assessment software

SECTION 3b: CURRENT TECHNOLOGY INTEGRATION IN CURRICULUM Technology Integration

County Office

Hardware (centrally located servers, individual workstations, peripherals)


current hardware by site

Type of Use Frequency of Use

Alternative Education Schools

Technology Skills: Students use classroom workstations or library

workstations to utilize technology at this level to reinforce basic technology skills as appropriate to their maturity and grade level.

Students in Grades K-3 primarily use computer technology software that requires use of a mouse and simple key strokes, the focus of their work being focused on the academic rather than technology skills.

Grade 4 students begin to work with word processing, spreadsheets and other technologies as tools as they are exposed to keyboarding, basic word processing, Internet communication and research skills.

Varied as needed to meet the needs of students, teachers, and curriculum

Information Literacy: Students use classroom workstations or

library/lab workstations to access the Internet as appropriate to their maturity and grade level.

Students in grades K-4 are given little freedom to search the Internet on their own; rather the teachers guide their exposure to appropriate educational sites, mindful of time management and curricular goals.


Curricular Integration: Students use classroom workstations or

library/lab workstations to access grade level appropriate software aligned to the curricular goals as defined in the California State content Standards.

Students in Grades K-4 begin with the use of much directed software emphasizing drill, practice, and problem solving.

The alignment between software titles and curriculum is a process of constant evaluation.


Our achievement data reflects that our rigorous academic goals and objectives, aligned to Standards & Frameworks which are designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level, are having a positive impact in our different programs. More work is necessary to continue the improved test scores of all our students.


Adequate Yearly Progress Shasta County Office of Education, 2012 This district has not met all requirements for 2012 Adequate Yearly Progress as determined by the California Department of Education. Details of the district’s performance are in the tables below. These results are from the 2012 Accountability Progress Report (APR), released by the California Department of Education in October 2012. The CDE has 16 alternative methods for determining if schools made AYP. These apply to schools for which AYP indicators cannot be calculated in the standard way or whose circumstances meet allowable exceptions. Examples are alternative schools and very small schools. Some schools made AYP because of these alternative calculations, but the original data reported in the tables below.

Status:

RED

Performance – Annual Measurable Objectives (AMOs)

2012 Districtwide English/Language Arts Percent Proficient or Above

15.2% Proficiency levels are measured using the California Standards Test for elementary and middle schools and the California High School Exit Exam for high schools. Target percentages are known as “annual measurable objectives” (AMOs). The AMOs for unified school districts increased substantially in 2012, to 78.0% in English/Language Arts and 78.2% in mathematics. Districts with fewer than 100 valid scores have adjusted AMOs and must meet adjusted percent proficient targets. Each numerically significant subgroup of students must meet the AMOs in both subjects for the district to make Adequate Yearly Progress. The subgroups are based on ethnicity, disability, socioeconomically disadvantaged (free/reduced price meal program and/or parents without high school diplomas), and English learners. A district can make AYP if the percent of students (whole district or subgroups) who are below proficient in ELA or math decreased by 10% from the previous year; in this “safe harbor” provision the district must have a 95% participation rate and an API growth score of 740 or one point above the previous year.

All subgroups met AMOs in English/Language Arts?

N/A

2012 Districtwide Math Percent Proficient or Above

17.6%

All subgroups met AMOs in Math?

N/A

Participation Rates

2012 District English/Language Arts Participation Rate

95.0% The district as a whole and each numerically significant subgroup of students must have a 95% participation rate in both English/language arts and math in order to make Adequate Yearly Progress. The subgroups are based on ethnicity, disability, socioeconomically disadvantaged (free/reduced price meal program and/or parents without high school diplomas), and English language status.

All subgroups met Participation Rate in English/Language Arts?

N/A

2012 District Math Participation Rate

97.0%

All subgroups met Participation Rate in Math?

N/A

Additional Indicator(s)

2012 Growth API 503 Each district’s 2012 Growth Academic Performance Index (API) must be at least 740 or improve over the 2011 base API by at least one point. An “invalid” growth API also prevents the district from making AYP. To make AYP criteria, districts with grade twelve enrollment or at

2012 Graduation Rate 85.0%


Made Graduation Rate Target?

Yes least one graduate in the cohort of the graduation rate, based on 2010-11 graduation rates, must:

Have a four-year cohort graduation rate of at least 90.0%, or

Meet a 2012 fixed growth target rate, or Meet a 2012 variable growth target rate.

Fixed and variable target graduation rates are calculated for districts that have not reached the 90% goal. All student subgroups also must meet the above standards in order for the district to make the graduation rate target.

Program Improvement – Title I District placed in Program Improvement?

Yes Because this district receives federal Title I funds, it will be placed in Program Improvement if it fails to make Adequate Yearly Progress on the same indicator for two years in a row.

Level of Program Improvement

Year 3

Socioeconomically disadvantaged API

489

Note 1: N/A indicates information is not available or not applicable. Note 2: AYP indicators are in bold if they do not meet AYP target values. Some AYP indicator values that appear not to meet a standard actually do meet AYP standards due to an alternative method determination and will not be in bold. Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division, (AYP: apr12dbf, 3/13/13; Title I: distpi12, 3/12/13)

Subgroup Performance and Participation

Student Subgroups (1)

Annual Measurable Objectives (AMOs)

% Proficient and Above % Participation

English/Language Arts

(78% Target)

Mathematics (78.2% Target)

English/Language Arts (95% Target)

Mathematics (95% Target)

Black or African American N/A N/A N/A N/A

American Indian or Alaska Native N/A N/A N/A N/A

Asian N/A N/A N/A N/A

Filipino N/A N/A N/A N/A

Hispanic or Latino N/A N/A N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A

White N/A N/A 92 97

Two or more races N/A N/A N/A N/A

Socio-economically Disadvantaged N/A N/A 94 97

English Learner N/A N/A N/A N/A

Students with Disabilities N/A N/A N/A N/A

(1) To be numerically significant, a subgroup must have 100 pupils or be 15% of total enrollment with at least 50 pupils with valid test scores. Note: AYP indicators are in bold if they do not meet AYP target values. Some AYP indicator values that appear not to meet a standard actually do meet AYP standards due to an alternative method determination and will not be in bold.


Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division (AYP: apr12dbf, 3/13/13; Title I: distpi12, 3/12/13).


Academic Performance Index (API) – Shasta County Office of Education, 2012 API Scores and Percent Tested

2012 Growth API 503 This scale is from 200 to 1,000 2011 Base API 474 This scale is the same as for API Growth – 200 to 1,000 Note: N/A indicates data is not applicable or not available.

Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division (API 2012 Growth file api12gdb dated 3/12/13)

School Performance – API Growth

School Type Number with API Growth

Percent of schools that made growth targets

Small 3 66.7%

All schools with an API growth target 3 66.7%

Note: The number of schools reflects only those that received an API growth target. Schools that did not receive a valid 2011 API base or had significant demographic changes do not have API growth or growth target information. Schools that use the Alternative schools accountability model (ASAM), such as community day, continuation, opportunity, county community, county court, and California Youth Authority, do not have growth targets. Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division (API 2012 Growth file api12gdb dated 3/12/13)

Student Subgroup Performance

Student Subgroups # Pupils 2012 API Growth 2011 API

Base Growth

Black or African American 2 -- -- --

American Indian or Alaska Native

2 -- -- --

Asian 1 -- -- --

Filipino 0 -- -- --

Hispanic or Latino 12 399 419 --

Native Hawaiian or Pacific Islander

0 -- -- --

White 52 534 484 50

Two or More Races 3 -- -- --

Other Subgroups

Socioeconomically Disadvantaged

56 489 461 28

English Learners 0 -- -- --

Students with disabilities 8 -- 456 --

Total

All Students Included in Growth API

72 503 474 29


Note: Beginning with the release of the 2010 Base API, API scores are reported for all subgroups with 11 or more students. For previous years, API scores are reported only for subgroups that are numerically significant (i.e. with 100 pupils or 15% of total enrollment with at least 50 pupils with valid test scores). Regardless of whether or not an API score is reported, only subgroups that are numerically significant receive API growth targets. Al subgroup data are missing if the district reported a potential data error in at least one student subgroup. Socioeconomically Disadvantaged, English Learners, and Students with Disabilities subgroups are missing API data if there was a decrease in the number of students in the group by at least 20 percent from the Base API to the Growth API, or if the district reported a potential data error with one or more of these student groups. Direct-funded charter schools are considered schools for API purposes and do not receive an API as a district. Therefore. Pupils that attend direct-funded charter schools are not included in the table above. The total number of students will not be equal to the sum of the subgroup student numbers since there is overlap in the Student Subgroups and the Other Subgroups. Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division (API 2012 Growth file api12gdb 3/12/13)

Programs Offered

The Shasta County Office of Education operates four major programs for students: Juvenile Court Schools, Community Schools, Special Education Programs, and Early Childhood Services. In addition, SCOE operates the Whiskeytown Environmental School (WES), and the Schreder Planetarium as elements of our science program. Lastly, SCOE sponsors the Chrysalis Charter School. Juvenile Court Schools

The Juvenile Court Schools of the Shasta County Office of Education provide a support network of quality services that promote educational excellence. In partnership with families, probation department, and the business community, we recognize the need for continued quality review and development of productive ways of working together to meet the educational needs of our changing student population. Our mission is to give each student a chance for success- personally, academically, vocationally and socially- so that they can be contributing, successful members of society.

Adequate yearly progress indicators implemented under the Alternative Schools Accountability Model (AS AM) are: (1) credit completion, (2) course completion, and (3) mathematics enhancement. Individualized learning plans based upon results from student assessments are developed to ensure quality education is provided for each student. Differentiated instruction is a primary method of delivery.

The Juvenile Court Schools are located in facilities under the supervision of the Shasta County Probation Department. Dropout rates are not applicable to those settings, as school districts are responsible for reporting dropout rates for returning students. After being released from the Juvenile Center and other Probation Department operated facilities, most students return to school programs in their own communities and from there, may be referred to, and enrolled in SCOE Community Schools. Community Schools

The Community Schools of the Shasta County Office of Education work in partnership with parents, families, school districts, community agencies and the business community to provide a quality educational support network of services that promotes academic excellence, social competence and employment readiness while addressing the needs of high risk youth. Classroom instruction is provided by SCOE to youth leaving incarceration or under direct expulsion from local school districts as provided in the California Education Code.

Community Schools provide an alternative educational program for students expelled and/or referred from various school districts in Shasta County, as provided in the California Education Code.


In addition, this program provides an educational alternative for high-risk students referred by their home districts. The Shasta County Community Schools classes use a standards-based curriculum and integrate life skills, technology, and vocational education and training into the curriculum. Currently the Community Schools program includes Oasis Campus, Phoenix Program, as well as Independent Study.

The Oasis Campus offers structured education for high risk youth; the Phoenix Program offers a comprehensive education for drug/alcohol recovering youth; lastly the Independent Study program offers an alternative instructional strategy for students with extenuating circumstances.

All teachers hired by the SCOE Community School programs hold a valid California teaching credential.

Many of the students enrolled in the Shasta County Office of Education Community Schools are one or more academic years behind their peers. Upon receiving transcripts from districts, students enrolled in the Community Schools program are assessed to determine their academic skill levels and placed in appropriate classes. Recently, we implemented Odysseyware Online as our credit recovery option.

School districts are responsible for reporting dropout rates for returning students. After their participation in the Community School program, most students returned to school programs in their communities.

We are extremely proud of our many community school students who have met the necessary graduation and minimum proficiency examination requirements and were awarded high school diplomas from the Shasta County Board of Education.

Special Education Department The mission of the Special Education Department is to provide a free and appropriate

public school program emphasizing academic, personal, vocational, motor development and social growth, which prepares students with exceptional needs for employment, productive citizenship, and independent living.

Students from birth through the age of twenty-two years receive educational, therapy, and support services from SCOE. SCOE provides Special Education programs and services to the school districts within Shasta County. These services are performed by staff excelling in Specialized Instruction, School Nursing, Psychologists, Program Specialists, Orientation and Mobility Specialist, Braillist, Instructional Assistants, vocational Support Staff and Program Administrators. Programs located on many school campuses throughout Shasta County include:

Early Intervention Program (birth to 3 years) Special Day Classes Resource Specialist Services Itinerant support services for students with Autism, Hearing and Vision Impairments Home & Hospital Instruction Adapted Physical Education, Occupational Therapy Speech & Language Therapy Special education services for students who are incarcerated in Juvenile Hall

Special Education student achievement is individually reviewed every six months using an

Individualized Family Service Plan (IFSP) for students enrolled in the Infant Program and annually as part of the Individual Education Program (IEP) process. Both the IFSP and the IEP include the student's present level of academic performance, and a list of identified goals, outcomes and related services. It is a goal of the Special Education Department to provide the instructional programs and specialized services that enable students with special needs to complete their education. Dropout rates are not applicable for students enrolled in SCOE Special Education programs. Through the IEP process, students may transfer to different County Office programs or be referred back to their home districts for services. School districts are responsible to report dropout rates for students returning to district operated programs.

All students with special needs must have equal access to all technology and electronic learning resources appropriate for their needs. As IEP needs dictate, SCOE will provide students with the appropriate and necessary adaptive technology. Appropriate training will be provided for the staff as well. Early Childhood Services


The mission of Early Childhood Services is to provide and promote exceptional childcare by providing services or supporting individuals operating independent care facilities through regional education programs and financial support through center-based and certificate child care programs as well as via the Resource and Referral Service division. Children from birth to thirteen years of age in Shasta and Tehama Countries receive early care and education programs from Early Childhood Services (ECS). Programs operated by ECS are funded by a variety of sources including the California Department of Education, USDA, Child Nutrition, California Endowment, and the First Five Commission.

Our youngest students are served in the center-based and certificate child care programs. Resources and services available include: Child Nutrition Services, Certificate Child Care, Children’s Center, State Preschool, After School Child Care, Local Child Care Planning Council, Northeast Regional Resource Center, Mental Health Services for Preschool Age Children, Health Services (Health Linkage), and Early Care Initiative Services.

Services are provided to registered licensed child care providers within Shasta and Tehama Counties at no charge to the recipient. Services include Early Care and Education training seminars as well as in the providers’ home, access to a Lending Library, and scheduled collective fun days, play days, and story times. Training topics included child development, 2nd step, desired results and many other early childhood curriculums and programs. Consultations are available on childhood centers, state preschool, nutrition and physical activity, health and safety, and home visits.

Whiskeytown Environmental School

The Whiskeytown Environmental School (WES), a weeklong residential outdoor science program for middle students visiting from Shasta, as well as surrounding counties. The program is operated by SCOE and is owned and maintained by the National Park Service. The program teaches environmental education concepts aligned with the state standards including Adaptation, Appreciation, Change, Observation, Cycles & Recycling, Ecological Responsibility and Interdependence. In addition to the residential program, summer camps are offered to the youth of our community. Schreder Planetarium Offering fuel for the imagination for the young and old alike, the planetarium offers public shows and educational experiences for students. In the spring of 1979 the Schreder Planetarium was opened in Redding as a multi-media science education facility serving the students and citizens of Northern California. The planetarium provides student and community education in Astronomy and Space Science. Capturing the passion and curiosity of children, teenagers and adults, the planetarium is a beautiful, domed theater in which a realistic and scientifically accurate simulation of the night sky is created, using a highly specialized digital projector.

Since its opening, the planetarium has served thousands of children and community members through the only astronomy public education center in the north state.

Students from the entire northern region of the state, from as far away as Roseville to the south and Oregon to the north have been educated and motivated by the offerings of the planetarium. SECTION 1

PLAN DURATION

The current EETT Technology expires on June 30, 2013. This plan covers three years, from July 1, 2013 through June 30, 2016. Any time period included within this document outside the plan duration is so that the momentum built previously continues during this transitional year.

Committee members will review this plan annually to monitor all components and objectives set forth in the plan. Any modifications required through such a review will be conveyed to Cabinet for a final decision. Administrative Focus

Administration and the Board have included a progressive technology related theme in the Board’s goals in recent years:


Create a five-year master plan for Information Technology to include internal and district needs.

Develop implementation strategies to prioritize and accomplish the technology needs of the organization using the five-year Technology Plan as our guide.

Leverage the use of technology for the purpose of improving operations and/or increasing the capacity to positively impact student learning.

Through hard work, optimism, creativity and working together, SCOE will continue in its

positive direction of enhancing the education of Shasta County children. Through the office of the Superintendent, we are committed to nurture an environment, both internally and externally, of trust, professionalism, compassion, and enthusiasm. We will exude the philosophy of working smarter, not harder. We will utilize technology organizationally wide to meet and surpass our goals. Examples include incorporating statistical data analysis to target not only our students need specifically, but also what curriculum is necessary to teach that specific skill. In addition, we will expand the use of technology in our business processes to streamline the paper flow within the organization. Most importantly will be the premise collecting data is no longer sufficient; that is it imperative to ensure it’s correctness, to analyze it, and to incorporate it in our everyday life. In essence, data is something to be owned, not merely stock piled. The continued influx of technology requires extensive change management throughout the organization. Internal policies and procedures will be reviewed and revised with our goals in mind. By starting at the top, the organizations culture will begin to shift to a more efficient and effective frame of mind. SCOE is being looked at for coordination and expertise in technology and business services. The financial situation SCOE is facing is only intensified at the district level. Many of the smaller districts are, or may, look to us to assist them with administrative type functions with the ever decreasing budgets. Many of our schools are in, or bordering on, a qualified financial position and can potentially be taken over by the county office or the state. SCOE has assisted qualified districts in the past. The Districts are major stakeholders in SCOE’s technology plan. Once we have completed the process of identifying where we truly are and where we want to end up, we need to reach out to the districts to ensure that where SCOE as an organization wants to end up is where the districts want us to be in the first place. We need to dovetail our future direction with theirs; to position ourselves as a partner and support system to the districts Business Support Services Focus

Business Support Services encompass a great many departments and areas of expertise. Among the ten departments, seven departments use primarily two types of applications over and above Microsoft products. The two primary types of applications used, and the corresponding departments are:

Financial System: Internal and External Business Services, Payroll, Human Resources Work Order System: Site Maintenance, Vehicle Maintenance, and Information Technology

Risk Management, Transportation, and Graphics utilize applications as a support in lieu of

performing their primary function. The financial system currently utilized by SCOE, along with twenty of the twenty-six

Shasta County School Districts, is Escape Online presented by Escape Technologies, Inc.. This system was implemented during 2011-12 fiscal year.

There are currently three work order systems in place: Information Technology is utilizing Track IT!, Maintenance & Operation is utilizing My Tech Desk, an open source product, and Vehicle Maintenance is utilizing MP2.

We have identified the following major areas of focus: Increase departmental productivity and communication Significantly reduce the amount of inter- and intra-departmental paperwork Realignment of infrastructure consistent with fluctuations of services Increase service to districts without a corresponding increase in infrastructure


Departmental Productivity & Communication

Although we have significant technological resources available, these resources are not effectively utilized. Escape, Aeries, Subfinder, Questys, and Microsoft Office, as well as the internet are all resources that are currently available to many of our staff. During 2013-14 we will be upgrading our document management system, Questys, to a newer version and will be moving the organization into document management. Effective use of these applications could not only drastically increase the effectiveness of departments, but also significantly increase the availability of information to management, departmental staff and employees.

Reduction of Inter- and Intra-Departmental Paperwork

Review of current work processes could greatly reduce that amount of time and resources spent creating and shuffling paperwork between departments. Common examples are position control forms, requests for purchase, confirming purchase orders, and online timesheets. By decentralizing these projects or the incorporation of electronic workflows these functions could be completed without time being wasted chasing paper.

Obtaining answers to the following basic questions are worth exploring: Why are we doing the task? What is it accomplishing? Is there a better way of obtaining the necessary information?

Realignment of Infrastructure with Fluctuations of Services

State funding cuts have significantly impacted our budget. Although the infrastructure has experienced staffing declines, those declines have not been proportionate to the aggregate decline in provided services, direct personnel, and the corresponding loss in revenues. Now even more challenges are heaped upon us by the lack of funding. It is our desire to not only balance our staff resources, but to adopt time saving technology and business practices. SECTION 3b CONTINUED

Increase Service to Districts

With increasing service to our districts as a major component of our strategic plan, we need to align ourselves to not only maintain our work flow here at SCOE, but to create time to become a more useful resource to our districts.

