Download Table of Contents - Clovis Unified School District

Table of Contents
Background and Demographic Profile............................................................................................ 1
1. Plan Duration .............................................................................................................................. 2
2. Stakeholders ................................................................................................................................ 3
3. Curriculum .................................................................................................................................. 5
3a. Current access by teachers and students ................................................................................ 5
3b. Current use of technology to support teaching and learning ................................................. 6
3c. District curricular goals to support plan ................................................................................ 7
3d. Teaching and learning goals .................................................................................................. 9
3e. Acquiring technology skills and information literacy skills................................................ 13
3f. Ethical use ............................................................................................................................ 15
3g. Internet safety ...................................................................................................................... 17
3h. Description of access for all students .................................................................................. 18
3i. Student record keeping......................................................................................................... 18
3j. Two way home-school communication ............................................................................... 20
3k. Curriculum Monitoring Process .......................................................................................... 21
4. Professional Development ........................................................................................................ 23
4a. Summary of Teacher and Administrator Skills and Needs ................................................. 23
4b. Providing PD Opportunities (Measurable Objectives, Benchmarks).................................. 27
4c. Professional Development Monitoring ............................................................................... 36
5. Infrastructure, Hardware, Technical Support, and Software .................................................... 37
5a. Existing Resources .............................................................................................................. 37
5b. Needed Resources ............................................................................................................... 40
5c. Annual Benchmarks and Timeline for obtaining resources ................................................ 43
Clovis Unified
July 1, 2012 - June 30, 2017
Page i
5d. Process to Monitor 5b ......................................................................................................... 44
6. Funding and Budget .................................................................................................................. 45
6a. Established and Potential Funding Sources ......................................................................... 45
6b. Annual implementation costs .............................................................................................. 46
6c. District replacement policy.................................................................................................. 47
6d. Budget monitoring............................................................................................................... 47
7. Monitoring and Evaluation ....................................................................................................... 48
7a. Overall progress and impact evaluation .............................................................................. 48
7b. Evaluation schedule............................................................................................................. 50
7c. Communicating evaluation results ...................................................................................... 50
8. Collaborative Strategies with Adult Literacy Providers ........................................................... 51
9. Effective, Researched-Based Methods and Strategies .............................................................. 52
9a. Research Summary, District Application ............................................................................ 52
9b. Technology to Deliver Rigorous Curriculum...................................................................... 57
Appendix C - Criteria for EETT Technology Plans ..................................................................... 58
Appendix J - Technology Plan Contact Information .................................................................... 67
Appendix R - Resources to Support Technology Plan ................................................................. 68
(NETS standards, Board Policies, Survey Results, CUSD Technology Benchmarks Standards, etc.)
Clovis Unified
July 1, 2012 - June 30, 2017
Page ii
Background and Demographic Profile
Since its inception in 1960, Clovis Unified School District has maintained a history of
excellence in education due in part to the collaborative efforts of committed educators and a
supportive community. Under the leadership of the first superintendent, Floyd “Doc” Buchanan,
the beliefs and guiding principles of the District were formed. Recognizing that CUSD serves the
children and their families of the community is at the very core of those beliefs. As the District has
adapted to an ever changing community over the last 50 years, those same principles have held
steadfast. Historically rural in nature, the city of Clovis has experienced an explosion of urban
development within the last decade. Located in the heart of California, in the Central San Joaquin
Valley, the District encompasses over 200 square miles with 32 elementary schools, five
intermediate schools, 5 high schools and 2 alternative education programs. In addition, Clovis
Unified offers pre-school programs throughout the District. Clovis Unified School District serves
close to 39,000 students and their families in Kindergarten through grade 12.
Mission Statement
The mission of Clovis Unified School District is to be a quality educational system providing the
opportunity for all students to reach their potential in mind, body, and spirit.
Vision
CUSD strives to be America’s benchmark for excellence in education.
Aims
Aim I: Meet Every Student's Academic Needs
Aim II: Raise Academic Expectations for All Students
Aim III: Operate with Increasing Efficiency and Effectiveness
Aim IV: Maintain a Quality Workforce
Strategic Goals (a sample listed below)
•
•
•
•
•
Implement a District-wide PLC professional development initiative.
Implement a District-wide Response to Intervention professional development and
implementation initiative.
Provide on-going support for existing Career and Technical Education (CTE) programs
All schools will use a common diagnostic screening and placement assessment for K,
Algebra I, and common assessments for PLC's.