By increasing technology in our daily practices we can increase our own efficiencies as well as assist the districts with theirs. Their infrastructure is no different than ours in as much as they have more work than manpower. By embracing these enhancements to our system we can honestly say ‘We know; we had to go through that too.’ Instructional Services Focus

Instructional Services provide information and training to administrators, teachers, and students - not just within Shasta County, but to those in the nine counties of the Northern Region, as well. Areas of emphasis are:

Alternative Education programs in program improvement Establishing base lines and benchmarks for IS related goals Student Information System

Alternative Education Programs in Program Improvement


Several of the alternative education programs are in program improvement for English Language Arts (ELA). Five goals have been establish and are currently underway in different phases of completion, which are:

1. The school will use an assessment and monitoring system to place students and inform students, parents, teachers, and other stakeholders of student progress and effectiveness of instruction in English Language Arts, Mathematics and intervention programs.

2. The Alternative Schools program will adopt and implement SBE adopted ELA & Math intervention programs for identified students.

3. Provide regularly scheduled collaboration time for teachers and other staff to use student data in order to plan and discuss lesson delivery in ELA and Math.

4. Develop and implement schedules and pacing guides to give students equal access to curriculum.

5. Refine and implement behavior policies, systems, and structures that support a foundation for learning.

Implementing SCOE Standard Reading Intervention Application

The READ 180 program continues to be a curriculum component at Oasis. Students that were continuously enrolled made significant improvement in their reading skills. Student growth was documented through the Scholastic Reading Inventory (SRI), a computer-based reading assessment that gives students a flexible score. Students are given the assessment when they are enrolled in READ 180, and at each trimester.

Adopting SCOE Standard Assessment Tests

In addition, the Northwest Evaluation Assessment (NWEA) application is being utilized in properly evaluating our students’ academic levels in a variety of subject areas so that their specific needs may be addressed during their time with us.

The majority of our students are at Oasis Community School. The vision is to create an in-take center which will consist of a three-day rolling rotation of the following activities:

Student assessment utilizing NWEA Review of school rules, regulations, and expectations Basic academic skill set assessment.

The creation of the in-take center will enable administrators to properly place the in-coming student in the proper class setting in order to maximize their potential.

In compliance with program improvement requirements, the assessment tests would be performed on a ninety (90) day cycle. Information obtained from the tests would enable students to be monitored for academic achievement as well as evaluating the effectiveness of our teaching staff.

Establishing Baselines and Benchmarks for Instructional Services Related Goals

With the adoption of standard assessment tests we will be able to establish baselines, as well as the target benchmarks for our student achievement related goals.

Student Information System

The importance of an accurate and complete student information system (SIS) cannot be stressed enough; in basic terms - accurate data equates to money. More and more agencies or funding avenues are relying on this data for revenue generation and regulatory reporting. SCOE currently utilizes the Aeries application to capture student information. With the deployment of READ 180 and the NWEA assessment application, more data will be created that will require monitoring. Another common phase which comes to mind when considering our student data is: garbage in – garbage out. A data collection function is like all others in an organization. The task needs to be


managed and owned by someone. In response to this important need, the Organization committed resources by creating a Data Technician position under the direction of the Director of Instructional Services. Specifically, the Data Technician is responsible for:

Maintaining complete & accurate data Establishing and recording standard procedures Training staff in using the data system, creating and analyzing the generated reports. Create periodic focus groups to generate the standards and procedures.

Our student data is then reported to the states CALPADS system. The California Longitudinal Pupil Achievement Data system will allow for the tracking of a student’s academic performance over time as required by federal law, as defined in the No Child Left Behind Act of 2001.

Professional Development Benchmarks and Minimum Qualifications

Equally important as assessing our student needs, we need to assess our teachers skill sets to ensure the necessary training can be provided to properly equip them to teach in the 21st century. Each teaching and classroom aide’s position needs to be evaluated so that required technology based skill sets can be categorized with each level. Adoption of technology related minimum qualifications, as well as their incorporation within job descriptions and performance evaluations are a multi-layered task. Technology surveys have been given to staff, the data accumulated and presented to management. In addition focused trainings have been provided in Microsoft Excel and Outlook, iPad technology, Finalsite, and the Escape financial package. Information Technology Focus

The department is continually attempting to do more with less. Major areas of emphasis are currently under review: Infrastructure, Department, and Direction & Planning.

Infrastructure

We have made great strides in the last few years addressing our sunsetting network equipment, aging servers and workstations, and our uncharted network. We have systematically replaced the majority of network equipment. We have created maps of all SCOE sites diagramming network equipment, network drops, electricity, etc. In addition, we have continued diagramming the physical and logical network systems. Mapping the systems will include macro-level maps down to extremely micro-levels of detail. A useful analogy would be looking at a map on MapQuest and then asking for directions between two points. A comprehensive network review, performed by internal staff and outside network engineer will assist us in obtaining answers to the following questions:

What equipment do we have and what is it hooked up to? How much useful life is left and when does it need to be replaced, taking into account E-Rate

planning if applicable. Are the equipment specifications adequate for today’s’ model and will they be sufficient upon

complete implementation of the technology plan. Is the equipment properly configured for optimal utilization? Deliverables from a network review consist of

o Connector drawings from the highest to the tiniest level. o Equipment configurations o Operational suggestions of equipment replacements and hardware configuration

settings. o Documentation of the core structure of the network which would then be maintained by

internal staff or outside vendor as necessary. Aging Servers and Workstations

o We have been retiring many of our aging servers by deploying virtual machines. We have found this to not only be cost efficient on the front end; we are also experiencing time and cost savings on the daily maintenance and operations of the machine.


o CDE defines workstations in the classroom as up-to-date if they are four years or newer. Since many of our classroom machines have been recycled staff machine, the majority are not considered current.

o SCOE staff workstations are not consistently upgraded with existing policy of 3-4 years depending on position. The primary reason behind not consistently upgrading is the limited financial resources.

o Replacement polices are made to coincide with vendors warranties and guaranteed product availability.

Maintenance & Housekeeping o On-going work is being performed to bring servers, devices, and workstations up to a

base-line for maintenance. Patches and software upgrades are systematically applied to the equipment and performance monitored.

Department

The three areas of emphasis under review are staffing elements, asset control, and accountability.

Staffing Elements o The department is well along in the process of implementing a team approach to

providing services in lieu of the traditional network vs. application divisions. This approach has greatly improved communication; an example is the development of cross-discipline teams, including both network and applications. Problem resolutions are discussed in an open forum so everyone is informed in an effort to minimize surprises by IT staff, as well as other stakeholders.

o Standard purchases for workstations, printers, iPads, projectors, televisions, etc. have been established. In addition, workflows within Escape have assisted in streamlining the overall purchase process.

o Staff reductions within the department continue to be a part of daily life and causes workload priorities to be reviewed and re-evaluated often.

Asset Control o We have made it a priority to more fully implement the work order and inventory

features in Track IT to be used as a daily resource tool by the department staff o We have performed physical inventories, in conjunction with electronic audits to

initially populate the inventory records within Track IT. Items currently inventoried include servers, devices, workstations, laptops, Polycoms, printers, and copiers to name a few. In addition to the devices themselves, their related maintenance contracts or licenses will be tracked.

o The tracking of the assets is important for not only safeguarding the company’s’ assets, but also how they relate to the E-Rate process. For E-Rate, there are requirements pertaining to the movement of the items purchased thru the program as well as replacement intervals. It will also ensure that E-Rate is leveraged to its maximum and part of the IT planning process.

o As a component of the work order system, by maintaining the list of assets, we can monitor IT maintenance and support provided on an asset by asset basis.

Accountability o The department utilizes the Track IT! System and is currently utilizing the enterprise

edition of the software. This application includes: Help desk/work order system capturing the problem, resolution, asset affected,

as well as who performed the task and the length of time involved. Asset inventory tracking system for every piece of equipment attached to the

network, the configuration of the equipment, and software applications installed on the equipment.

Monitors license renewal dates to ensure proper renewal as well as the authentication of installed software.

o Potentially, the ultimate utilization of Track IT! could be essentially a time and billing system that all members of the department would be utilizing.

Coding system will be designed to categorize the problem, or category, and the tasks performed to resolve the problem.


Departmental categories will be created to monitor activities that are not initiated by a help desk request, for example reviewing the backups or preparing the E-Rate applications.

Staff member’s workloads will be able to be analyzed to fully utilize skill sets with department tasks as well as potential training areas.

o Budgeting for Set Asides Past practice for equipment acquisitions have been to budget current year

acquisitions in Escape. In some instances additional information is available utilizing spreadsheets. The weaknesses in this dual approach are many.

Currently under review is the concept of creating Ending Balance Set Asides, or some other method, to monitor these forecasted costs. These set asides would enable Administration and Directors to identify future one-time expenditures expanding our current budget practices to greater than one year.

Object code descriptions similar to Fiscal Year +1, Fiscal Year +2, etc. would allow for this kind of data without creating multiple object codes that would only be utilized for one fiscal year.

In addition to the equipment acquisitions, equipment maintenance agreement expenditures could greatly benefit by adopting an accrual method of accounting instead of the current cash basis.

The department purchases multi-year agreements when available. The current cash method of this expenditure creates an inconsistent expenditure pattern leading to a mismatching of revenue and expense and unbudgeted items that are all too often a surprise during the fiscal year.

Two concepts are currently being utilized to address this issue. o Utilizing prepaid expenses will allow the multi-year contracts to

be acquired, while spreading the cost of the agreement over the contract years instead of the year of expenditure.

o Establishing ‘place cards’ in the budget development module. This would entail budget detail items with a description such as ‘Barracuda Maintenance FY 13-14; $22,000’ with a dollar value of zero.

These place cards would enable anyone to see future obligations.

Provides access to upcoming expenditures without needing to refer to the subsidiary ledger that is maintaining the prepaid balances; the information is available in one fiscal system which is available to non-IT management personnel.

o Budgeting for Equipment Replacement Once a replacement policy is adopted, it is imperative to maintain it. During

budget difficulties it is far easier to delay purchasing replacement technology than tighten our belts in other areas.

By budgeting for technology purchases within Information Technologies site or cost centers using the 5700 series several objectives can be obtained:

Funds allocated to a department’s technology purchases could not quietly be allocated elsewhere.

Economies of scale may be obtained by utilizing one purchase point, Information Technology, instead of the end-user department.

Work could be scheduled with manpower limitations in mind. For example, if all student programs ordered necessary equipment during summer months, IT manpower would not be sufficient to deploy all of the equipment in a timely fashion.

Direction & Planning


Possibly the most befitting department slogan is ‘Technology is everywhere and touches everything’. One would be hard pressed to find a department that needs to be more proactive than technology. This plan has a Company and County wide focus on it. As a major Board goal, this aspiration has been embraced by the Superintendent, SCOE departments, and non-SCOE stakeholders. The joint effort behind this project will contribute to its success. By establishing goals, objectives, and action items that we want to accomplish; with specific benchmarks and reporting mechanisms; this process is in essence the Organizations’ strategic plan. By identifying where our technology is today, and where we want to be, we will be able to plan future purchases to leverage the E-Rate system to the greatest extent possible. Since the plan is not stagnate, organizational changes in direction can be successfully incorporated, as well as properly discussed at all levels of responsibility.

STAKEHOLDERS

The original planning team consisted of representatives from a wide variety of groups who had,

and continue to have, a stake in the success of SCOE's technology plan and will be responsible for its implementation. These groups included SCOE Board Members, county curriculum, information technology and business services staff, site administrators and Early Childhood Services. The planning process began with Board discussions and identification as technology as a major Board goal and basic deliverables.

Stakeholder Group

Role in Development of the Technology Plan

Role in Ongoing Support of the Project

Teachers, Students, Parents Advisory Continued input and evaluation of the plan

County Curriculum Personnel

Advisory, Curriculum Support and Alignment

Grant writing, standards implementation documentation, reporting of testing results, CTAP, technology integration support, program improvement related tools

County Office Technology Personnel

Participated in the development of the technology plan

Implementation of plan with technology staff, infrastructure, hardware, software

Shasta County Board of Education

Participated in the development of the technology plan

Advising, maintaining Company-wide focus by including technology in board goals

CTAP Region 2 Participated in the development of the technology plan

Participates in the implementation of the plan

Community Businesses & Government Agencies

Advisory Continued input and evaluation of the plan

The Shasta County Office of Education continues to solicit and expand our partnerships with stakeholders to enhance the infusion of educational technology into the curriculum. Our organization recognizes that educational facilities alone do not have the resources or expertise to keep pace with rapidly changing technology. We believe that these partnerships will help us serve the growing needs of an increasingly technical and global education system and society.

PART II: ADMINISTRATIVE & SUPPORT DIVISIONS

OVERVIEW


The major participating divisions of the Technology Plan are:

Information Technology Business Services Instructional Services

It is the goal of the Shasta County Office of Education to be a leader in technology services and to provide exemplary services to the districts we serve. Due to our counties rural nature, SCOE can provide a skill-set base and economies of scale that many of the smaller districts simply cannot.

The goals and objectives identified within this component of the technology plan are the result of a collaborative process, which included meetings with the leadership, and staff/representatives of each Division and Departments. Meetings were held to discuss existing technology use, current and projected needs and future plans. As a result, a number of common themes, relevant to the use, support and future of SCOE technology became apparent. These common themes include the needs for:

Identified Technology Budget Internal Professional Development with major emphasis on technology Re-fresh of Web Site – Increased Access to Information Better use of the Internet Technology Replacement Policy & Procedures Upgrade the infrastructure to replace end-of-life equipment, provide uniform

connectivity, and services to all sites and programs Provide a menu of video conference capabilities; group and desktop Full utilization of document management plan

It is anticipated that this document will facilitate SCOE’s ability to respond as an organization to current, projected and emerging technology needs. The formative and summative evaluation process is intended to encourage the review of these goals and objectives in light of data collected, availability of fiscal and human resources and changing needs of the organization.

Recommendations for changes to the Technology Plan based on these parameters will be approached depending on whether it is considered altering the plan or merely a shift in the plan. If the proposed changes are viewed as a shift, these changes will be discussed and evaluated by Administrative Council with the ultimate decision made by Cabinet. If the proposed changes are viewed as alternating the plan, the Technology Committee will evaluate the change prior to the Administrative Council and Cabinet, with the ultimate decision possibly made at the Board level.

ORGANIZATIONAL GOALS, OBJECTIVES, & BENCHMARKS

The SCOE Organizational Goals with attendant objectives and benchmarks, for the administrative services divisions and programs within SCOE are included below. An implementation plan of suggested activities and strategies, timeline, responsibility and monitoring for each goal and objective are included in Part V: Implementation Strategies & Activities. It is intended that the activities and timelines be reviewed periodically by the respective stakeholders and adjusted in response to changing data and parameters. Goal 1: Continue a leveraged funding approach to address the Total Cost of Ownership (TCO) for SCOE Technology

Need 1: Leveraged Funding The organization has benefited over the last few years by leveraging our technology purchasing.

Our move to organizational focused purchased from departmental based has been invaluable because during the same time period our funding has decreased dramatically. Funding elements in particular are discussing in Part IV: Funding and Budget. Goal 1: Need 1: Leveraged Funding


Objective 1.1.a Benchmarks– 12/13 Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2013, a consistent formula for the funding of SCOE organizational technology needs will have been identified and adopted

Reprioritize Company needs in light of budget constraints Establish phase in of Budget set-asides Board adopts funding policy and establishes line item in budget for technology.

Adopted policy is monitored, evaluated for feasibility



Goal 2: Minimize risk to and increase the safety of our stakeholders through the availability and use of technology. Need 1: Ergonomically Correct Work Stations

SCOE staff need ergonomically correct work areas and stations in order to protect our employees from related injuries and minimize resulting workers compensation claims and cost to the organization.

Ergo workstations include fully adjustable work stations, updated computers with large and/or double monitors, wireless keyboards and mice (preferably with trackballs operated by finger or thumb control), wireless phones (ear buds or portable handhelds), fully adjustable chairs (5 adjustments), adjustable keyboard trays, chair mats, foot rests (if needed), and yearly ergo reviews of workstations. This should also include a written policy added to the IIPP for Safe Work Practices related to clean and clutter free work areas.

Goal 2: Need 1: Ergonomically correct work areas and stations at SCOE sites

Objective 2.1.a Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 75% of SCOE work areas and stations will be ergonomically correct.

55% of SCOE work areas and stations will be ergonomically correct.




Need 2: Safe Transportation for Children and Staff

SCOE currently owns or operates a fleet of fifty eight buses transporting Special Education and General Education students for our own programs as well as for two other districts and one charter school. Many of these buses utilize the Gatekeeper Camera System. This system includes two camera lenses installed in the bus. One lens is mounted on the inside front of the bus near the driver and entrance door, the other lens is mounted in the rear of the bus just behind the back seat. Audio is available at either one of the locations; of which the majority is located at the front camera. All cameras record to a hard drive unit that can be removed from the bus and viewed on a computer using a USB cable.

We have had the opportunity to utilize the recordings in several disciplinary situations which were most effective. Perhaps as effective as the audio/video recordings themselves, was the ripple affect caused by the students sharing with their peers that the cameras actually exist.

Due to our restrictive funding, upgrades to the current fleet still needing camera systems are deemed cost prohibitive due to the extensive after-market installation costs. As grants become available in the future to purchase new busses, available technology to enhance the safety of our passengers will be evaluated and acquired as funding allows.

Goal 2: Need 2: Maximize the safety of our children and staff during transportation


Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16


By June 2016, 65% of SCOE owned/operated buses will utilize safety cameras

50% of vehicles will utilize safety cameras




Need 3: Safe Sites for Children and Staff

SCOE needs to incorporate a badge system for ALL staff with photo identification, so both students and visitors can identify staff and their right to be on sites. Many of our Directors and Managers have photo identifications since they often visit a variety of campuses.

Shasta County has been building a Geographic Information System, or GIS, for several years of which we have participated in creating. Our main premise has been to leverage the County’s system to increase the safety of our students and staff at or near our sites. Common GIS layers include parcels, streets, zip codes, census tracts, trails/parks, schools, lakes/rivers, and vegetation/land use. These layers supply necessary information to Public Safety, Health & Human Services, Fire, Public Works, Agriculture, and Community & Economic Development departs; all which directly or indirectly contribute to the safety of our staff and students.

We are in the process of broadening our IIPP to include Staff Safety procedures in case of stalking situations and related hazards. We need to evaluate our lighting and security systems for parking areas related to our larger sites.

NOAA Public Alert Radios have been distributed to schools within our community to help safeguard the students in our care. With 24/7 capability and battery backup, the radio is always on guard to alert school site personnel about severe weather conditions, terrorist threats and other emergencies in our immediate area, even when other communication lines are unavailable. As one of the many elements of the Department of Homeland Security, NOAA Public Alert Radios are a powerful safety tool, with dozens of alerts and a broadcast capability that ensure direct access to information on a wide range of emergencies. Whether it is a telephone outage disrupting 911 services, and approaching severe storm, local roads overrun by flash flood, a derailed train posing a hazardous material threat, or an immediate need to be on the look for an abducted child, the radio sounds an immediate alarm. Coupled with other technology related implementations, each employee will be issued an iClass card to operate the copiers and select facilities external doors. Those employees already issued photo ID’s will have their cards adorned with their photo ID; eventually all staff ID cards will include photo. Additional uses of the iClass cards will be implemented as technology expands and is fiscally possible.


Goal 2: Need 3: Maximize the safety of our children and staff while on SCOE sites


Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 100% of SCOE identified employees will adorn a photo identification badge

15% of SCOE identified employees will adorn a photo identification badge




Objective 2.3.b Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, Staff safety procedures will be fully incorporated within IIPP

Focus group to identify sites, topics, timeframe for module implementation. Complete Phase I of module implementation

Complete Phase II of module implementation

Review and update as necessary

Review and update as necessary

Objective 2.3.c Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

Continue Participating in implementation of Shasta County’s GIS system

Maintain communication with key County participants; review & update as necessary




Goal 3: Improve staff productivity through the effective use of technology. Need 1: Professional Development

Traditionally, trainings provided by outside sources take up most, if not all, of an average workday, and are viewed as expensive. Regarding professional development three strategies have been identified:

1. Develop and implement a menu of job-specific instruction modules designed to meet the needs of SCOE programs and employees

2. Establish and train a cadre of departmental "Tech Mentors" to provide training and support to their respective divisions, departments and programs, thus reducing the work load of SCOE IT staff

3. Initiate closer collaboration between departments offering professional development, resulting in cost savings through better utilization of "in-house" expertise and the implementation of "just-in-time" training sessions.

4. Consider providing regional training – Use SCOE internal staff as test sites. Potential training modules to include are:

a. Office productivity software b. Financial Software c. Student Information System d. Program compliance accounting & reporting e. External audit preparation

Specific objectives and strategies are discussed in the Professional Development section within Part III: Educational Services.

Goal 3: Need 1: Professional Development


Goal 3: Need 1: Professional Development Objective 3.1.a Benchmarks–

12/13 Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

Continue in-staff training to improve overall technology skills

Provide staff training focusing on Excel, Outlook, Finalsite and iPads

Continue training. Expand curriculum as requested by management.



Objective 3.1.b Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, establish a department based system of technology mentors to facilitate training and support

Recommend model and training/support delivered Cabinet

Implement model in 30% of SCOE departments and programs

Implement model in 50% of SCOE departments and programs

100% implementation of SCOE department based technology mentor

Goal 4: Use technology to gather information, anticipate client needs and respond appropriately in a timely manner. Need 1: Video Conference System

The ability to more fully utilize video conference technology to communicate in both individual and group contexts is desired. The use of video conferencing is continuing to grow within our Company. Polycoms projector systems, Polycom conference telephones, AT&T conferencing calling are all utilized by staff. These video conferences, from either the desktop computers or group meetings, reduce needless travel and enhance communication within SCOE departments and programs as well as beyond to our clients and stakeholders.

Because of the ever changing technology and advancements within this field, we have included an annual benchmark to relook at the available technology and organizational needs to determine if additional implementation is necessary.

Many of the staff who participates in video conferences have company issued iPads. Polycom has an app for the iPad that very effective for individual conferences. SIP’s have been acquired and distributed as necessary.

Goal 4: Need 1: Video Conference System


Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, expand and update SCOE Video conference capabilities

Annually review technology availability and organization’s needs; upgrade as necessary




Goal 5: Provide equitable access to SCOE Infrastructure, hardware, software and Technology Support for all divisions, programs and services. Need 1: All SCOE clients, sites, departments and/or classrooms connected to Network via fastest connection available.

SCOE clients, sites, departments and/or classrooms access the Internet or Magnolia at varying speeds at below industry standards. In addition, not all classrooms have Internet access.

Information Technology has been working diligently with districts to incorporate the ISR technology to shift away from DSL and T1 lines.

Goal 5: Need 1: All SCOE clients, sites, departments and/or classrooms connected to the Network Utilizing the fastest connection available



Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, all SCOE sites will have full access to the Internet and SCOE Intranet

33% of remaining non-connected sites will have full access




Need 2: Expanded access to technology support

The need for expanded access to technology support is identified across all departments, programs and services. In lieu of throwing people at the problem of not having enough team members, we decided to look internally at how we are accomplishing our work. Our goal is to create a uniform approach and to fully utilize our tools efficiently and effectively. We are creating technicians manual for work orders as well as inventory for our Track IT Helpdesk application. In addition, we are striving towards implementing the self-help module of Track IT so that users may access a knowledge base and monitor their tickets.

We will pursue hiring needs when the demand warrants due to our stringent budget constraints.

Goal 5: Need 2: Expanded access to technology support


Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, a system of technology support for all SCOE staff and programs will be implemented.

Fully Implement Track IT! as management tool

Implement Track IT! Self-help web access

100% Implementation of new technology support plan and services

Review & modify as needed

Need 3: Technology Replacement Policy & Procedures

There is a need to establish a systemized method for the identification and replacement of outdated equipment, software and systems for departments and student programs. The adoption of board policies and procedures for the selection, purchase, maintenance and upgrade of current and future hardware, software, networks and systems is essential to facilitate long and short term planning regarding technology upgrades, replacement and other related purchases. Financial polices need to be instituted to ensure appropriate set asides are maintained. Commitments need to be instilled to ensure that the reserves or annual set asides are not dipped into or stalled during times of financial challenges.

Goal 5: Need 3: SCOE Technology Replacement Policy and Procedures


Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, develop, adopt and implement a SCOE technology replacement policy and procedures

Formalize replacement policy & procedures with Manager/Director agreement.

Policy submitted to Cabinet for Approval

Full implementation adopted policy

Review policy and modify as needed

Goal 6: Establish technology related minimum qualifications for all positions. Need 1: Adoption of Minimum Technology Related Qualifications for all SCOE positions With few exceptions, all positions at SCOE utilize technology in fulfilling their duties in some shape or form. An employee’s use can range from simply sending & receiving email for an hour a day to working their entire day on the computer utilizing multiple software programs.


Job descriptions should reflect the necessary technology skills required for the position. These skills should be increasing while an employee progresses through pay steps and columns When hiring, the use of technology necessary for the position, as well as the skill sets of the applicant, need to be considered as a major element in the hiring process. New employees have enough to learn in a new position concerning job duties, company culture, and the organization itself. To add the learning of basic computer skills increases the cost associated with the training of that employee significantly. Establishing minimum qualifications by position, as well as the implementation of pre-assessment tests to measure an applicant’s competency on common office applications, Outlook, Word, & Excel, for instance, would make great strides in hiring with the proper skill sets in mind.

Goal 6: Need 1:Adoption of Minimum Technology Related Qualifications for all Positions


Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, develop, adopt and implement a minimum Technology Related Qualifications for all positions.

Identify minimum qualifications by position. Identify assessment tool.

Update job descriptions to include technology requirements Establish pre-assessment test and benchmarks for all positions as a hiring guide

Review and update qualifications & job descriptions as necessary

Review and update qualifications & job descriptions as necessary

PART III: EDUCATIONAL SERVICES

SECTION 3: CURRICULUM & DATA DRIVEN TECHNOLOGY GOALS

Overview

The Shasta County Office of Education works to support and assist the educational community in helping students meet expectations that ensure their success as lifelong learners. SCOE believes educational strategies that integrate technology into content standards are necessary for students to acquire academic, technical, and life skills, to prepare for future careers and to become lifelong learners. As a result of this belief, we supports instructional methods to integrate technology to enhance teaching, training, and student achievement through technology-rich methods which both the instructor and the learner value. We will address these goals by:

Providing technology and telecommunication resources Providing leadership in offering staff development Advising and assisting programs on technology-related curriculum issues. This technology plan and future funding will allow SCOE to: Replace obsolete equipment and reduce the student to computer ratio so that all students

have adequate access to up-to-date computers. Purchase course-specific software to assist students in acquiring additional skills in the

core academic and career/technical areas and meet state academic and content standards. Provide administrators, teachers and appropriate support staff with training to enhance

teacher productivity and to foster student achievement. Purchase additional hardware, infrastructure, software and assistive devices so that all

staff and students have appropriate and adequate access in each and every classroom. Increase student access to appropriate adaptive equipment.


SECTION 3c: SUMMARY OF CURRICULIAR PLANNING DOCUMENTS

Our Board adopts our key goals annually, which are tied to and support the adopted, state approved, content standards in all academic areas and support our LEA plan. Each of our schools aligns its site-based curricular goals directly to our LEA Plan and Board’s key goals in their annually updated site-based comprehensive single plans for student achievement. Based on our student data, federal and state mandates, and research-based best practices, our current key curricular goals are: 1. All schools in the district will meet or exceed the NCLB Annual Measurable Objectives (AMO’s) for

student proficiency, including all ethnic/racial, socio-economically disadvantaged and students with disabilities subgroups with the state content standards in English / Language Arts and Math.

2. The district will meet all of its AYP criteria annually including requirements for numerically significant subgroups.

3. All schools in the district will meet or exceed the state’s Annual Performance Index (API) growth target as well as the API growth targets for each numerically significant ethnic/racial, socio-economically disadvantaged and students with disabilities subgroups at the school.

4. The district will work with site administration to collect and analyze school and student data and develop continuous cycles and plans for school improvement including: improving curriculum, improving instruction, improving student support & intervention, improving the monitoring of student achievement, and improving home/ school/ and community partnerships.

5. All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

These goals and corresponding specific measurable objectives that support them can be found in the following district and site comprehensive planning documents.

California academic content standards and frameworks. District and textbook curriculum guides aligned with CA academic content standards. District evaluation criteria for textbook adoption. District student and teacher technology standards. District LEA Plan The district plan for English Learners (EL) describes the policies for identifying, assessing, and

reporting students who have a primary language other than English. This EL Master Plan provides details on the reclassification procedure and the English Language Development and instructional programs to be provided to EL students to assist them in meeting and/or exceeding state academic content standards and graduation requirements.

The Policy and Procedures handbooks for each program which details the philosophy and goals, and policy and procedures regarding students, instruction, promotion and retention, equity, administration, personnel, community relations, business, and much more.

Site–based Single Plan for Student Achievement, SARC, WASC and CCR self-study reviews and actions plans.

The District’s current Educational Technology Plan

Below is a summary of our goals. Our goal objectives as well as benchmarks are below.

Implementation strategies and activities are discussed in Part V. Using Technology to Improve Student Achievement Improving Technology and Information Literacy Skills Ensure appropriate access to all students Record keeping and assessment of achievement Make Teachers and Administrators more accessible


Instruct students on the ethical use of technology as it pertains to copyright laws and internet safety

SECTION 3d-3k: CURRICULAR DRIVEN TECHNOLOGY GOALS, IMPLEMENTATION PLANS,

BENCHMARKS, TIMELINES, MONITORING AND EVALUATION

SECTION 3d Goal 1: Using Technology to Improve Student Achievement

Teachers will integrate technology in the curriculum to support our curricular goal of all students’ eligible students attaining proficiency or better with ELA & math grade level content standards by end of the 2014-15 school year and maintain 100% proficiency annually. Eligible students include 90 –day students and applicable special education students as identified within their IEP. We will integrate the following digital resources in order to accomplish our goals:

Adopted Text Supplemental Tech resources including publisher software and websites. CLRN and district approved curriculum software such as: Read 180 and Accelerated Reader Diagnostic reading, writing, and math proficiency software such as Northwest Evaluation

Assessment (NWEA). Microsoft Office and other productivity software. Internet Access and Resources Peripherals such as LCD projectors, interactive whiteboards, digital cameras, video

cameras, document cameras (ELMO), Clickers, and printers. Online Professional Development.


Goal 1: Need 1: All students will demonstrate adequate progress toward State Standards in communication skills as measured by the adopted pre-post assessment tool. Objective 1.1.a Court & Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 80% of the 90-day students will increase their communication skills in the areas of writing and reading comprehension as measured by NWEA.

Adopt system of monitoring students’ academic process every 90 days utilizing NWEA 65% of students will show academic growth.

Review & modify system as necessary. 70% of students will show academic growth.



Objective 1.1.b Special Education Programs

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 40% of students will increase their functional communication skills in the areas of writing, oral expression, and reading comprehension as measured by instruments identified in IFSP/IEP

Adopt pre-post assessment tool. Adopt methodology of assessment due to unique student population

20% of students will show academic growth.



Objective 1.1.c Early Childhood Services

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 20% students will increase their functional communication in school readiness skills.

Adopt pre-post assessment tool. Adopt methodology of assessment due to unique student population

Establish progress benchmark

10% of students will show academic growth over established benchmark


Goal 1: Need 2: All students will demonstrate adequate progress toward State Standards in mathematical abilities as measured by the adopted pre-post assessment tool. Objective 1.2.a Court & Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 80% of 90-day students will increase their mathematics abilities in computation and problem solving as measured NWEA.

Adopt system of monitoring students’ academic process every 90 days utilizing NWEA 65% of students will show academic growth.





Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 10% students will increase their functional communication skills in the areas of writing,

No Benchmark Needed Adopt pre-post assessment tool. Adopt methodology of assessment due

5% of students will show academic growth over established



Goal 1: Need 2: All students will demonstrate adequate progress toward State Standards in mathematical abilities as measured by the adopted pre-post assessment tool. oral expression, and reading comprehension as measured by instruments identified in IFSP/IEP

to unique student population Establish progress benchmark.

benchmark


Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 10% students will increase their functional Pre-Kindergarten mathematics skills.

Adopt pre-post assessment tool. Adopt methodology of assessment due to unique student population.

Establish progress benchmark.



Goal 1: Need 3: All eligible students will meet the requirements to receive a high school diploma.

Objective 1.3.a Court & Community Schools

Benchmarks– 12/13 Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 65% of eligible students will meet the requirements to receive a high school diploma as measured by the graduation rate reported in CALPADS.

Identify students to be enrolled in CAHSEE prep classes. Staff to review class enrollments to ensure all eligible students enroll in a-g classes to lead to graduation. 50% of eligible students will acquire their high school diploma.

55% of eligible students will acquire their high school diploma.




Goal 1: Need 4: SCOE Science Programs will incorporate student directed technology to enhance experience.

Objective 1.4.a Whiskeytown Environmental School

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 35% of students attending will experience portable technology to engage in authentic scientific research during their stay.

Staff will continue to explore possible technologies and curricular additions. 20% of students will use portable technology in research.

25% of students will use portable technology in research.

30% of students will use portable technology to engage in authentic scientific research utilizing a module approach

35% of students will use portable technology to engage in authentic scientific research utilizing a module approach.

Objective 1.4.b Schreder Planetarium

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 35% of students attending will use portable “hand-held” technology to engage in authentic scientific research during their visit.

Staff will develop and pilot activities to include in curriculum.

20% of students will use portable technology to engage in authentic scientific research.



SECTION 3e Goal 2: Improving Technology and Information Literacy Skills

All eligible students will be proficient or better with the National Education Technology (NETS) grade level profile standards for students to support achievement of the academic standards in the classroom, our curricular goals, and ultimately for lifelong learning and success in our digital society by end of the 2014-15 school year. Eligible students include 90 –day students, students retained by the Court allowed access to technology, and applicable special education students as identified within their IEP. Students will learn the NETS skills during relevant curricular assignments and develop a portfolio of NETS integrated assignments during the year.

NETS elements include: Creativity and Innovation Communication & Collaboration Research and Information Fluency – information literacy Critical Thinking, Problem Solving, and Decision-making Digital Citizenship- including social, ethical, copyright, and cyber safety issues Technology Operations and Concepts

We will integrate the following digital resources in order to accomplish our goals: Adopted Text Supplemental Tech resources including publisher software and websites. CLRN and district approved curriculum software such as: Read 180 and Accelerated

Reader A variety of grading programs such as Gradebook. Web-based student assessment

platform such as Edusoft and web based student information and reporting platforms such as Aeries.

Microsoft Office and other productivity software. No Cost / Low Cost - Internet Resources Peripherals such as LCD projectors, interactive whiteboards, digital cameras, video

cameras, document cameras (ELMO), Clickers, and printers.


Goal 2: Need 1: All students will acquire the technology proficiency skills needed to succeed in the classroom, the workplace and in 21st century life. Objective 2.1.a Court & Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 75% of eligible students will increase their technology proficiency skills, through increased opportunities to learn utilizing educational internet sites

60% of eligible students will utilize educational internet sites or software for credit recovery, academic interventions or enrichment to increase their technology proficiency skills.





Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 50% of learners will increase their functional technology proficiency skills for communication as measured by instruments identified in IFSP/IEP/ITP

No Benchmark Needed

Adopt pre-post assessment tool. Adopt methodology of assessment due to unique student population Establish benchmarks

25% of students will increase their technology proficiency


Goal 2: Need 2: All students will acquire the information literacy skills needed to succeed in the classroom, the workplace and in 21st century life. Objective 2.2.a Court & Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, proficiency levels in the Common Core will be 10% higher than established baseline as measured by the Smarter Balance Assessment.

Prepare implementation plan and instructional outline

Full implementation of Common Core in all classrooms. Review & modify plan & instructional outline as necessary.

Implement Smarter Balance Assessment. Establish baseline proficiency level.

Increase proficiency level by 10% of baseline


Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, 50% of learners will increase their functional technology proficiency skills

No Benchmark Needed

Adopt pre-post assessment tool. Adopt methodology of assessment due




Goal 2: Need 2: All students will acquire the information literacy skills needed to succeed in the classroom, the workplace and in 21st century life. for communication as measured by instruments identified in IFSP/IEP/ITP

to unique student population Establish benchmarks

SECTION 3h Goal 3: Ensure appropriate access to all students It is our policy to provide all teachers and eligible students with equal access to all of the school’s technology to support achievement of the common core standards in the classroom, district curriculum goals, and ultimately for success in the workplace. Student subgroups will have access to the same NETS integration activities and high standards expected of all other students, although the programs and methods for achieving the objectives may be adapted to best meet individual student needs. Students with an active Individualized Education Program (IEP), have appropriate access to technology hardware, peripherals, and software including assistive technology as deemed appropriate and defined by the IEP site team and the students’ IEP goals. EL students have appropriate access to technology hardware, peripherals, and software needed to support their English language acquisition as well as their achievement of the academic standards. Students under court supervision will be allowed as deemed appropriate by the governing authorities.

Goal 3: Need 1: All students will have access to the hardware and software to meet the goals for increasing reading, language arts and mathematical achievement, and communication skills. Objective 3.1.a Court & Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, eligible students will have appropriate access to hardware at 100% sites

70% of sites 80% of sites 90% of sites 100% of sites

By June 2016, eligible students will have appropriate access to Blended Learning in 70% of classrooms

Prepare implementation plan and instructional outline

Incorporate Blended Learning in 50% of classrooms




Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, program will achieve a 4-1 IEP need-identified pupil to computer ratio in all classrooms with up-to-date computers

Assess current inventories and needs Determine purchase phases of initial or replacement equipment

8:1 ratio

6:1 ratio 4:1 ratio


Goal 3: Need 1: All students will have access to the hardware and software to meet the goals for increasing reading, language arts and mathematical achievement, and communication skills. By June 2016, 100% students will have appropriate access to assistive devices at all sites


80% of sites 90% of sites 100% of sites

By June 2016, students will have appropriate access to hardware at all sites



By June 2016, students will have appropriate access to remediation and enrichment software at 60% sites

Assess current inventories and needs Determine purchase phases of initial or replacement software


SECTION 3i Goal 4: Record keeping and Assessment of Achievements

Goal 4: Need 1: All SCOE Student program staff will have access to a single standard, (i.e. SCOE-wide) student information system for student records and assessment data. Objective 4.1.a Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, the program will have an up-to-date student information & assessment system.

Prepare implementation plan and instructional outline for Illuminate installation. Monitor accuracy of data entered into CALPADS; refine procedures when applicable.

Monitor accuracy of data entered into CALPADS; refine procedures when applicable. Streamline processes between Aeries, Illuminate and CALPADS 80% of sites utilizing Illuminate data to guide instruction

Monitor accuracy of data entered into CALPADS; refine procedures when applicable. Review Aeries data & reports, modifying procedures where necessary 90% of sites utilizing Illuminate data to guide instruction

Monitor accuracy of data entered into CALPADS; refine procedures when applicable. Review Aeries data & reports, modifying procedures where necessary 100% of sites utilizing Illuminate data to guide instruction


Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16


Goal 4: Need 1: All SCOE Student program staff will have access to a single standard, (i.e. SCOE-wide) student information system for student records and assessment data. By June 2016, the program will be fully leveraging SEIS by as its student information system.

Assess status of information system Define uses of information Develop focus group

25% of sites utilizing IEP & parent portals

50% of sites utilizing IEP, electronic signatures, parent portals

100% of sites utilizing IEP, electronic signatures, parent portals

By June 2016, the program teachers, administrators, and appropriate staff will have training in the use of the SEIS student information system.

Extensive review and clean-up of student information data for 100% of sites. Design policies & procedures to ensure accurate data Design best practice model for IEP meetings fully utilizing SEIS features Design Training Modules for key and cross-trained staff

25% of sites implementing: data collection

policy & procedures

IEP Model trained and

cross-trained pertinent personnel


policy & procedures




policy & procedures



SECTION 3j Goal 5: Make Teachers and Administrators More Accessible

Goal 5: Need 1: Enhance the home to school communication through the effective integration of human, voice, data, video and electronic systems. Objective 5.1.a Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

Will continually improve & enhance SCOE website to provide up-to-date & pertinent information to parents. Parents are provided email and phone contact for teachers to ensure two way communication.