Integrate technologies and data, as well as people and processes through unified
automation, workflow and communications systems.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 1
District Demographics
# of
Students
Percent
White/Caucasian
18,277
48%
Hispanic/Latino
11,702
30%
Asian
5034
13%
Black/African
American
1324
3%
Filipino
675
2%
Special
Education
English
Learner
Socio
Economically
Disadvantage
9-12 Four
Year Derived
Drop Out
Rate
Total Number
of K-12
Students
# of Students
Percent
2675
7%
2688
7%
13,343
35%
141
5%
38,495
(Data from Data Quest as reported for the 2010-11 school year)
1. Plan Duration
July 1, 2012 - June 30, 2017
The following plan is intended to guide Clovis Unified's use of technology to improve educational
services for the five year period starting July 1, 2012 through June 30, 2017. The plan will also
serve the requirements for EETT and E-rate planning.
The purpose of the plan is to provide the district with a living, dynamic, document that addresses
the use of technology as it relates to curriculum, professional development, infrastructure,
hardware, technical support, software, funding/budget, monitoring and evaluation, collaborative
strategies, and effective research based methods and strategies. Annual reviews of the plan will
take place in May.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 2
2. Stakeholders
The Clovis Unified Technology Plan represents feedback and input from a large number of
stakeholders. The Technology Plan Committee has representation from all parts of the
organization and includes Board members, parents, and vendor representation. Feedback from the
Technology Committee along with survey data and input from sites, departments, and other
stakeholders help to identify the needs of the district. The Technology Committee can then review
and revise technology goals that best support the academic plan, student learning, and the business
needs of the district.
Stakeholders
Name
Position
CDS
Steve Adams
District Administrator
Fresno Clovis Unified
Mary Allen
Classroom Teacher
Kassandra Booth
Senior Accountant
Fresno Clovis Unified Granite Ridge
Intermediate
Fresno Clovis Unified
Marianne Boule
Corporate/Non-Profit
Lenovo
Judy Bower
Classroom Teacher
Fresno Clovis Unified James S. Fugman
Elementary
Christine Bowman
Parent
Roxanne Braswell
Human Resource Manager
Fresno Clovis Unified
Robyn Castillo
District Administrator
Fresno Clovis Unified
Robb Christopherson
Site Administrator
Fresno Clovis Unified Reagan Elementary
Kevin Cookingham
Site Administrator
Fresno Clovis Unified Clovis Adult
Brian Curwick
County CTAP Representative
Fresno
Cecelia Dansby
Classroom Teacher
Fresno Clovis Unified Dry Creek Elementary
Anjali Davis
Parent
Cheryl Eckhardt
Technology Support Staff
Fresno Clovis Unified
Chris Edmondson
District Administrator
Fresno Clovis Unified
Sherri Johnston
Classroom Teacher
Fresno Clovis Unified Freedom Elementary
Clovis Unified
July 1, 2012 - June 30, 2017
Page 3
Jon Kinsey
Technology Support Staff
Fresno Clovis Unified
Kendra Matson
Site Administrator
Fresno Clovis Unified Kastner Intermediate
Kory Miller
Corporate/Non-Profit
Compuwave
Debbie Nelson
Classroom Teacher
Fresno Clovis Unified Reyburn Intermediate
Jeff Ogas
Classroom Teacher
Fresno Clovis Unified Gettysburg Elementary
Michelle Resendes
Classroom Teacher
Fresno Clovis Unified Nelson Elementary
Dan Resciniti
District Administrator
Fresno Clovis Unified
Christina Roup
Parent
Mia Scafani
Corporate/Non-Profit
Carrie Shirley
Parent
Micah Simmons
Site Administrator
Suzanne Streeter
Library Media Specialist
Fresno Clovis Unified Gateway High
(Continuation)
Fresno Clovis Unified Buchanan High
Tamara Tarlton
Classroom Teacher
Fresno Clovis Unified Clark Intermediate
Jennifer Thao
Classroom Teacher
Cindy Ulrich
Classroom Teacher
Mike Vitiello
Corporate/Non-Profit
Fresno Clovis Unified Temperance-Kutner
Elementary
Fresno Clovis Unified Alta Sierra
Intermediate
Laptop School.com
Rick Watson
District Administrator
Fresno Clovis Unified
Brian Welch
Technology Support Staff
Fresno Clovis Unified
Tom Wright
Classroom Teacher
Fresno Clovis Unified Riverview Elementary
Max Wyatt
Parent
Shelley Ziegler
Administrator Assistant/Classified Unit Fresno Clovis Unified
Business Support Rep.
Troxell Communications
Clovis Unified
July 1, 2012 - June 30, 2017
Page 4
The Technology Plan Committee would like to acknowledge and thank the Governing Board and
District Administration for their support in the development and implementation of this five year
plan.