Review webpages and update accordingly. Provide updated email and phone numbers

Review webpages and update accordingly Provide updated email and phone numbers




Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

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Goal 5: Need 1: Enhance the home to school communication through the effective integration of human, voice, data, video and electronic systems. Objective 5.1.c Early Childhood Services

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Objective 5.1.d Whiskeytown Environmental School

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Objective 5.1.e Schreder Planetarium

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SECTION 3f & 3g Goal 6: Instruct students on the ethical use of technology as it pertains to copyright laws and internet safety All eligible students will be proficient or better with grade level ethical use of technology and internet safety standards; NETS #5 – Digital Citizenship. Eligible students include 90 –day students, students retained by the Court allowed access to technology, and applicable special education students as identified within their IEP.

We will integrate the following digital resources in order to accomplish our goals: Adopted Text Supplement Tech resources including publisher software and websites. CLRN and district approved curriculum software and/ or free Digital citizenship

internet resources


Microsoft Office Professional Suite and other productivity software. Peripherals such as LCD projectors, interactive whiteboards, digital cameras, video

cameras, document cameras (ELMO), Clickers, and printers

Goal 6: Need 1: All students will acquire the information literacy skills needed to be proficient with grad level ethical use of technology and internet safety standards Objective 6.1.a Court & Community Schools

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Eligible students will receive instruction related to NETS standard #5 – digital citizenship.

Implementation of cyber-bullying curriculum in all classes

Review & enhance cyber-bullying curriculum

Review & enhance cyber-bullying curriculum.



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Learners will receive instruction related to NETS standard #5 – digital citizenship.

Implementation of cyber-bullying curriculum in all classes




SECTION 4a

PROFESSIONAL DEVELOPMENT

Overview

SCOE’s staff represents the largest asset we have, hence the largest annual expenditure representing approximately 85% of total expenditures.

When it comes to the amount of investment an organization should expend on professional development, there are many rules of thumb. Two common rules are 1) effective training on newly implemented applications is estimated at 10% of the implementation cost and 2) training on existing applications is estimated to be three times the annual license fee.

Training continues to be the number one need expressed throughout the organization. Training for newly implemented applications as well as on-going training to learn new skills or refresh their skills on existing applications. The analogy of the comfort quilt comes to mind in that employees learn skills associated with completing a specific task that is satisfactory to their supervisor. Those asserted skills and methodology becomes a patch in their professional comfort quilt; therefore performing the task the same way in the future rather than continually trying to improving the process. Coupled with the desire of training is the responsibility of training. Employees often want training, even site any deficiencies they may have is due to the lack of training, only to express they do not have the time to attend the scheduled training or only half-heartedly participate in the sessions provided. So that both the organization and employees benefit from the resources expended in professional development, consequences need to be tied to that development. The organization has consequences by providing the financial resources required to provide the training with the expected outcome being that the staff will become more effective and efficient in their work. Employees have consequences for being allowed the opportunity to increase their personal skill sets. These skills and improvements should tie directly to receiving promotions and satisfactory performance evaluations. It is imperative that along with the effort expended by the Department’s Directors, Managers, & Supervisors to outline their training needs and desires, the job qualifications and evaluations need to


also incorporate these skill sets in a building block fashion to complete the circle of professional development.

Although the focus would first to train SCOE employees, every district has the very same need. A fine ambition would be for SCOE to become a leader in technology based training for our fellow districts encompassing standard and specialized applications. By creating a system that is cost-effective for the participants, and cost-recoverable for SCOE, we would be filling a large, and an ever increasing need in the education environment.

Identified training priorities to improve proficiency skills include the use of: Curriculum Related

Technology integrated into the content standards to help all students achieve standards. Technology tools for student assessment, analysis and interpretation of results Technology tools to increase communication with learners and all stakeholders. Instructional resources available on the Internet Ethical use of Technology and Internet safety. Emerging technology tools and how to integrate these successfully in classrooms. Use of digital resources in the classroom. All Staff Office Productivity Applications. Distance–learning and videoconferencing. Technology related tools to developing efficient and effective operational processes.

SECTION 4a Summary of District Teachers’ and Administrators’ Technology Skills

Site Administrators’ Survey Data

Site administrators participate in an informal internal survey of our district’s site administrators indicates that most administrators are at the intermediate levels with general computing, Internet, e-mail, and word processing, presentation, spreadsheet, and database skills.

Teachers’ Survey Data Teachers’ participate in an informal internal survey of our district’s teachers indicates that

most administrators are at the beginning-intermediate levels with general computing, Internet, e-mail, and word processing, presentation, spreadsheet, and database skills. Professional Development Plan

A comprehensive technology based professional development plan should include components for all staff members who require technology skills to be efficient in their work.

Target audiences would include but are not limited to: School Administrators School Site Clerical and other Classified Staff SCOE Department Managers and Supervisors SCOE Classified Staff in all Departments Teachers and Teachers Aides

A full professional development plan would consist of pre-assessment tools, online resources,

as well as classroom setting presentations, and post-assessments. In addition, benchmarks would be established as to require skill levels for all positions within the organization. Complimenting these benchmarks would be a timeline for achievement for current personnel.

An individuals’ staff development plan, massaged by the employee and their direct supervisor, will dictate how and when the employee will move from their baseline, as determined by the pre-assessment test, to the skill level required for their current position.

Monitoring of the employees progression through their plan is imperative to ensure that the plan is completed. Tools exist to allow managers to track how often employees access training, and for how long, what courses they took, and whether or not courses were satisfactorily completed. In


addition, recommended and required courses can be pre-loaded into an individual’s learning plan by their supervisor. Instructional Services Professional Development Plan

SCOE’s Instructional Services department, a leader in regional training, identified the following professional development priorities within our own alternative education programs as well as throughout Shasta County:

Emerging technology tolls and how to integrate these successfully in the classroom Use of technology to access and analyze student achievement data including Edusoft,

Aeries, NEWA, spreadsheets, and databases Use of digital resources tied to the adopted English-Language Arts and math programs to

provide intensive and strategic support for struggling learners Productivity technology applications including 2003 & 2007 versions of Microsoft Office

Suite Ethical use of technology and internet safety including cyber bulling, copyright

infringements, and plagiarism. The department is currently working on a professional development service plan with the CTAP

Region 2 county offices of education in providing training for administrators, teachers, paraprofessionals, district and COE staff as appropriate.

This program is geared toward increasing the proficiency of our site administrators and teachers as determined by our informal survey results. We will endeavor to offer technology related training at a variety of times, with most offerings after school. Some courses will occur during the school day with substitutes and during summer workshops and conferences.

Standard Software Applications Many positions currently utilize, or could be enhanced by, common applications. Outlook, Word, Excel, and PowerPoint are found and used throughout SCOE on a daily basis. How effectively they are used vary as drastically as SCOE’s staff themselves. Due to the popularity of the products, online training resources are available offering a variety of modules as well as delivery methods. The different delivery methods may include Instructor-Led Classes, Self-Study courses, Digitized Books, and Skills Testing utilizing Computer Adaptive Testing (CAT). Techsets is one service that SCOE currently uses, but is just scratching the surface of the systems capabilities. Techsets, while offering modules for Office Productivity, also offer courses in Leadership Training for New Managers, Leadership Training for the Seasoned Manager, Business Fundamentals, Sexual Harassment for Mangers & Employees, Employment Law, and Occupational Safety to name a few. The courses vary in quantity and price. They may be purchased individually or an annual subscription may be purchased. These courses are available 24/7 at the employee’s workstation with no support needed from our IT department to maintain the system or to load courses. The Human Resources department is sponsoring a variety of in-house trainings. These trainings include, but not limited to, Excel, Outlook and iPads. Departments have been encouraged to proposal additional training needs which will be taken under review. Working with Department leads and Technology Mentors, trainers would facilitate the necessary training for such software as Escape, Aeries, and the NoHo Series, Follett, Subfinder, Finalsite and other applications currently supported by SCOE IT.

Not only is it impossible for one person to be an expert in every software application used, no one knows an application better than the daily users. Trainers would work with the “Functional Experts” in the field to support and provide necessary training.

This approach would naturally dovetail into a standardized approach to the testing and implementation of software upgrades and changes. Process Oriented Training

SCOE can also create in-house training modules which can be loaded into Techsets for standardized training on specific topics. For example, a procedural manual could be prepared for the periodic attendance reporting. The manual would outline the queries to run from Aeries, what the data means, and how to identify discrepancies, what to do with common discrepancies, as well as understanding the final reports. Trainings could then be designed which strengthens the employees knowledge of the procedure, while reinforcing a consistent approach to gathering, using, and understanding the information.


Assessments Pre-assessments are available to determine which topics students are already familiar with so they can go right to the key areas where they need help. This reduces the frustration of training on familiar content, and the amount of training time is condensed because it is targeted. Students can also take quizzes throughout the training process to determine if they fully understand the information provided. Post-assessments offer students the opportunity to test themselves in a wide range of topics and certification areas. The successful completion of the post-assessment tests would assist in the monitoring of the employee’s completion of their individualized training plan. Facilities and Equipment

SCOE currently utilizes a mobile lab of twenty-five machines with wireless internet access as well as a dedicated training room with twenty computers and multiple visual display projectors or SmartBoards. Located at 1644 Magnolia are two audio/video units with drop down screens and surround sound in the two largest conference rooms. In addition to a mobile Polycom unit, there is a fixed station that is used for long distance learning within our region, which is available for use outside the normal school then hours. The mobile lab enables trainings to be held at the Magnolia facility as well as our other facilities. Funding and Income

It is an established fact that government agencies, private businesses and other members of the public will pay for and attend training offered by any entity. Shasta College offers many classes in software applications but it does not fill all the need for our area. To maximize the investment in a modern computer training lab, SCOE could offer and facilitate training and support for ourselves, other districts, and other agencies as well.

The revenue generated, in addition to interdepartmental allocations, would begin to offset costs incurred providing the training, with the future goal to become, at a minimum, cost neutral or even create an additional revenue stream. Performance Evaluation

The proposed system of training and support for SCOE employees would be an additional tool in evaluating an employee’s performance. Accurate records will be maintained on the training received by all employees with established goals for future performance based on the need of the position. The value of knowing the technology skills of existing employees and prospective employees up front will save the organization immeasurable time and money over the years. Pre-employment Screening Tool

Lastly, prospective employees would be assessed based upon the technology requirements of the position, as well as the applicants existing skills. This assessment would be used to objectively quantify the employee’s capabilities to ensure they meet the position’s minimum technology related qualifications. In addition it will establish a baseline to establish a training program to assure the new employee has every opportunity to succeed in the new position. Summary

Our recommendation is a multi-faceted approach due to the volume of individuals needing the training and the various sites where these employees are located.

Prepare minimum technical qualifications for appropriate positions. Develop a professional development framework for progression by position Designate Technology Mentor in functional areas of discipline to coordinate with

the Trainer as to training materials, processes, and co-instruction when viable. Create process based training manuals for the special interest areas. For example,

the creation of an Aeries Procedure manual would be utilized as a training manual while also paving the way for uniformity on how data is recorded, reports accumulated, and data analyzed.

Tie professional development back to evaluation process, including but not limited, to establishing technology related minimum qualifications for all positions.

Focus on SCOE employees but maintain the vision of training district personnel SECTION 4b Organizational Goals, Objectives & Benchmarks


Goal 1: All teachers, administrators, and appropriate support staff will have access to the staff development needed to support the Curriculum Component.

Goal 1: Need 1: All teachers, administrators, and appropriate support staff will have access to the staff development needed to support the Curriculum Component. Objective 1.1.a Community Schools

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Staff will be provided multiple opportunities for professional development annually to enhance the integration of technology into core content classes based on needs identified in periodic needs assessment.

Perform periodic needs assessment. Modify professional development curriculum as necessary.





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By June 2016, all teachers, and appropriate staff will receive training in integration of hand-held technology and software to meet learning needs of students

Assess current status Develop focus group Collaborate with Instructional Services in designing training program Designate Technology Mentor

80% of staff to become proficient




Goal 1: Need 1: All teachers, administrators, and appropriate support staff will have access to the staff development needed to support the Curriculum Component. Objective 1.1.e Schreder Planetarium

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By June 2016, 100%, all teachers, and appropriate staff will receive training in integration of technology and software to meet learning needs of students.





Objective 1.1.f Human Resources

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Provide cost-effective professional development options to SCOE staff

Review organization’s training needs Develop curriculum and present trainings




Objective 1.1.g Instructional Services

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Create the framework for a full professional development plan for curriculum based integration





Goal 2: All staff will have access to the staff development needed to support standard and specialized software applications.

Goal 2: Need 1: Design a staff development plan for standard and specialized software applications. Objective 2.1.a Court & Community Schools

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Goal 2: Need 1: Design a staff development plan for standard and specialized software applications. Objective 2.1.b Special Education Programs

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Objective 2.1.d Whiskeytown Environment School

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By June 2016, all teachers, and appropriate staff will receive training in integration of hand-held technology and software to meet learning needs of students

Assess current status Develop focus group Collaborate with Instructional Services in designing training program Designate Technology Mentor 100% of staff trained on standard software applications

100% of staff trained on specialized software applications 66% of staff trained on standard software applications




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By June 2016, By 100%, all teachers, and appropriate staff will receive training in integration of technology and software to meet learning needs of students.






Goal 2: Need 1: Design a staff development plan for standard and specialized software applications. Objective 2.1.f Instructional Services

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By June 2016, create the framework for a full professional development plan

Analyze pre-assessment test results Create baseline proficiencies for standard & specialized application. Amend performance evaluations and job descriptions for progressive professional development plan

Assess results and modify plan if necessary



Goal 3: Appropriate staff will have access to process oriented procedures and training to assist in standardization of similar functions. Attendance reporting and budgeting are two high profile areas that come to mind when considering there are commonalities in several areas of the organizations informational needs. Maintaining events utilizing our website event registration module is another example of a process that a uniformly applied approach is not only ascetically pleasing, but ensures consistent information is available to our users.

Although the source, requirements, and the end product are the same, this information is often gathered by individuals with an island concept instead of an organizational frame of mind. The creation of a documented standardized approach to the task and the training to emphasis the techniques will lead to not only consistent reporting but will allow more stability within the department.

Goal 3: Need 1: Design a staff development plan for process oriented training.

Objective 3.1.a Court & Community Schools

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Periodically appropriate staff will receive training updates in common processes to ensure complete and accurate external & internal reporting

Professional development plan to address updates in processes. Provide training sessions.





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Goal 3: Need 1: Design a staff development plan for process oriented training. Objective 3.1.c Early Childhood Services

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By June 2016, appropriate staff will receive training in common processes to ensure complete and accurate external & internal reporting

Develop focus group to identify appropriate processes Design process & procedure manual(s) Design training format(s)

Rollout training & procedures to pilot group for critiquing for identified processes 100% of staff trained on 100% of identified processes

Modify procedures as needed. 100% of staff trained on 100% of identified processes

Modify procedures as needed.


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Objective 3.1.f Instructional Services

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INFRASTRUCTURE, HARDWARE, TECHNOLOGY SUPPORT & SOFTWARE

SECTION 5a Introduction

The most common need throughout the organization including students, teachers, and staff is to provide a consistent and ongoing funding stream for upgrading and adding to the technology SCOE provides to meet student and staff needs. Resources provided to school sites and departments vary greatly and there is a need to help departments provide up-to-date technology for their programs. The charts presented in the current status of hardware and software section of this document demonstrates the size of that need and the project costs of providing up-to-date technology to the organization and the students we serve. SCOE’s intent is to ensure that technology is a tool for teaching and learning. To achieve this, teachers must have reliable access to the tools and infrastructure they need to meet their curricular needs, and support for the times when the technology fails to work as intended.

There is a need for additional support staff and standardized resources to facilitate timely support and repair, coupled with a consistent and ongoing funding stream to support this service. Software upgrades should also be a part of these standards. Departments, school sites, and programs may want to consider ways to provide site level technology support as a “first level of defense.” This may be a way to provide low-level troubleshooting and information for site staff on the latest developments in technology products, on training opportunities for both general and program-specific software and hardware, and on tips for troubleshooting. To fulfill teacher, student and administrator needs, each program will have the following resources available by June 2016. SCOE Student Programs

Internet Access: All SCOE sites will have at least 1.5 megabit per second access. All sites will have at least 20.0 mps by June 2016. Hardware: All sites, excluding the science programs, will have at least a 4:1 student to computer ratio to provide students with ready access to technology. All computers will be no more than four years old. Classrooms will have computer presentation unit and screen. Electronic Learning Resources: All teachers and staff will have access to Internet browsers and e-mail software, the Microsoft Office Suite, student information system, and online learning resources, as well as other software programs. All students will have access to software to support language arts, reading, and online testing. Technical Support: All sites will have technical support, with initial response time of 48 hours or less.

Infrastructure

Over the years the SCOE technology infrastructure has fallen prey to decreases in budget and staffing levels and the absence of proactive Company-wide planning and coordination. Since funding for technology comes from many different budget sources and much of the funding is categorical, grant or one-time funding, there are many disconnected "islands" of technology in our schools and even within departments. This lack of cohesiveness has been minimized by IT approving related purchases, and just recently broadened their approval scope to include copiers and telephones.

These conditions resulted in an infrastructure that did not serve all stakeholders, was fragmented, had limited functionality and was costly to maintain. To meet the current and future needs in a cost effective way, Information Technology has undertaken a major re-design and upgrade of the Company’s infrastructure. In addition, IT is methodically shifting the focus from short term decisions to long range planning.


Increased Functionality

The project will address a wide range of current needs. Many applications and services are now available only internally to end-users. Once the project is completed staff and students will be able to access district resources, such as e-mail, or their own documents from home computers, and parents will have more access to crucial information on the performance of their children. Teachers, students, principals and department administrators will be able to manage the content on their web sites without support from IT. Baseline Technology

The Technology Plan necessitates the development of a plan to deploy a basic, baseline of technology in all schools that support the curriculum standards and foster 21st Century skills. Some schools have purchased state-of-the-art technology while others still languish with outdated or nonexistent equipment. Aging computers are unable to support the new interactive, multimedia instructional applications that require large amounts of memory and powerful operating systems. As more resources become web-based, the need grows for high speed connections to every classroom. The combination of aging technology, the existence of aging and legacy infrastructure and discrepancies in student and teacher access to technology are barriers to equitable access to the technology tools and to the integration of technology into the SCOE curriculum. The establishment of a common set of standardized tools throughout the district will also facilitate the development of technology enriched curriculum and the professional development to support that curriculum and will be less costly to support. Coordination and Planning

In order to instill the long range planning premise, greater coordination and planning among the departments, schools, districts, and other stakeholders for technology. Areas identified needing immediate attention are:

Data System: The development of an integrated, coherent data system to support data driven decision making, improve district management and to improve compliance with the requirements of No Child Left Behind and other mandated programs.

Electronic Resources: The establishment of a process to evaluate and deploy electronic resources that considers instructional needs professional development support, technical support, and needed hardware and infrastructure.

Infrastructure: coordination in the planning of infrastructure-related projects. Funding

Contributing to all these issues is the absence of a dedicated revenue stream to support instructional technology and the high costs of maintaining aging technology, challenges faced by every district in the state. E-Rate does not serve all schools and is prescribed in its use. Annual revenue fluctuates and most grant, state, federal technology programs provide one-time support. The majority of potential funding for technology is site-based complicating the deployment of district wide initiatives. The Technology Plan calls for the development of a coordinated planning effort to fund and replace technology on a regular schedule to ensure a consistent state of usable technology. Infrastructure Upgrade Project

There is the underlying basic need for access to reliable, up-to-date technology and fast Internet connections at all schools. The plan establishes a goal of deploying a common baseline of technology tools to every classroom, with a Company-wide ratio of four students to every up-to-date, multimedia computer.

By ensuring that all students have access to a common baseline of technology that supports student achievement, the district can provide continuity as the children move through the grade levels, better focus professional development and support and ensure more equitable access to the curriculum.

It is a challenge, however, to make the connection between the standards and instruction and defining the critical technology tools that support student learning. It certainly means more than putting computers in the classroom, identifying content appropriate software and ensuring that teachers and students have a level of technology skills. Research indicates that the idea must be


examined in light of curriculum standards, engaged student-centered learning and fundamental changes in the learning environment. The Technology Plan will further refine the baseline technology, a phase-in schedule across all schools and a coordinated budgeting process to support the deployment and routine replacement of technology Minimum Specifications for Technology

Traditionally, schools and departments maintain separate technology budgets and have researched and purchased equipment on their own, calling on the IT Department to implement and integrate the resulting mishmash of software and hardware.

Old equipment, multiple formats and models, and inappropriate technologies all contribute to high support costs, decreased functionality and low utilization.

In recent years, IT has begun to set standards of approved and supportable hardware and software in attempt to reduce the technology islands and create a single, manageable whole. A recent trend has been to form strategic partnerships with select technology vendors to provide solutions rather than simply hardware.

While SCOE is moving toward an established baseline for hardware and policies regarding computer replacements, the reality is that a significant portion of the instructional computers are now over four years of age. Some guidelines have been put into place with respect to the level of technical support that IT can provide. Software Selection Process

A standard format of software selection would be extremely beneficial would be beneficial to the Organization. By establishing selection criteria, the decision becomes objective, not the software flavor of the week or a purchase made due to an effective salesman. Common selection criteria include:

Stability of Vendor Proven track record within the industry Fit-for-purpose Mature technology

The selection process consists of three main segments: Identify needs and available solutions from the market Identify stakeholders Interview stakeholders Gather & prioritize requirements Create the hierarch of criteria Research solutions Identify relevant solutions Build list of potential solutions Request information from potential vendors Gather responses from vendors Evaluate available solutions against your requirements Build a decision matrix Rate each solution Analyze strengths and weaknesses Rank solutions and keep top vendors Issue RFP to top vendors Build a scripted scenario of functionality Invite vendors to on-site demonstrations Rate demonstrations Rather RFP responses from vendors Revisit analysis Compare Solutions and select Select best fitting solution Negotiate pricing Sign contract


Baseline Workstation Requirements

Future workstation purchases should follow the standard established by SCOE’s Information Technology Department. Current statuses of the infrastructure at our physical sites vary from cabling, routers, switches, and internet connectivity means. We will be utilizing E-Rate funding streams to upgrade allowable equipment and various sites. Those sites, and/or unapproved E-Rate expenditures will be upgraded utilizing categorical, grants, or other on-time funding sources, including general fund contributions if necessary.

Workstation Requirement Windows Apple

Operating System Windows 7 OS X v10.8.2

Processor Speed 3rd Den Intel Core i7-3770 (quad core 3.4 GHz 8mb w/HD graphics

2.6GHz quad-core Intel core i7 turbo boost up to 3.6

Memory 4 GB min. 8 GB min. Browsers IE9, Firefox Safari

Browser Plug-in Microsoft Office 2011 Microsoft Office 2011 Internet Connection 100/1000 100/1000

Sound/Video Card On Board/Dual 1gb amd rnd HD7470

On Board/Dual Mon. Option

CD-ROM DVD+ and –RW Super Drive (Optional) Monitor 19” LCD min. 15” LCD min. Warranty All computers should be purchased with a five-year service agreement or

warranty. All laptops are purchased with a four-year service agreement. All Macs are purchased with Apple care.

Factors which contribute to the TCO include not just the original cost of hardware but the initial and ongoing costs of the associated software, consumables, installation, training and professional development, and technical support, especially for aging equipment used by large numbers of students and teachers. The Master Plan strives for the reduction of the TCO through the following policies and procedures:

Completion of the Core Infrastructure Project. Migrating to web-based electronic resources. Automating infrastructure, hardware and applications management functions. Refinement of and compliance with a baseline technology policy and plan. Refinement of and compliance with a computer replacement policy and timeline. Partnering with strategic vendors to offload installation, maintenance and repair. Creation of a technology planning and monitoring process that includes the Assistant

Superintendent of Administrative Services, Assistant Superintendent of Instructional Services, Department Directors, and site administrators to fund, deploy and support infrastructure development and hardware and software.

Current Status

Hardware and Software SCOE schools computers for instructional purposes, either by use of the teachers, students or both, as well as SCOE staff. However, many of these computers are over three years old or older. In some programs, none of the computers available to students meet current standards for being up-to-date. The following charts depict on the current status of technology as well as an outline of purchases for the following years.


Current Student Computer Inventory and Projected Needs

Program 2012-13

Enrollment

Number of Units at Sites

Average Age of

Units in months

Current Up-To-Date

Computers

(June 13 Data)

Projected Purchases during 2013-14

Projected Purchases

during 2014-15

Projected Purchases

during 2015-16

Excel 45 34 38.04 18 0 16 0

Magnolia Independent Learning Center

50 10 59.52 5 4 1 0

Sign-Language Interpreter

N/A 27 24.10 26 0 0 1

Oasis 104 88 51.22 13 1 17 28

Project Share

N/A 42 40.62 26 1 5 10

Richard B. Eaton Juvenile Hall

27 31 35.98 17 3 0 1

Shasta Independent Learning Center

23 4 71.51 0 3 1 0

Current Staff Computer Inventory and Projected Needs

Program Number of Units at Site

Average Age of

Unit (In Months)

Projected Purchases

during 2013-14

Projected Purchases

during 2014-15

Projected Purchases

during 2015-16

Alternative Education

66 44.97 14 11 8

Business Services 58 36.63 6 0 2

Early Childhood Services 99 36.06 11 7 3

Human Resources 19 32.81 2 2 1

Information Technology (includes reserve machines)

117 55.43 43 16 22

Instructional Services 59 36.16 3 4 9

Maintenance & Operations 5 48.85 1 2 0

Project SHARE 41 57.35 20 1 10

SELPA 14 31.36 1 1 2


Program Number of Units at Site

Average Age of

Unit (In Months)

Projected Purchases

during 2013-14

Projected Purchases

during 2014-15

Projected Purchases

during 2015-16

Special Education 38 35.48 5 7 1

Superintendent 22 27.03 1 0 1

Transportation 16 44.18 2 6 0 Whiskeytown Environmental School

12 65.98 0 12 0

Current Student & Staff Software Applications

Application

Primary Use

Primary User

Accelerated Math Online learning & testing Students

Accelerated Reading Online learning & testing Students

Aeries Student Information System

Students, Parents, Teachers, Administrators, Attendance Personnel

CARE Alternative Payments system for Subsidized Childcare Program

Early Childhood Services

CEL Centralized Eligibility List which maintains list of families needing childcare services


Follett Library Manages textbooks, library materials, and digital resources for clients and students

Early Childhood Services, Oasis, Phoenix

Escape Financial software Business Services, Districts Microsoft Office Suite Office Productivity

Software All support departments

Minute Menu Food Management

Food Services

MP2 Maintenance tracking, inventory control

Transportation

Questys Document Management Software

Company Wide

Resource & Referral Matches individuals needing childcare with licensed providers


STAR Math Online learning & testing Students

STAR Reading Online learning & testing Students Subfinder Substitute Instructor

management system Human Resources - substitute services

Track IT! Work Order, inventory control, management

Information Technology

Developer Fees Business Services Developer Fees

STRS Counselor STRS Office STRS Counselor

SELPA Manager Facilitates the collection and maintenance of information about special

SELPA staff and District Peers


Application

Primary Use

Primary User

education students, providers, and associated services

Network and Internet Access SCOE currently connects with multiple sites throughout the county including SCOE student programs, SCOE Early Childhood Daycare centers, SCOE support divisions and departments, as well as districts throughout the county. The connectivity speeds range from 1.5 mps for T1 lines, to 1Gbps over Metro-E. DSL is also used with 5-8 Mbps connections at our remote daycare sites. Within our physical sites the status of the cabling and infrastructure appliances are demonstrated as follows:

Site Connectivity Speed with Magnolia ERC

100.0 Mbps

Excel 100.0 Mbps

Innsbruck 100.0 Mbps

Oasis 100.0 Mbps

Red Bluff CCRE 1.5 Mbps

Richard B. Eaton Juvenile Hall 1.5 Mbps

Transportation 100.0 Mbps

WES Camp 1.5 Mbps

Maintenance 10.0 Mbps

SCOE/Shasta County 1.5 Mbps

District Connectivity Ranges from 1.5MB to 1 Gbps

Other Hardware Resources Some SCOE programs have Polycoms, SmartBoards, digital video cameras, scanners, LCD Projectors, stand-alone printers, and networked printers. Videoconferencing/Distance Learning In ongoing efforts to improve education and foster the dissemination of teaching resources, SCOE is working to advance the use of Internet-based videoconferencing as a (n):

Curriculum aid Professional development tool Distance Learning Collaboration with other agencies

Toward that end, we have made hardware purchases and infrastructure upgrades to Magnolia as well as other SCOE sites that will enable wider participation across the county in videoconferencing. This technology is available to departments and student programs that wish to use this timesaving and cost-effective method of meeting with others. Having multiple sites, including districts, with the capacity to videoconference allows interaction between numerous schools in the county. SCOE is a collaborator with EETT Competitive grantees across the county and is helping them with the videoconference aspects for their grant. In addition, administrators, teachers, and support staff can make use of the videoconferences to broaden the types of subjects and training available for staff development.

SCOE currently provides daily algebra instruction to eight schools in three counties. Over the next few years it is our intention to expand that offering to include additional math classes and some


foreign language classes to schools throughout the region. These classes will offer students at remote sites to better prepare themselves for college, by taking classes that cannot be delivered at their school site. Twenty Shasta County schools are interested in participating as well as several schools from as far as Modoc and Lassen Counties SECTION 5b-5c

Organizational Goals, Objectives & Benchmarks Goal 1: All eligible students enrolled in any SCOE program will have access to up-to-date hardware and software to meet program goals for student academic achievement. Need 1: Acquisition of hardware & software to meet desired student to computer ratios

Goal 1: Need 1: Acquisition of hardware & software to meet desired student to computer ratios:

Objective 1.1.a Juvenile court Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, program will achieve a 4:1 pupil to computer ratio in all classrooms with up-to-date computers


Purchase Equipment to work towards 4:1 ratio

Purchase Equipment to work towards 4:1 ratio

Purchase Equipment to obtain 4:1 ratio

By June 2016, all sites will provide appropriate software to meet program needs and goals for student academic achievement.


Review needs with curriculum directors and modify actions appropriately.


100% of sites Review needs with curriculum directors and modify actions appropriately.

Objective 1.1.b Community Schools

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16






By June 2016, all sites will provide appropriate software to meet program needs and goals for student academic achievement.

Assess current inventories and needs Determine purchase phases of initial or replacement






equipment

Objective 1.1.c Special Education Programs

Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16






By June 2016, 60% sites will provide appropriate software to meet program needs and goals for student academic achievement.


Review needs with curriculum directors and modify actions appropriately




Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, students attending the camp will have appropriate access to hardware needed for field research

No Benchmark Needed

Staff investigates tools

Staff designs activities and acquires tools

All students have access

By June 2016, site will provide appropriate software to meet program needs and goals for student academic achievement.

No Benchmark Needed

Staff investigates tools and select package

100% of sites Review needs with curriculum directors and modify actions appropriately



Benchmarks– 12/13

Benchmarks– 13/14

Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, students attending the planetarium will have appropriate access to hardware needed for research

No Benchmark Needed

Staff investigates tools

Staff designs activities and acquires tools

All students have access

By June 2016, site will provide appropriate software to meet program needs and goals for

No Benchmark Needed

Staff investigates tools and select package

Review needs with curriculum directors and modify actions

Review needs with curriculum directors and modify actions



student academic achievement.

appropriately appropriately

Goal 1: Need 2: Acquisition of Instructional Technology to assist in meeting program goals for student academic achievement. Objective 1.2.a Juvenile court Schools


Benchmarks- 14/15

Benchmarks– 15/16

By June 2016, classrooms will have interactive whiteboards and other technology related teaching devices at all sites


80% of sites purchase necessary technology





Benchmarks- 14/15

Benchmarks– 15/16








Benchmarks- 14/15

Benchmarks– 15/16








Benchmarks- 14/15

Benchmarks– 15/16



Establish budget set-asides for purchase

Establish budget set-asides for purchase




Benchmarks- 14/15

Benchmarks– 15/16




Review current technology advancements and consider purchase

Review current technology advancements and consider purchase


Goal 1: Need 3: Programs will adopt long-term budget plans.

Objective 1.3.a Juvenile Court Schools


Benchmarks- 14/15

Benchmarks– 15/16

By June 2013, program will adopt long-term budget plans to establish long-term sustainable funding for technology and accounting for the Total Cost of Ownership of all technology needs

Assess current inventories and needs Determine purchase phases of initial or replacement equipment Quantify financial needs; Identify on-going resources

Review and modify as needed assumptions, resources, & budget needs





Benchmarks- 14/15

Benchmarks– 15/16








Benchmarks- 14/15

Benchmarks– 15/16






Objective 1.3.d Early Childhood Services


Benchmarks- 14/15

Benchmarks– 15/16

By June 2013, program will adopt long-term budget plans to establish long-term sustainable funding for technology and accounting for the







Total Cost of Ownership of all technology needs

Quantify financial needs; Identify on-going resources

Objective 1.3.e Whiskeytown Environmental School


Benchmarks- 14/15

Benchmarks– 15/16






Objective 1.3.f Schreder Planetarium


Benchmarks- 14/15

Benchmarks– 15/16







Goal 2: Applicable staff will have access to up-to-date hardware and software to meet department goals.

Needed Technical Support for Tech Plan Components SCOE Information Technology currently has a staff of eight that operates a mix of computer systems and software, which support educational technology and administrative services for school districts. The

Goal 2: Need 1: Applicable staff will have access to up-to-date hardware and software to meet department goals. Objective 1.1.a Administration


Benchmarks- 14/15

Benchmarks– 15/16

By June 2013, SCOE will adopt procedures for replacing obsolete equipment for staff

Draft procedures and present to departments & program directors & managers

Review and modify if necessary








Objective 1.1.b Alternative Education


Benchmarks- 14/15

Benchmarks– 15/16






Objective 1.1.c Business Services


Benchmarks- 14/15

Benchmarks– 15/16







department is responsible for the management of technology infrastructure for SCOE and its remote sites, including phone service, network services and related equipment as well as the wide area network for our school districts as we are the local node for the CENIC connection. We coordinate closely with Instructional Services to ensure that not only do they have the proper front end equipment to incorporate technology into the classroom, but the proper backbone structure is in place that will support their desires for several years. Exciting examples include the retrofitting of a major campus to ensure ample connectivity to leverage wireless devices, interactive learning screens, and online educational resources. SCOE hosted Apple Inc. to provide iPad training to our county district staff with technology staff participating from multiple organizations on maintaining iPads on a global basis as well as an instructional focus on how to use the iPad in the classroom; both presented to sellout crowds. Lastly, the department has been involved from the onset of planning and construction of the County’s new juvenile retention center with county government, but more importantly with our instructional staff to fulfill their needs and desires. The need for expanded access to technology support is identified across all departments, programs and services. Our goal is to create a uniform approach and to fully utilize our tools efficiently and effectively. To this end, SCOE implemented Track IT during the 2012/13 school year and is expanding its features throughout the duration of this technology plan and beyond. In addition to monitoring equipment, handling customer service requests, ensuring efficient response times, and tracking work flow, we are expanding features to provide end users with on demand professional development resources and self help tools. This streamlining combined with the team approach mentioned previously combining applications and network will allow us to continue to provide high quality and efficient tech support to our internal and external customers despite the constraints of contemporary budgets. Staff reductions within the department continue to be a part of daily life and causes workload priorities to be reviewed and re-evaluated often.

TOTAL COST OF OWNERSHIP FOR TECHNOLOGY PLAN

Our district has estimated the Total Cost of Ownership (TCO) of our Ed Tech Plan accounting for all the major cost factors over the duration of the plan. Please note that all of the budget figures in the chart that follows are TCO estimates and will only be expended if funding is available. This excerpt addresses budget needed for tech support for plan implementation.

Expenditure Category 2013/14 2014/15 2015/16

TCO Technical Support $ 834,000 $ 805,000 $820,000

TCO Contracted Services Professional Development, Internet Access, Tech Support, and/or Retrofitting

$ 185,000 $ 128,000 $137,000

TCO Maintenance $ 88,000 $102,000 $117,000


PART IV: FUNDING & BUDGET SECTION 6a

OVERVIEW

The Shasta County Office of Education maintains a staff of highly qualified technicians and

curriculum support providers to assist all staff at SCOE and districts. These positions are funded through the general fund and grants. The funds used to improve, upgrade and purchase new technology have been and will continue to be general funds, grant funds, and E-rate discounts. However, there has been no consistent plan to provide replacement of obsolete equipment in a systematic way.

SCOE is committed to continuing to provide all students and staff with a high level of technology training and implementation support. We continually seek funding from a variety of sources including grants and partnerships with other agencies in order to maintain this high level of service and support. Once again, the current level of funding is not sufficient to meet the needs of the organization.

In the pursuit of additional funding, SCOE will utilize the grant writing services of its staff as well as the CTAP Region 3 staff. A strategy to prolong the usefulness of computer hardware is also a priority. Research and implementation of new technology such as thin client and server-based applications are being explored to reduce the total cost of ownership of technology. Group purchasing of software licensing and negotiated projects with partners will also be explored to reduce technology costs in the coming years.

The Informational Technology department receives funding from the following sources: District charge backs for technical support and services District charge backs for financial services E-rate and CTF CENIC and DCP Grants CTAP SCOE general fund contributions

In this section we have complied estimated costs based on current information, current inventories, technology, and company policies. We have identified costs by fiscal year based on current priorities. Physical sites or programs are represented with the program title indicated by italics. Individual department directors have the primary responsibility and access to appropriate budgets to meet goals and objectives specified within this plan. The Director of Information Technology in conjunction with the Assistant Superintendent of Administrative Services works with the departments to ensure that the plan is followed, evaluated, and modified per described procedures. SECTION 6c REPLACEMENT POLICY Workstation replacements have been calculated utilizing a forty-eight (48) month replacement cycle. SCOE purchases business class machines which, based on industry standards, have a thirty-six (36) month support cycle. Once the support cycle is surpassed, replacement parts are not guaranteed by the vendor. SCOE currently has no formal plan or procedures for replacing obsolete student and staff equipment. There is a need to establish a logical system to implement the identification and replacement of outdated equipment for both students and staff. This may be achieved through the adoption of board policies and Superintendent Policies. A coordination of efforts is also needed in order to continuously receive ongoing sources of funding for these replacements. SECTION 6d. BUDGET AND FUNDING MONITORING PROCESS

We are committed to a dependable and sustainable technology plan that ensures funding for reliable infrastructure, hardware, technical support, professional development, and software for all school and administrative sites. The Superintendent, Board of Education, Program Directors & Managers, Technology Director and Site Administrators have the primary responsibility for funding goals and objectives specified in this plan. In addition, the education technology budget and purchases are reviewed during regularly scheduled


budget meetings. Any proposed budget adjustments that are deemed necessary are discussed by the appropriate personnel up to and including the Superintendent, as necessary. If warranted budget recommendations and revision requests are made at the cabinet-level meetings.

SECTION 6b

RECAP OF IMPLEMENTATION COSTS BY FISCAL YEAR

Fiscal Year Net

Equipment Cost (After E-Rate Savings)

Net On- Going

Annual Cost

On-Going Costs Due to Previous

Year(s) Expenditures

Estimated E-Rate

Discounts

Total SCOE Out of Pocket Costs

2013-14 Estimates $ 457,800 $ 27,500 $ 14,000 $ 24,000 $ 475,300

2014-15 Estimates $ 177,800 $ 10,400 $ 14,700 $ 30,000 $ 172,900

2015-16 Estimates $ 188,600 $ 13,400 $ 23,700 $ 0 $ 225,700


TOTAL COST OF OWNERSHIP FOR TECHNOLOGY PLAN

Our district has estimated the Total Cost of Ownership (TCO) of our Ed Tech Plan accounting for all the major cost factors over the duration of the plan. Please note that all of the budget figures in the chart that follows are TCO estimates and will only be expended if funding is available.

Expenditure Category 2013/14 2014/15 2015/16

Ed Tech Professional Development Stipends and Supplies

$ 5,000 $ 6,000 $ 7,000

TCO Technical Support $ 834,000 $ 805,000 $820,000

TCO Hardware and Peripherals $ 231,000 $ 99,000 $ 136,000

TCO Productivity Applications, Electronic Learning Resources, Online Subscription Services, and Upgrades

$ 40,000 $ 46,000 $52,000

TCO Networking and Telecommunications Infrastructure*

$ 127,000 $ 90,000 $53,000

TCO Web site hosting / Publishing services $ 24,000 $ 30,000 $35,000

TCO Contracted Services Professional Development, Internet Access, Tech Support, and/or Retrofitting

$ 185,000 $ 128,000 $137,000

TCO Maintenance $ 88,000 $102,000 $117,000

Total Estimated Cost Per Year $1,534,000 $ 1,306,000 $1,357,000

Three Year Total cost of Ownership Cost Estimate* (Based on goals, objectives, and action steps in Sections 3, 4, & 5 of the Technology Plan)

$4,197,000

*Potential Erate discounts are not included in TCO in this Chart. See annual implementation budges for potential discount details.


2013-2014 IMPLEMENTATION COST ESTIMATES

Site / Program

Expenditure Type Potential Provider

Net Equipment Cost (After

E-Rate Savings)

Net On- Going

Annual Cost

Estimated E-Rate

Discounts

Funding and Cost-savings or Discount

Source(s


Current Workstation Replacement

Dell/Apple $ 16,800 $ 0 $ 0 Site Funds, General

Fund, Program Improvement Funding

Business Services




ECS – All Sites Current

Workstation Replacement


Fund

ECS Red Bluff

Upgrade connectivity to

Metro E or Equivalent

Various $ 2,000 $ 2,600 $ 4,000 Site Funds

Facilities / M & O


Dell/Apple $ 1,200 $ 0 $ 0 General Fund

Human Resources



Information Technology (Includes training lab Machines)






Fund

SELPA Current


Dell/Apple $ 1,200 $ 0 $ 0 Site Funds

Special Education




Site /

Program



E-Rate Savings)

Net On- Going

Annual Cost

Estimated E-Rate

Discounts


Source(s

Superintendent Current



Transportation



Magnolia Purchase 3 VM

servers to replace existing equipment

Del $ 45,000 $ 2,400 $ 0 General Fund

ERC

Upgrade Router, Switches, Wireless

Infrastructure, UPS & POE Ports plus maintenance

Various $ 15,000 $ 4,500 $ 5,000 Site Funds, General

Fund, E-Rate Discounts

Excel





Oasis





Project Share



SCOE Sites VOIP system Various $ 150,000 $ 5,000 $ 0 Site Funds, General

Fund

Grand Total of 2013-2014 Implementation Cost Estimates $ 457,800 $ 27,500 $ 24,000



Site /

Program Expenditure Type Potential

Provider Net

Equipment Cost (After

E-Rate Savings)

Net On-

Going Annual

Cost

Estimated E-Rate

Discounts


Source(s







Dell/Apple $ 8,400 $ 0 $ 0 Site Funds, General Fund

Facilities / M & O



Human Resources



Information Technology (Includes Lab Machines)






Fund



Dell/Apple $ 45,000 $ 3,400 $ 0 General Fund

Project Share Current


Dell/Apple $ 1,200 0 0 Site Funds


Site / Program



E-Rate Savings)

Net On-

Going Annual

Cost

Estimated E-Rate

Discounts


Source(s

Richard B. Eaton

Upgrade Router, Switches & POE

Ports plus maintenance



SELPA Current



SCOE- Various Sites

Upgrade to Metro E or Equivalent

Various $ 5,000 $ 2,000 $ 0 Site Funds, General


Special Education



Transportation Current



Whiskeytown Environmental School



Grand Total of 2014-2015 Implementation Cost Estimates $ 177,800 $ 10,400 $ 30,000



Site / Program



E-Rate Savings)

Net On-

Going Annual

Cost

Estimated E-Rate

Discounts


Source(s



Dell/Apple $ 9,600 $ 0 $ 0

Site Funds, General Fund, Program Improvement

Funding

Business Services






Fund

Human Resources



Information Technology (Includes Lab Machines)






Fund

Magnolia

Upgrade connectivity

between the County Building & SCOE

Various $ 2,800 $ 9,000 $ 0 General Fund

Magnolia Fire Suppression

for NOC Various $ 50,000 $ 0 $ 0 General Fund

Magnolia Physical Security

for NOC Various $ 15,000 $ 0 $ 0 General Fund



Dell/Apple $ 45,000 $ 2,400 $ 0 General Fund


Site / Program



E-Rate Savings)

Net On-

Going Annual

Cost

Estimated E-Rate

Discounts


Source(s

Project Share Current



SCOE- Various Sites

Upgrade to Metro E or Equivalent Various $ 5,000 $ 2,000 $ 0

Site Funds, General Fund, E-Rate

Discounts

SELPA Current



Special Education



Superintendent Current



Grand Total of 2015-2016 Implementation Cost Estimates $ 188,600 $ 13,400 $ 0


PART V: IMPLEMENTATION STRATEGIES & ACTIVITIES

ADMINISTRATIVE & SUPPORT DIVISIONS

The following tables contain implementation plans, with strategies and activities for each of the goals and objectives. It is intended that the SCOE Technology Committee, sub-committees and individuals charged with the responsibility for each activity will review the overall scope and sequence of the work described and adjust according to the parameters of staffing, budget and time resources on a periodic basis. Goal 1: Establish a consistent funding allocation to address the Total Cost of Ownership (TCO) for SCOE Technology Goal 1: Need 1: Consistent Funding Implementation Plan Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation

1.1.1

Determine TCO for SCOE technology: upgrades, new purchase, and technology support.

Spring 2013

It Management Staff

Analyzes, reports, meeting notes

1.1.2

Determine appropriate levels of services that are most appropriately provided by SCOE general fund vs. provided on a fee-for-service basis.

Summer 2013

It Management Staff

Meeting notes

1.1.3

Determine process for determining the funding sources and organization plan to provide support

Fall 2013

It Management Staff

Meeting notes

1.1.4 Recommend funding levels and strategies to Assistant Superintendent of Business Services and Cabinet

Fall 2013

IT Director

Meeting notes

Goal 2: Minimize risk to and increase the safety of our stakeholders through the availability and use of technology. Goal 2: Need 1: Ergonomically correct work areas and stations at SCOE sites Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation

2.1.1

Directors & Managers to refer to purchasing guidelines

On-going

Directors & Managers, Administrative Assistants, Risk Manager

Purchase Orders, purchasing guidelines created internally as well as those provided by vendor

2.1.2 Perform work station reviews

Periodically

Directors, Managers, Risk Manager

Report prepared by external consultant


Goal 2: Need 2: Maximize the safety of our children and staff during transportation

Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation

2.2.1 Continue installation of cameras and microphones on busses

Annually based on benchmarks

Transportation Management Team

Purchasing; annual analysis based on equipment installations and fleet size

2.2.2

Remain abreast of industry advances and evaluate their inclusion

On-going

Transportation Management Team

Trade periodicals, meeting notes

Goal 2: Need 3: Maximize the safety of our children and staff while on SCOE sites


2.3.1 Hold periodic safety meetings implementing measures as deemed necessary by the Safety Committee

Quarterly Safety Officer, Risk Manager

Meeting Notes

2.3.2

Review site reports noting unsafe conditions not reported via different venue

Monthly Safety Officer, risk Manager

Site Reports, Meeting Notes

2.3.3

Continue involvement with Shasta County and their GIS project

At County’s request

Safety Officer, Risk Manager

Meeting Notes

2.3.4 Continued involvement with Sheriff’s Department regarding safe schools

Quarterly Safety Officer, risk Manager

Meeting Notes

Goal 3: Improve staff productivity through the effective use of technology. Goal 3: Need 1: Professional Development


3.1.1 Develop training plan for technology support staff; brainstorm to increase participation rates.

Spring 2013 Sub-committee Meeting minutes, surveys, focus groups

3.1.2 Identify internal resources; human, technological, departmental – determine cost savings

Spring 2013 Sub-committee Meeting minutes, surveys, focus groups

3.1.3 Recommendation to Administrative Council & Board- as an information item

Spring 2013 IT Director Report to Board; Minutes of board meeting

3.1.4 Technology mentors selected and trained

Fall 2013 IT Staff & Department Leaders

Sign-in sheets, training logs

3.1.5 Training modules developed Fall 2013 IT Staff & Department Leaders

Published modules

3.1.6 Broaden course offerings based on management requests

Spring 2014 IT Staff & Department Leaders

Department Leaders and staff


Goal 4: Use technology to gather information, anticipate client needs and respond appropriately in a timely manner. Goal 4: Need 1: Videoconference System


4.1.1

Determine needs of department for expanded access to existing video conference system

Summer 2013

Sub-committee Meeting minutes, surveys, committee report

4.1.2 Establish plan for expansion of system capabilities to meet future needs

Summer 2013

Sub-committee

Committee report

4.1.3 Report to IT Director inclusive of budget, savings, staffing and timeline

Summer 2013

Sub-committee

Committee report & implementation plan

4.1.4 Report to Administrative Council Summer 2013

Instructional Services Technology Director

Meeting Minutes

4.1.5

Upgrade system as approved On-Going IT Project Lead Work Orders & PO’s

4.1.6 Train Staff On-Going Director of Curriculum & Professional Development; Department Technology Mentor

Sign-in sheets, training logs

Goal 5: Provide equitable access to SCOE infrastructure, hardware, software and technology support for all departments, programs and services. Goal 5: Need 1: All SCOE clients, sites, departments and/or classrooms connected to Network via fastest connection available Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation

5.1.1

Chart network identifying all relevant relationships and components

Summer 2013

IT Department Lead

Network maps

5.1.2

Identify costs, requirements and funding for connecting all sites

Summer 2013

Sub-committee

Report including TCO and budget

5.1.3

Identify priorities and timeline Fall 2013 Sub-committee

Implementation time line

5.1.4 Report to Administrative Council Fall 2013 IT Director Report 5.1.5 Connect sites repeating until all are

operating at industry standards On-going IT Department Work orders & PO’s

Goal 5: Need 2: Expand access to technology support


5.2.1

Implement user guide into daily practices. Review at monthly team meetings modifying as necessary

On-going

Entire IT staff

User guide, meeting notes

5.2.2 Establish Track IT work group to focus on implementing Track IT Self Help Web Access

Summer 2013

Director of Information Technology

Team list


Goal 5: Need 2: Expand access to technology support


5.2.3 Implement Track IT Self Help Web Access for first phase of users

Fall 2013 IT Project Lead

Draft Document

5.2.4 Review processes & procedures to improve department documentation

Ongoing Entire IT staff

Department documentation

Goal 5: Need 3: SCOE Technology Replacement Policy & Procedures

Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 5.3.1

Perform gap analysis of current policies and policy needs

Spring 2013 Sub-committee

Gap analysis

5.3.2

Solicit input from stakeholders and review current policies for content & compliance

Spring 2013

Sub-committee

Surveys, meeting notes

5.3.3

Prepare draft policies; submit to Administrative Council for review

Summer 2013

Sub-committee, IT Director

Policy drafts

5.3.4 Examine strategies for implementing the policies to facilitate the cost effective recycling of technology goods

Summer 2013

Sub-committee Sub-committee report

5.3.5 Cost analysis completed Fall 2014 Sub-committee Sub-committee report

5.3.6 Final report and policy submitted to Administrative Council for approval

Fall 2014 IT Director Completed Policy & Procedure

5.3.7 Policy presented to Cabinet Fall 2014 IT Director Completed Policy & Procedure

Goal 6: Establish technology related minimum qualifications for all positions. Goal 6: Need 1: Adoption of minimum technology related qualifications for all positions.

Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 6.1.1 Cabinet members discuss general plan

with Directors & Managers. Create basic outline of elements.

Spring 2013

Cabinet members, Program Directors & Managers

Discussion notes, handouts

6.1.2 Presentation to leadership team of basic framework, suggested applications,

Spring 2013

Leadership Team members

Discussion notes, handouts

6.1.3 Leadership team to expand basic framework and applications to incorporate job classifications within their departments

Summer-Fall 2013

Department Directors, Managers & Supervisors

Draft proposals

6.1.4 Analyze proposals from organizational stand point factoring ranges, steps, etc

Spring 2014 Director of Human Resources, HR Analysts

Analysis, presentation documents


Goal 6: Need 1: Adoption of minimum technology related qualifications for all positions.

Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 6.1.5 Discussions with bargaining unit

leaders. Spring 2014 Superintendent,

Director of Human Resources, Assistant Superintendent of Administrative Services

Meeting notes/agendas

SECTION 3d &3k

CURRICULUM

Goal 1: Use Technology to Improve Student Achievement Goal 1: Need 1: All students will demonstrate adequate progress toward State Standards in communication skills as measured by the adopted pre/post assessment tool. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 1.1.1

Purchase and ensure state adopted instructional materials (k-8), standards-aligned textbooks (9-12) and supplemental curriculum-based technology resources (adopted and/or CLRN approved) are being used in the classroom.

Annually

Assistant Superintendent of Instructional Services; Program Directors & Managers, Program Leads

Development and implementation of all activities and accomplishments monthly and report progress at our monthly meetings. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instruments: Periodic grade level

assessment using Edusoft Annual STAR/CST test

results, CAHSEE Internally prepared tracking

mechanisms. Grade/subject level COE

professional development and collaboration meeting times/agendas/participation records and outcomes.

Ongoing classroom observations by program admin aligned to teachers’ evaluation schedule

Annual program academic software survey, CTAP-squared assessment

Data: Percentage scoring

proficient or above. Percent of teachers

participating: calibrated and articulated standards-aligned grade/subject level

1.1.2

Provide professional development on adopted curriculum and technology resources

Annually


1.1.3 Provide systematic professional development and collaboration time for program administration and teachers to align standards-based instruction and quarterly assessments horizontally and vertically through grade levels in the COE. Review data, learn and share best practices including the use of technology.

Annually


1.1.4 Provide professional development on SCOE /CLRN approved curriculum software and online resources as needed. Track usage with annual software survey.

Annually


1.1.5 Continue to leverage funding to increase access to technology resources, hardware, and peripherals for students and teachers.

Annually



Goal 1: Need 1: All students will demonstrate adequate progress toward State Standards in communication skills as measured by the adopted pre/post assessment tool. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 1.1.6 Continue to provide CTAP Online

Technology productivity and integration training as needed.

Annually


objectives and assessments across the COE and standardized list of SCOE supported research based programs and practices.

Teachers’ use of standards-aligned learning objectives, instructional and intervention time, research based programs, practices and arrangements.

Curriculum-based state and COE approved software and productivity software being used.

Teacher’s self-assessed technology and integration skills

1.1.7 Continue to monitor instructional time for adopted program (K-8) and standards-aligned text (9-12). Targeting the lowest performing students

Annually


1.1.8 Ongoing regional support and professional development opportunities on the integration of E/LA skills and standards across the curriculum including career tech courses.

Annually


Goal 1: Need 2: All students will demonstrate adequate progress toward State Standards in mathematical abilities as measured by the adopted pre/post assessment tool. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation

1.2.1

Purchase and ensure state adopted instructional materials (k-8), standards-aligned textbooks (9-12) and supplemental curriculum-based technology resources (adopted and/or CLRN approved) are being used in the classroom.

Annually

Assistant Superintendent of Instructional Services; Program Directors & Managers, Program Leads, Teachers

Development and implementation of all activities and accomplishments monthly and report progress at our monthly meetings. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instruments: Periodic grade level

assessment using Edusoft Annual STAR/CST test

results, CAHSEE Internally prepared

tracking mechanisms. Grade/subject level COE

professional development and collaboration meeting times/agendas/participation records and outcomes.

Ongoing classroom observations by program admin aligned to teachers’ evaluation schedule

Annual program academic software survey, CTAP-squared assessment

Data: Percentage scoring

proficient or above.

1.2.2 Provide professional development on adopted curriculum and technology resources (such as AB 466 E/LA, AB466 for Algebra 1 and for teachers, AB 75 training for site administrators.)

Annually


1.2.3 Provide systematic professional development and collaboration time for program administration and teachers to align standards-based instruction and quarterly assessments horizontally and vertically through grade levels in the COE. Review data, learn and share best practices including the use of technology.

Annually


1.2.4 Provide professional development on SCOE/CLRN approved curriculum software and online resources as needed. Track usage with annual software survey.

Annually


1.2.5 Continue to leverage funding to increase access to technology resources, hardware, and peripherals for students and teachers.

Annually



Goal 1: Need 2: All students will demonstrate adequate progress toward State Standards in mathematical abilities as measured by the adopted pre/post assessment tool. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation

1.2.6 Continue to provide CTAP Online Technology productivity and integration training as needed.

Annually


Percent of teachers participating: calibrated and articulated standards-aligned grade/subject level objectives and assessments across the COE and standardized list of SCOE supported research based programs and practices.

Teachers’ use of standards-aligned learning objectives, instructional and intervention time, research based programs, practices and arrangements.

Curriculum-based state and COE approved software and productivity software being used.

Teacher’s self-assessed technology and integration skills

1.2.7 Continue to monitor instructional time for adopted program (K-8) and standards-aligned text (9-12). Targeting the lowest performing students

Annually


1.2.8 Ongoing regional support and professional development opportunities on the integration of math skills and standards across the curriculum including career tech courses.

Annually


Goal 1: Need 3: All eligible students will meet the requirements to receive a high school diploma or GED Certificate. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 1.3.1

Perform pre-assessment tests on students entering SCOE schools; place in intervention programs if indicated by the testing

Ongoing

Program Administrators

Pre-assessment test results

1.3.2 Monitor progress, redirect focus when necessary

Ongoing


Monthly benchmark testing results, 90 day testing on eligible students, CAHSEE results

1.3.3 Provide study opportunities for students desiring to sit for the High School Proficiency Exam or GED

Ongoing


Monthly benchmark testing results, 90 day testing on eligible students, HSPE or GED results

Goal 1: Need 4: Science Programs will incorporate student directed technology to enhance experience.


Identify 2-3 portable technologies for authentic scientific research by participating students in SCOE science programs

Spring/Summer 2013

Coordinator of WES Meeting and discussion notes

1.4.2 Identify revenue source for initial purchase

Spring/Summer 2013

Director of Science Programs

Meeting and discussion notes

1.4.3 Develop activities to be included in curriculum.

Fall 2013


Meeting and discussion notes

1.4.4 Pilot activities to be included in curriculum.

Spring/summer 2013


Curriculum notes


Section 3e Goal 2: Improving Technology and Information Literacy Skills Goal 2: Need 1: All eligible students will acquire the technology proficiency skills needed to succeed in the classroom, the workplace, and in 21st century life. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 2.1.1 Provide professional development

opportunities hosted by SCOE, CTAP online, & CTAP Region 2 to K-12 teachers on integrating the students NES grade level skills and standards in their curriculum. Provide incentives for professional development completion

Ongoing

Executive Director of Curriculum & Instruction, Program Administrators

The development and implementation of all NETS activities and accomplishments will be tracked monthly an administrative meetings. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instrument: Annual standardized NETS

based grade level exit assessment/survey based on student profile. NETS standards which include technology skills and information literacy.

Annual high school graduation computer competency assessment

Data: Percentage of students

achieving grade level NETS standards

Teachers’ self-assessed technology and integration skills

2.1.2 Students systematically learn the NETS based skills including technology productivity tools and information literacy, as appropriate, during curricular assignments.

Ongoing

Teachers, Program Administrators

2.1.3 Administer annually the standards-aligned grade span NETS based exit assessments/portfolios for grades 2, 5, and 8.

Ongoing


2.1.4 Align and revise High School Computer Competency exit exam with NETS based standards for grades 9-12 and begin administering annually

Ongoing


Goal 2: Need 2: All eligible students will acquire the information literacy skills needed to succeed in the classroom, the workplace, and in 21st century life. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 2.2.2

Provide professional development opportunities hosted by SCOE, CTAP online, & CTAP Region 2 to K-12 teachers on integrating grade level skills and standards in their curriculum. Provide incentives for professional development completion

Ongoing


The development and implementation of activities and accomplishments will be tracked monthly in administrative meetings. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instrument: Annual standardized NETS

based grade level exit

2.2.3 Students will begin systematically learning the NETS based skills including technology productivity tools and information literacy, as

Ongoing

Teachers, Program Administrators


Goal 2: Need 2: All eligible students will acquire the information literacy skills needed to succeed in the classroom, the workplace, and in 21st century life. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation

appropriate, during curricular assignments.

assessment/survey based on student profile. NETS standards which include technology skills and information literacy.

Annual high school graduation computer competency assessment

Data: Percentage of students

passing assessment Teachers’ self-assessed

technology and integration skills

2.2.4 Administer annually the standards-aligned grade span NETS based exit assessments/portfolios for grades 2, 5, and 8.

Ongoing


2.2.5 Align and revise High School Computer Competency exit exam with NETS based standards for grades 9-12 and begin administering annually

Ongoing


SECTION 3h Goal 3: Ensure Appropriate Access to all Students Goal 3: Need 1: All eligible students will have access to the hardware and software to meet the goals for increasing reading, language arts and mathematical achievement, and communication skills.

Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 3.1.1 Perform periodic

inventories of all computer related equipment

Ongoing

Information Technology Technicians and Analysts

Physical inventories; Reconciliations between physical counts and perpetual inventories maintained in Track IT. Report findings to IT Director & Supervisors.

3.1.2

Comparison of eligible students versus available machines

Annually

Technology Committee

Ratio of computers from inventories as compared to number of eligible students reported by CBEDS/CalPADS

3.1.3

Annually review ratios, project budget needs and priorities

Periodically for annual budget, 1st & 2nd interims preparations

Program Assistant Superintendents, Directors & Managers, Budgeter

Meeting notes, budget notes


SECTION 3i Goal 4: Record Keeping and Assessment of Achievements Goal 4: Need 1: All SCOE student program staff will have access to a single standard, i.e. SCOE –wide, student information system for student records and assessment data.

Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 4.1.1 Review system capabilities

to determine best use of application in SCOE environment. Design detail implementation plan including migration from Edusoft to Illuminate.

12/13 School Year

Program Administrators, Student Data Technician

Comparative information with Aeries, Edusoft, student physical records, and data gathered within the organization. Implementation & Migration plan

4.1.2

Implement and train users in order to maintain accurate student records

12/13 School Year


Ongoing communications and trainings Process & procedure manual dovetailing Aeries, Edusoft, and CALPADS to minimize work and maximum results.

4.1.3

Enter data & modify elements as required by CalPADS including programs, interventions, class information and immunization records

13/14 School Year


Comparative information with Aeries, Edusoft. student physical records, and data gathered within the organization Process & procedure manual dovetailing Aeries, Edusoft, and CALPADS to minimize work and maximum results.


SECTION 3j Goal 5: Make Teachers and Administrators More Accessible Goal 5: Need 1: Enhance the home to school communication through the effective integration of human, voice, data, video and electronic systems. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 5.1.1 Monitor ongoing needs for

implementation and/or replacement of phones, voice-mail, and/or e-mail. Provide training as needed

Ongoing

Executive Director of Curriculum & Instruction, Director of Information Technology, Director of Maintenance & Operations, Program Administrators, Teachers

Track the development and implementation of all activities and accomplishments and report periodically to Cabinet. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instruments: Ongoing communications and/or

trainings, parent password requests, and usage records.

Cabinet reports on implementation status of standards-based progress

Site based equipment and e-mail account records

SCOE website and communication artifacts

Data: Percent of parents trained, requesting passwords, and using

approved program Percent of programs that have

implemented standards-based progress reports

Evidence of efforts to improve two-way communication

5.1.2

Continue implementing features of Outlook Exchange. Provide training as needed

Summer 2014

Executive Director of Curriculum & Instruction, Director of Information Technology, Program Administrators, Teachers

5.1.3 Ensure all SCOE schools have the hardware, infrastructure , and training needed to implement web-based programs

Ongoing


5.1.4 SCOE schools will be providing access and all program parents will have received information and/or training about how to access student data

Ongoing Executive Director of Curriculum & Instruction, Program Administrators

5.1.5 Continue to fund and maintain SCOE website. Implement staff contact information, teacher class information, events, etc are communicated.

Ongoing Director of Information Technology, Project Lead

5.1.6 Provide Microsoft Office trainings to teachers and classified staff to learn to publish paper documents that get attention

Ongoing Director of Curriculum & Instruction, Project Lead

SECTION 3f & 3g Goal 6: Instruct students on the ethical use of technology as it pertains to copyright laws and internet safety Goal 6: Need 1: All students will acquire the information literacy skills needed to be proficient with grad level ethical use of technology and internet safety standards Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation


6.1.1 Offer all teachers professional development opportunities on the Ethical Use of Technology and Internet Safety for students aligned to the NETS student standard # 5: Digital Citizenship, offered through CTAP Region 2, internal services or the equivalent.


The development and implementation of activities and accomplishments will be tracked monthly in administrative meetings. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instrument: Lesson plans integrating ethical

use of technology including copyright, plagiarism, internet safety, & cyber bullying

Rubric for Grade level student portfolio, presentations, and classroom work which will demonstrate technical skills and information literacy.

Annual High school graduation computer competency assessment

Annual Tech Survey

Data: Percentage of teachers

participating in the integration of lesson plans on ethical use of technology including copyright, plagiarism, internet safety, & cyber bullying

Percent of students meeting grade-level NET standards

Teacher’s and Student’s self-assessed technology and integration skills

6.1.2

Develop a scaffolded, articulated NETs technology integration curriculum aligned to NETS standard # 5: Digital Citizenship. Curriculum results will be reviewed annually in June and modified as necessary.


6.1.3 Revise acceptable use policy for students to address internet safety, cyber-bullying, and plagiarism.

Spring 2013 Director of Information Technology, Director of Curriculum & Instruction

6.1.4 Students will begin systematically learning grade level NETS standard # 5: Digital Citizenship skills during curricular assignments.

Ongoing Program Administrators, Teachers

6.1.5 Grade level technology assessments and/or portfolio reviews will be conducted at the end of each school year

Annually Executive Director of Curriculum & Instruction, Program Administrators


PROFESSIONAL DEVELOPMENT

SECTION 4b & 4c Goal 1: All teachers, administrators, and appropriate support staff will have access to the staff development needed to support the Curriculum Component. Goal 1: Need 1: Design a staff development plan for teachers, administrators, and appropriate support staff to support the Curriculum Component. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 1.1.1

Require administrator and teacher completion of pre and post assessment survey by all who participate in technology training programs

Annually


Curriculum, data, and technology administrators and program administrators track the development and implementation of all activities and accomplishments monthly and report progress at our monthly administrative meetings. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instrument: CTAP2 pre and post

assessment completed for all sponsored Education Technology professional development programs

Site-based training agendas and records

Data: Administrators’ and

teachers’ self-assessed technology and integration skills

Professional development participation correlated with proficiency in assessment survey

1.1.2 Analyze assessment administrator and teacher technology and integration skill data to plan for professionally development offerings during the year

Annually in Spring


1.1.3 Provide assessment workshops to teachers, administrators, and site assessment administrators

Annually


1.1.4 Schedule and promote SCOE sponsored technology workshops for administrators for teachers during the school year aligned to the content standards, to the NETs, assistive technology, and to identified assessment professional development needs including information literacy skills

Annually


1.1.5 Schedule and promote SCOE sponsored technology integration and CLRN approved curriculum-based software and resource workshops for Math and ELA teachers by grade bands during the school year aligned to the content standards, to the NETs, and to identified assessment professional development needs.

Annually


1.1.6 SCOE will train site-based technology integration mentors and CTAO Online mentors to support SCOE technology participants.

Annually


1.1.7 Provide systematic professional development and collaboration time for site administrators and teachers to analyze student achievement data, align standards-based instruction, learn and share best practices in instruction and intervention, including the use of technology and develop quarterly assessments horizontally and vertically through grade levels in the SCOE

Annually


Goal 2: All staff will have access to the staff development needed to support standard and specialized software applications.


Goal 2: Need 1: Design a staff development plan for standard and specialized software applications.


Require administrator and teacher completion of pre and post assessment survey by all who participate in technology training programs

Annually


Curriculum, data, and technology administrators and program administrators track the development and implementation of all activities and accomplishments monthly and report progress at our monthly administrative meetings. Modifications to our activities will be made as needed in order to insure that we meet or exceed this measurable objective. Instrument: TBD Site-based training agendas

and records Data: Administrators’ and

teachers’ self-assessed technology and integration skills

Professional development participation correlated with proficiency in assessment survey

2.1.2 Analyze assessment administrator and teacher technology and integration skill data to plan for professionally development offerings during the year

Annually in Spring


2.1.3 Provide assessment workshops to teachers, administrators, and site assessment administrators

Annually


2.1.4 Schedule and promote SCOE sponsored technology workshops for administrators for teachers during the school year aligned to the content standards, to the NETs, assistive technology, and to identified assessment professional development needs including information literacy skills

Annually


2.1.5 Schedule and promote SCOE sponsored technology integration and approved curriculum-based software and resource workshops for Math and ELA teachers by grade bands during the school year aligned to the content standards and to identified assessment professional development needs.

Annually


2.1.6 SCOE will train site-based technology integration mentors and CTAO Online mentors to support SCOE technology participants.

Annually


2.1.7 Provide systematic professional development and collaboration time for site administrators and teachers to analyze student achievement data, align standards-based instruction, learn and share best practices in instruction and intervention, including the use of technology and develop quarterly assessments horizontally and vertically through grade levels in the SCOE

Annually


Goal 3: Appropriate staff will have access to process oriented procedures and training to assist in standardization of similar functions. Goal 3: Need 1: Design a staff development plan for process oriented training. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 3.1.1 Identify applications and/or processes

to prepare staff development plans Ongoing

Program Directors & Managers

Meeting notes, selection of processes


3.1.2

Identify participants, components, implementation phases and timetable of training and implementation for identified processes.

Fall 2013

Program Directors & Managers, Project Lead

Ongoing communications and/or trainings

3.1.3

Provide training sessions with periodic follow-up and round table discussions for clarifications and improvements

Fall 2013 Program Directors & Managers, Project Lead

Ongoing communications and/or trainings

INFRASTRUCTURE, HARDWARE, TECHNOLOGY SUPPORT & SOFTWARE

SECTION 6c & 6d Goal 1: All students enrolled in any SCOE program will have access to up-to-date hardware and software to meet program goals for student academic achievement. Goal 1: Need 1: Acquisition of hardware & software to meet desired student to computer ratios


Update hardware & software inventories; prepare gap analysis

Summer 2013

IT Technicians & Analyst

Perpetual inventories, CBEDS, purchases and installation records

1.1.2 Replace as many machines as financially possible due to strident budget constraints; maintaining a positive direction in achieving our computer to student ratio.

Summer 2013 and annually thereafter

Site Administrators, Program Directors & Managers

Perpetual inventories, CBEDS, purchases and installation records; review progress toward desired computer to student ratio.

1.1.3 Establish administrative regulations and procedures for replacement of obsolete computers in SCOE schools

Summer 2013

Site Administrators, Program Directors & Managers, Director of Information Technology


1.1.4 Provide all teachers with MS Office, online resources, and other software as required for curriculum needs

2012/2013 and annually thereafter

Site Administrators, Program Directors & Managers, IT Project Lead

Collect inventory and review; Program Administrators, Director of Curriculum & Professional Development, Technology Projects

1.1.5 Provide all students with software to support language arts, reading and online testing, as appropriate for curriculum needs




1.1.6 Provide sufficient tech support resources to ensure that all sites have technology support with an initial response time of 48 hours or less


Director of Information Technology, Information Technology Supervisors

Analysis Track IT reports

1.1.7 Review all information from above

Fall 2013 and annually thereafter

Director of Information Technology, Information Technology Supervisors

All inventory, Purchasing history, Track IT reports


1.1.8 Revise plans as needed & report to Cabinet

Fall 2013 and annually thereafter


Summary of findings and suggestions


Goal 1: Need 2: Acquisition of Instructional Technology to assist in meeting program goals for student academic achievement. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 1.2.1

Provide all teachers with MS Office, online resources, and other software as required for curriculum needs



Collect inventory and review; Program Administrators, Director of Curriculum & Instruction, Technology Projects

1.2.2 Provide all students with software to support language arts, reading and online testing, as appropriate for curriculum needs



Collect inventory and review; Program Administrators, Director of Curriculum & Instruction, Technology Projects

1.2.3 Review & acquire interactive boards, projectors, etc as directed based on budget constraints

Annually


Meeting notes, purchase records, inventories



Provide inventories & replacement plan to Program Directors & Managers


IT Project Lead

Inventory reports & replacement plans

1.3.2 Purchase replacement equipment as directed by Program Directors & Managers

Annually

IT Project Lead

Inventories, purchasing records

Goal 2: Applicable staff will have access to up-to-date hardware and software to meet department goals. Goal 2: Need 1: Applicable staff will have access to up-to-date hardware and software to meet department goals. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 2.1.1

Update hardware & software inventories; prepare gap analysis

Summer / Fall 2013

IT Technicians & Analyst


2.1.2 Replace as many machines as financially possible due to strident budget constraints; maintaining a positive direction in achieving our computer to student ratio.

Summer 2013 and annually thereafter

Site Administrators, Program Directors & Managers

Perpetual inventories, CBEDS, purchases and installation records; review progress toward desired computer to student ratio.

2.1.3 Establish administrative regulations and procedures for replacement of obsolete computers in SCOE schools

Spring 2013

Site Administrators, Program Directors & Managers, Director of Information Technology


2.1.4 Provide all teachers with MS Office, online resources, and other software as required for curriculum needs





Goal 2: Need 1: Applicable staff will have access to up-to-date hardware and software to meet department goals. Obj. # Strategies & Activities Timeline Responsibility Monitoring/Evaluation 2.1.5 Provide all students with

software to support language arts, reading and online testing, as appropriate for curriculum needs




PART VI: MONITORING, EVALUATION, & MODIFIYING THE PLAN SECTION 3k,4c, 5d,7a-7c

MONITORING & EVALUATION

Evaluating Technology’s Impact on Student Learning The extent to which technology impacts student learning, classroom management, and attainment of SCOE’s curricular goals will be determined by student performance on multiple measures: STAR, CAHSEE, ASAM, and/or API. Other performance assessment tools as enumerated in each of the criteria/goals/objectives evaluation will include staff, parent, teacher, and student surveys. Student portfolios, students’ scores on competencies, teacher observation will provide additional data. Each year annual goals for departments and programs will be reviewed. Periodic reports on student and staff activities and progress will be submitted, compiled, and reported to the Administrative Council. Evaluation Schedule The Information Technology Director will meet annually with Program & Departmental staff to review progress toward meeting technology goals for students, staff, and infrastructure goals. The Information Technology Director will review the overall Technology Plan, as well as accomplishments, with the Assistant Superintendent, Administrative Services as well as with Administrative Council. The Information Technology Director will prepare an annual progress and budget summary report which will be presented to the Board, Superintendent, Administrative Council, and Program Directors. Use of Information from Monitoring and Evaluation All information collected on a monthly basis will be used to plan for:

Classroom instruction The acquisition of software Hardware & peripherals Staff Development

MODIFIYING THE PLAN

The protocol for modifying the plan will begin with identifying the degrees of impact. If the proposed change is considered to have minimal impact it will be deemed a shift in the plan. If the proposed change is considered to have major impact it will be deemed to be alternating the plan. A shift in the plan will be administered within the affected department with the approval of their Cabinet level manager. Should an alternating of the plan be required, it will necessitate the Technology Plan Committee and stakeholder involvement. In addition, the proposed changes will require Cabinets approval.


The following chart specifies who is responsible for the monitoring and evaluation activities and an approximate amount of work time to be spent on those activities

Job Titles of Responsible Individual(s) Responsibilities

Monthly FTE Time

Estimate Director of Information Technology

Provide overall Tech Plan management and coordination

Coordinate ongoing partner development

0.2

Department Directors & Managers

Standardize, develop, manage, monitor, and revise as necessary network, hardware, infrastructure, software, and technical support specifications, policies, and procedures

Collect and analyze data regarding K-12 students’ computer skills and students’ academic achievement

Collect staff development data on technology proficiencies

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

Instructional Services: Assistant Superintendent, Program Directors & Managers

Manage, coordinate, and assess curriculum-based staff development

Collect data regarding staff development focused on teaching students computer and information literacy skills

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

Collect and analyze data regarding K-12 students’ computer skills and students’ academic achievement

Assess, plan, implement, monitor, and evaluate technology integration staff development aligned to curriculum.

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

Provides support for program-based technology coaches

.15

Program-Based Technology coaches

Collect data regarding staff development focused on teaching students computer and information literacy skills

.2


PART VII: APPENDIXES SECTION 8

COLLABORATION WITH ADULT LITERACY PROVIDEERS

Adult literacy and other adult education programs are provided in our area by Shasta Union High School District, Shasta Trinity ROP, and Shasta College. Our district does not provide adult literacy education at this time. Our technology director has a solid working relationship with these entities and routinely discusses many areas including the need for collaboration and support in providing these services to our community.

EFFECTIVE RESEARCH BASED METHODS & STRATEGIES

SECTION 9a

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

Education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices. Our technology plan lists clear goals and strategies for integrating technology into the curriculum to improve student learning in the specific areas of English/Language Arts and Math. The learning objectives are based on the California State Academic Content Standards. The following relevant research was examined and integrated into our plan. The research we selected emphasizes best practices for technology integration in the curriculum, Total Cost of Ownership, and important factors that contribute to successful staff development.

The Shasta County Office of Education's philosophy is that the use of technology should be integrated into the curriculum at all levels in order to improve student achievement. Technology should not be a separate content taught for its own sake. Technology improves student performances when the application directly supports the curriculum objectives being assessed. Alignment of project or lesson content with state content standards is an important first step in infusing technology into the curricula. A survey of 465 teachers in California resulted in 92% affirming that the starting point in infusing technology into the curriculum is having information about the specific content of a program or use of an application that aligns with state-adopted curriculum standards. A number of respondents indicated that an online resource that profiles electronic learning resources with the specific skills and knowledge in areas that align with the content standards would facilitate the selection of programs enabling the integration of technology with the curriculum (Cradler & Beuthel, 2001).

Shasta County Office of Education Programs considered the following resources of instructional technology research in their decision-making. The committee feels strongly that these truths should be considered before the SCOE commits instructional time to the use of technology.

Integration within the curriculum framework "And in the ACOT study, student engagement remained highest when technology use was integrated into the larger curricular framework, rather than being an "add-on” to an already full curriculum." The Learning


Return On Our Educational Technology Investment: A Review of Findings from Researchs, an extensive report that examines many studies related to educational technology and school reform. Several key factors are identified a crucial element for successfully using technology:

Technology is best used as one component in a broad-based reform effort

Teachers must be adequately trained to use technology

Teachers may need to change their beliefs about teaching and learning

Technological resources must be sufficient and accessible

Effective technology use requires long-term planning and support

Technology should be integrated into the instructional framework WestEd-Sandholtz, Ringstaff & Kelly, 2002)

Integration with curriculum framework strengthens information literacy skills “Moreover, using technology within the curriculum framework can enhance important skills that will } valued in the workplace, such as locating and accessing information, organizing and displaying data, a. creating persuasive arguments." NCREL "Critical Issues: Using technology to Improve Student Achievement" (1999)

Collecting, organizing, and analyzing information

"These technologies provided an excellent platform-a conceptual environment-where children could collect information in multiple formats and then organize, play, visualize, ink, and eventually construct new ideas about relationships among facts and events. The same technology could then be used powerfully by students to communicate their ideas to others, to argue and critique their beliefs, to persuade and teach others, to add greater levels of understanding to their own growing knowledge." Dwyer. (1992)

Mathematics courses that emphasize small-group processes, analyses of real-world situations, the use of computational tools, and incorporate adaptive tutoring software into the curriculum can result in improved mathematics skills as measured by standardized assessments. These types of courses also result in improved problem-solving skills and enhanced ability to translate between equivalent representations of algebraic content. Koedinger, Anderson, Handley, & Mark (1997) "Intelligent Tutoring Goes to School in the Big City."

Integrated learning programs should be considered as a supplement for the systematic development of basic academic skills but should not replace project-based activities that are designed to teach students the relevance and application of the basic skills as they are mastered. Mann, Shakeshaft, Becker & Kottkamp (1998) "West Virginia Story: Achievement Gains from a Statewide Comprehensive Instructional Technology Program."

A meta-analyses of 500 computer-based instruction studies concluded that "computer-assisted instruction and drill and practice software can Significantly improve students' scores on standardized achievement tests."· . Kulik & Kulik "Computer-based Instruction: What 200 Evaluators Say" (1987)

Drill and Practice Software As a result of these meta-analyses, many conclude that computer-assisted instruction and. drill and practice software can significantly Improve students' scores on standardized achievement tests. (Kulik, 1994; Sivin- Kachala & Bialo, 2000). This exists in all major subject areas; preschool through higher education (Coley, 1997). Silvin- Kachala & Bialo, (2000)

Learning Styles and Special Needs

"Technology can provide the means for students with special needs to communicate via email and use the Internet for research, and can also help teachers accommodate students' varying learning styles." Silverstein, Frechtling & Miyoaka (2000) "Evaluation of the Use of Technology in Illinois Public Schools: Final


Report." "Gifted students can work at their own pace and explore subjects in more depth than the basic curriculum. Technology can also analyze and provide immediate feedback on performance, and can suggest modifications in instruction where necessary to improve student achievement". CEO Forum on Education and Technology (2001)

Interdisciplinary, project-based learning In another longitudinal study, researchers investigated the impact of project-based learning using multimedia. Data from teachers' self-reports, as well as classroom observation data, suggest that project teachers were less likely to lecture than non-project colleagues, and instead took on the role of facilitator or coach. In project classrooms, students spent a greater amount of time than non-project peers in active, small-group collaborative activities or small group discussions. In short, project classrooms were much more student centered than non-project classrooms, and were "organized around the collaborative construction of complex products". Penuel, Golan, Mean & Korbak (2000) Silicon Valley Challenge 2000 Year 4 Report

Technology Integration and Student Achievement In an eight-year longitudinal study of SAT-I performance at New Hampshire's Brewster Academy (Bain& Ross, 1999), students participating in the technology-integrated school reform efforts (School Design Model) demonstrated average increases of 94 points in combined SAT I performance over students who participated in the traditional school experience. Bain & Ross (1999) "School reengineering and SAT-I Performance: A Case Study."

The Idaho Council for Technology in Learning (1999) conducted research on the effect of the technology initiative in Idaho. Researchers examined the test score gains, technology usage patterns, and technology literacy along with five other elements of the initiative. The sample consisted of over 35,000 8th and 11th grade students, and the researchers concluded "There is a positive relationship between academic performance in core studies, language, math, and reading and the integration of technology." Idaho's K - 12 schools (p. vii).

They also concluded that the gains were greater for 8th graders than for 11th graders and that the differences between the academic gains of Idaho students with high exposure to computers over a four year period and the academics gains of those students who had little interaction with computers over that same time were practical and educationally meaningful. The technology factors that were the strongest predictors of achievement gains were the ability to choose the appropriate software tool, the amount of computer use at school, exposure-to Internet and email use, and the amount of computer use at home. Idaho Council for Technology in Learning (1999) "The Idaho Technology Initiative.”

Laptop usage and Student Achievement "Evaluation of the Anytime, Anywhere Learning program in the Beaufort County School showed a positive relationship between laptop computer usage and academic achievement using standardized test scores, and this relationship was strongest among free and reduced lunch children." Stevenson (1998) "Evaluation Report, Year 2 Schoolbook Laptop Project.”

Student assessment should include considerable student participation ad feedback. Peer assessment is a potentially useful adjunct to teacher and student assessment procedures. McKenzie (1998) "Creating Technology Enhanced Student-centered Learning." Community Technology centers had a positive impact on participants’ job skills, access to employment opportunities, education and outlook on learning, technological literacy, academic skills and knowledge,' personal efficacy, use of time and resources, civic participation, and social and community connections. Mark, Comesbise, & Wahl (1997).


9.) Staff Development Research Improving Student Achievement " ... results of over 300 studies of technology use, authors concluded that teacher training was the most significant factor influencing the effective use of educational technology to improve student achievement. Specifically, the report states that students of teachers with more than ten hours of training significantly outperformed students of teachers with five or fewer training hours."

Silvin-Kachala & Bialo, (2000) "2000 Research Report on the Effectiveness of Technology in Schools.”

" ... students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level." Wenglinsky (1998) "Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics.

" ... the greatest gains in student achievement occurred when teachers were trained in the use of technology." Schacter (1999) "The Impact of Education technology on Student Achievement.”

Helping teachers to learn to integrate technology into curriculum is a critical factor in the successful implementation of technology in schools. Sivin-Kachala & Bialo (2000) "2000 Research Report on Effectiveness of Technology in Schools”

" ... when teachers are learning to integrate technology into their classrooms, the most important staff-development features include opportunities to explore, reflect, collaborate with peers, work on authentic learning tasks, and engage in hands-on, active learning." Schacter (1999) "The Impact of Education Technology on Student Achievement: What the Most Current -Research. has to Say.”

Effective training models/ Observation

Preservice elementary teachers learn technology integration strategies by working with and observing practicing teachers and students while they use technology. For their practice teaching assignments, preservice teachers should be placed with teachers who are exemplary users of technology Abbott & Faris (2000) "Integrating Technology in Pre service Literacy Instruction: A Survey of Elementary Education Students Attitudes Toward Computers".

Modeling by trainers Education faculty should integrate technology applications into preservice teacher assignments and field activities so that new teachers have opportunities to acquire technical skills and practice instructional strategi es. CEO Forum (1999) "Professional Development: A Link to Better Learning (On-line)." Relationship between training and use

66% of teachers who received more than 32 hours of technology related training felt well to very well, prepared to use technology in their classrooms (NCES, 2000a). The percentage who felt well to very well prepared to use technology dropped to 34% for those who received from 9 to 32 hours and to 24% for those who received less than 9 hours of technology-related professional development. National Center For Educational Statistics (2000a): "Teachers Tools for the 21st Century: A Report on Teachers' use of Technology."

Strategies build teacher confidence and interest in technology? Being mentored by an experienced teacher who is proficient with technology, sufficient time for collaborative learning and practice with technology, active participation in professional meetings, and use of computers at home by teachers. Zhao, Pugh, Sheldon & Byers (2002) "Conditions for Classrooms; The Status of Technology in U.S. Schools."

Participation in professional associations and sharing with colleagues within and beyond one's school


contribute to increased confidence and motivation for using technology and correspond with increased use of learner-centered instructional strategies. Becker & Riel (2000) "Teacher Professional Engagement and Constructivist Compatible Computer Use, Report #7."

Teachers need long-term professional development to adapt and infuse curricula with technology. Wetsel (2001 a, 2001 b, Wetzel, Zambo, Buss 7 Padgett, 2001.

Our revised Education Technology Plan 2010-2013 includes all the research-based best-practices integrated in:

• The EETT Technology Plan research-based requirements for formula and competitive grant applications for Title I1, Part D in No Child Left Behind. http://www .ed.gov/policy! elsec/leg/esea02/pg35.html#sec2414

• Education Technology Planning: A Guide for School Districts. California's research-based guidelines for district-level educational technology planning. http://www;cde.ca.govlls!etlrdledtechguide.asp

• COSN, Total Cost of Ownership (TCO) TCO Tool offers-schools a formalized process for assessing the costs of managing their technology investments. Costs for wireless communications, voice/data integration and e-learning.

In our district technology plan, professional development is a primary focus and CTAP Online (www.ctaponline.org) is at the heart of our technology skill and integration professional development program. In September of 2002, the California Department of Education released the document:

Learning…Teaching…Leading…Reportof the Professional Development TaskForce (http://www.cde.ca.gov/relpnlfdldocumentsllearnteachlead.pdf) which contained 10 recommendations for developing a comprehensive, aligned, and integrated statewide system of professional development that will sustain the continued growth of a highly-qualified teacher and administrator workforce. Among the recommendations, CTAP Online web-based professional development portal was specifically identified as the primary example of a, ''. .. Web-based support system for teachers and administrators that is available at all times and-includes standards-based curriculum resources, professional development resources, and facilitated online training." (pp 37-38, Learning ... Teaching ... Leading).

Marzano, R, Pickering, D., and Pollock, J. (2001). Classroom Instruction that Works: Research-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development. This book summarizes the research supporting a variety of instructional strategies with proven successes in improving student achievement. The research-based strategies include 1) identifying similarities and differences; 2) summarizing and note-taking; 3) reinforcing effort and providing recognition; 4) homework and practice; 5) nonlinguistic representations; 6) cooperative learning; 7) setting objectives and providing feedback; 8) generating and testing hypotheses; and 9) cues, questions, and advance organizers.

A variety of instructional strategies and technologies will be used to assist teachers and students in acquiring Information and technology literacy skills and all content areas. As described in the research, the used of nonlinguistic representations such as graphic organizers are effective tools for supporting understanding of key concepts, and graphic representations are highly effective tools for supporting new concepts and vocabulary. Simulation software allows students to generate and test hypotheses quickly and efficiently. Using presentation software to organize information, coupled with using a printed copy of the presentation to assist in note-taking skills, helps students to better identify key concepts and summarize critical information. Consistent with the research, our curricular and staff development goals include the use of Inspiration and other mind-mapping tools, the use of simulation software and probeware, and PowerPoint handouts to guide students in note-taking.


Current research will be incorporated as appropriate to ensure that the education technology program in our district is consistent with current scientifically based research regarding technology, teaching, and learning. Software evaluation and selection in the area of literacy will be consistent with research from the Early Reading First initiative, which has identified five components essential to a child's learning to read: phonemic awareness, phonics, vocabulary, fluency, and comprehension. All software selected will

be CLRN and/or SBE approved and evaluated for its ability to support the five key literacy components, and will follow the "assess, align, instruct, and evaluate” model to target instructional activities based on students' needs.

Local test results have been evaluated in regard to the use of technology as it may add to student success. We plan to closely examine and continue to seek best practices from other effective schools using technology as we quest for the best solution for our students.

SECTION 9b

Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies:

The Shasta County Office of Education is examining ways to deliver curriculum and professional development using new, innovative, technology-based tools. Our technology plan integrates the development of innovative strategies for using technology including the use of Web Publishing software, free or low cost Internet resources for students, teachers, and administrators and piloting wireless laptop programs at our schools.

The district is investigating video conferencing capabilities at school sites in order to enhance instruction through collaborative learning projects, to deliver courses from different sites, to allow for students and teachers to collaborate with peers and experts.

We w111 continue to work with CTAP Region 2 and our County Office of Education to explore use of the High Speed Network to deliver rigorous academic curricula online to our middle and high school students including educational web-delivered video. Through our partnership with CTAP Region 2 we have free access to an online course builder to provide our instructional staff with district specific extended high quality professional development on technology and curriculum integration expanding our current face-to-face district staff development offerings.


TECHNOLOGY POLICIES Acceptable Use Standards

This AUS (Acceptable Use Standards) serves as notice to users, in compliance with Education Code Sections 48980 and 51870.5, of the Shasta County Office of Education's (SCOE) policies regarding computer use and access to the Internet for its students, employees and other authorized users. These polices are known as SCOE’s Acceptable Use Standards (AUS), which are below.

Acceptable Use Standards For Computer Use

In support of the Shasta County Office of Education's mission of promoting quality service and lifelong learning, SCOE provides computing, networking, and information resources to the campus community of students, faculty, and staff.

The Computer Use Policy applies to use of all County Office computing resources. Additional computer and network use policies, terms and conditions may be in place for specific electronic services offered by SCOE.

Rights and Responsibilities

Computers and networks can provide access to resources on and off campus, as well as the ability to communicate with other users worldwide. Such open access is a privilege, and requires that individual users act responsibly. Users must respect the rights of other users, the integrity of the systems, related physical resources, and observe all relevant laws, regulations, and contractual obligations.

It is the understanding that SCOE provides its employees with computers and network connectivity for the express purpose of fulfilling their professional and academic responsibilities. Any use of the computer or network deemed unacceptable is subject to disciplinary action.

Students and employees may have rights of access to information about themselves contained in computer files, as specified in federal and state laws. Files may be subject to search under court order. In addition, system administrators may access user files, as required, to protect the integrity of computer systems. For example, following organizational guidelines, system administrators may access or examine files or accounts that are suspected of unauthorized use or misuse, or that may have been corrupted or damaged.

Existing Legal Context

All Federal and State laws, as well as, Shasta County Office of Education’s rules, regulations and policies apply. Applicable laws and regulations are not limited to those specific to computers and networks, but also include those that may apply generally to personal and professional conduct.

Misuse of computing, networking, or information resources may result in the restriction of computing privileges. Additionally, misuse can be prosecuted under applicable statutes. Users may be held accountable for their conduct under any applicable Shasta County Office of Education or school policies, procedures, or collective bargaining agreements.

Complaints alleging misuse of campus computing and network resources will be directed to those responsible for taking appropriate disciplinary action. Reproduction or distribution of copyrighted works, including, but not limited to, images, text, or software, without permission of the owner is an infringement of U.S. Copyright Law and is subject to civil damages and criminal penalties including fines and imprisonment.


Examples of Misuse

Examples of misuse include, but are not limited to, the following activities:

Using a computer account that you are not authorized to use. Obtaining a password for a computer account without the consent of the account owner. Using the SCOE network to gain unauthorized access to any computer system(s). Removal of sensitive or confidential information including but not limited to personnel or

student records. Knowingly performing an act which will interfere with the normal operation of

computers, peripherals, or networks. Knowingly running or installing on any computer system or network, or giving to another

user; a program intended to damage or to place excessive load on a computer system or network. This includes, but is not limited to programs known as computer viruses, Trojan horses, malware, worms, or anything that might cause a denial or interruption of service.

Attempting to circumvent data protection schemes or uncover security loopholes. Violating terms of applicable software licensing agreements or copyright laws. Deliberately wasting computing resources. Using electronic mail to harass others. Masking the identity of an account or machine. Posting materials on an electronic bulletin board that violate existing laws or SCOE codes

of conduct. Attempting to monitor or tamper with another user's electronic communications; reading,

copying, changing, or deleting another user's files, or software without the explicit agreement of the owner.

Activities will not be considered misuse when authorized by appropriate SCOE officials, or their designees, for investigations, security or performance testing.

Acceptable Use Standards For Internet Usage

The Internet may contain harmful matter as defined in Section 313(a) of the Penal Code. Although we exercise reasonable supervision over those who access the Internet within our system including exercising due diligence in educating students and employees regarding acceptable and unacceptable practices on the Internet within our system; it is still possible that authorized users may intentionally or unintentionally access information which some may consider to be inappropriate.

Acceptable Use Standards

(A) The Shasta County Office of Education/SCOE may terminate a user's account at any time if these Acceptable Use Standards are violated.

(B) Use of the system is a privilege, which may be terminated if the user abuses the system. Abuse would include, but is not limited to: the placing of unlawful information on or through the system; the use or retrieval of information (messages, text, images, and programs) which is obscene, abusive, or otherwise objectionable; redistribution or extension of Internet connectivity beyond the user’s computer; and use of the system as a commercial operation.

(C) The Shasta County Office of Education/SCOE or designated staff, will determiner what constitutes use or retrieval of information (messages, text, images, programs), which is obscene, abusive, or otherwise objectionable.

(D) The Shasta County Office of Education/SCOE or designated staff reserves the right to access any material stored in its equipment and reserves the right to remove any material which it considers obscene, abusive, or otherwise objectionable


(E) Each user is responsible for any password security extended to him or her in conjunction with Internet access or activities.

General Information

Related policies are available online at www.shastacoe.org website for clarification of policies and guidelines applying to the Shasta County Office of Education computing and communications resources, including this Acceptable Use Standards Policy.

SOFTWARE DISTRIBUTION POLICY - DRAFT

The best way to protect your computer from harm is to never use software from an unknown source. Malicious users often use "Trojan Horses" to deliver harmful software onto users' computers. A Trojan Horse is a piece of software that appears to do something useful, but which actually performs hidden, usually damaging, activities on the user's computer. Frequently, malicious users send software via email, claiming that it is a product upgrade or patch from a vendor or service provider.

The SCOE Helpdesk Hotline never distributes software directly via email.

We distribute software on physical media like CD ROMs and floppy disks. We distribute upgrades via the Internet. When we do this, the software will be available via our

web page We occasionally send email to customers to inform them that software is available. However,

the email will only provide links to the download sites; we will never attach the software itself to the email. The links provided will always lead to either our web site or FTP site, never to a third-party site.

If you receive an email from the Hotline, or a network administrator which contains software, do not run the attachment. The safest course of action is to delete the mail altogether. If you would like to take additional action, report the email to the Hotline and/or the sender's Internet Service Provider if you know where the message originated from. Most ISPs provide an 'abuse' email address for this purpose.


CRITERIA FOR EETT FUNDED EDUCATION TECHNOLOGY PLANS

Appendix C – Criteria for EETT Technology Plans (REQUIRED) In order to be approved, a technology plan needs to have “Adequately Addressed” each of the following criteria: In the gray column, “Page in District Plan”, insert the page number where you addressed each of the criteria. Include this completed form (Appendix C) at the end of your technology plan.

For corresponding EETT Requirements, see the EETT Technology Plan Requirements (Appendix D) in the RFA.

1. PLAN DURATION CRITERION

Page in District

Plan Example of Adequately

Addressed Example of Not

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

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

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

2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D).

Page in District


Addressed Not Adequately

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

28 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, and 12 (Appendix D).

Page in District

Plan 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.

13-14 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.

13-14 19-21

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 that are supported by this tech plan.

35-37 The plan summarizes the district’s curricular goals that are supported by the plan and referenced in district document(s).

The plan does not summarize district curricular goals.

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

35-46 83-90

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

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

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

35-40 91-93

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

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

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

45-46 89-90

The plan describes or delineates clear goals outlining how students and teachers will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading.

The plan suggests that students and teachers will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.


topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism

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

45-46 89-90

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

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

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

33-35 42-43

87

The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan’s goals.

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

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

49-51 88

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the district’s student record-keeping and assessment efforts.


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

44-45 89

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.


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

83-90 96-97

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

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


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

Page in District


Addressed Example of Not Adequately

Addressed a. Summary of the teachers’

and administrators’ current technology proficiency and integration skills and needs for professional development.

47-49 The plan provides a clear summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies.

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

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

49-55 91-93

The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan.

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

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

49-55 91-93

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

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


5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12.

Page in District



Addressed a. Describe the existing

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

55-59 The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.

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

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

58-68 25-28,34

The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district’s Curriculum and Professional Development Components.

The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn’t seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.

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

62-68 25-28,34

93-96

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

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

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

93-96 The monitoring process, roles, and responsibilities are described in sufficient detail.



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

Page in District



Addressed a. List established and

potential funding sources. 69 The plan clearly describes

resources that are available or could be obtained to implement the plan.

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

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

70-78 Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.

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

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

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

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

d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

69-70 The monitoring process, roles, and responsibilities are described in sufficient detail.



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

Page in District



Addressed a. Describe the process for

evaluating the plan’s overall progress and impact on teaching and learning.

96-97 The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.

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

b. Schedule for evaluating the effect of plan implementation.

96-97 Evaluation timeline is specific and realistic.

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

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

96-97 The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.

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

8. EFFECTIVE

COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement: 11 (Appendix D).

Page in District



Addressed a. If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.)

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

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


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

Page in District


Addressed Not Adequately Addressed a. Summarize the relevant

research and describe how it supports the plan’s curricular and professional development goals.

98-102 The plan describes the relevant research behind the plan’s design for strategies and/or methods selected.

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

b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance-learning technologies.

103 The plan describes the process the district will use to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

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

Shasta County Office of Education · 2013-09-25 · Shasta COE Tech Plan July 2013-June 2016 6 In...

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Transcript of Shasta County Office of Education · 2013-09-25 · Shasta COE Tech Plan July 2013-June 2016 6 In...