Governing Board
Jim Van Volkinburg, President
Sandra A. Bengel, Vice President
Elizabeth J. Sandoval, Clerk
Christopher Casado
Brian D. Heryford
Ginny L. Hovsepian
Scott Troescher
Administration
Dr. Janet Young, Superintendent
Dr. Cheryl Rogers, Associate Superintendent - Human Resources
Steve Ward, Associate Superintendent - Administrative Services
Dr. Carlo Prandini, Associate Superintendent - School Leadership
Rosalie Baker, Assistant Superintendent - Clovis East Area
Norm Anderson, Assistant Superintendent - Clovis North Area
Jeanne Hatfield, Assistant Superintendent - Clovis West Area
Barry Jager, Assistant Superintendent - Clovis Area
Dr. Debbie Parra, Assistant Superintendent - Buchanan Area
Steve France, Assistant Superintendent - Educational Services
Michael Johnston, Assistant Superintendent - Business Services
Don Ulrich, Assistant Superintendent - Facility Services
3. Curriculum
3a. Description of teachers' and students' current access to technology tools both during the
school day and outside of school hours.
Access to technology for staff and students is of utmost importance. In an effort to keep up
with the changes in new technology and the constantly evolving specifications needed to run
software, the district provides all certificated staff with a new laptop every three years. Their old
laptops are then re-purposed for use by students. Sites can supplement this supply of computers by
purchasing additional laptops or desktops for student use with booster funds, grants, general, or
categorical funds.
All students, including special education, GATE, English Language Learners, etc..., have
access to technology equipment in the classroom and each school maintains a Library Media
Center which provides all students with additional access to technology equipment before, during
and after school hours.
Students in the elementary grades typically use the technology equipment integrated into
lessons on a weekly basis to master the skills identified in the Clovis Unified Technology
Clovis Unified
July 1, 2012 - June 30, 2017
Page 5
Benchmarks, while students at the secondary level use technology tools regularly. The District has
used bond funds to ensure all classrooms have, at a minimum, a document camera and projector.
Other funds can provide select classrooms with interactive whiteboards, active response systems,
and other instructional technology. Each year, the number of classrooms with additional devices
grows.
The Anytime, Anywhere, Anyone, Learning (AAAL) program is the technology access
model adopted at the intermediate level. It establishes the goal of one-to-one computing for all
students and staff to access technology resources both at school and at home.
In today's society, home Internet access by students should be viewed as essential. Our
parent surveys show a consistent increase in the number of homes with a computer and Internet
access but there is still a gap to bridge. A recent grant funded five check-out laptops per
Intermediate site with the intent of providing access for students who may not have a computer at
home. A partnership between Clovis Unified and Comcast Cable to implement their Internet
Essentials Program (a broadband initiative) provided District families, eligible for free and
reduced lunch, with low cost Internet service, a discounted computer, and free digital literacy
training.
Anytime, anywhere access is an ideal we strive for in Clovis Unified. Through the use of an
open (but filtered) wireless network (available 24/7), VPN staff access, network shares and
storage, teacher web sites, a gigabit Internet connection, Internet connectivity in every classroom,
before and after school computer availability, a staff three year computer refresh program, a
pipeline of 3-5 year old computers for classroom use, a one-to-one computer initiative, thin client
labs, and innovative use of grants and partnerships, Clovis Unified has worked hard to provide
technology access for all.
3b. Description of the district's current use of hardware and software to support teaching and
learning.
The idea of “School 2.0” is to revolutionize the way schools are delivering curriculum and
content to their students. Education must become interactive. We believe deeply in the old John
Dewey quote: "If we teach today's students as we taught yesterday's, we rob them of tomorrow."
Students in the elementary grades typically use the technology equipment integrated into
lessons on a weekly basis to master the skills identified in the Clovis Unified Technology
Benchmarks and the NETS*S standards, while students at the secondary level use technology
tools regularly.
Currently, at the 7th grade level CUSD has a true 1 to 1 program. Every student has access
to a (personal or school provided) laptop in their English Language Arts and Social Science
classrooms. Other grades have access to computers using a mobile labs or classroom labs. Every
school has at least one computer lab for students to use. Students are also encouraged to bring their
own computer.
All teachers have access to a projector and a document camera in their classroom. This
gives them the ability to record their lessons for future viewing and to make their lesson more
engaging. Interactive white boards/slates are available in 25% of all classrooms.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 6
Schools use many software programs to provide powerful learning opportunities. The
district has adopted Google Apps for Education. This has provided students the ability to have an
email address and to allow collaboration on projects. It also allows teacher to create websites to
assist with school to home communication. Some schools are using Edmodo and Moodle to create
an online community. Schools use Accelerated Reader and Math to track student progress. They
use Read 180 and ALEKS for remediation and our district uses E2020 for independent study and
credit recovery. When possible, online textbooks have been adopted to allow students the freedom
to access multimedia lessons whenever they have internet access,
Teachers use Illuminate Data Reporting System and Zangle Student Information System to
track student information. Teachers use Illuminate to view students' mastery on quarterly
benchmark tests. Zangle has an online grade book and gives the teachers the ability to send email
to parents and students about their class. Zangle also has an online parent portal that allows parent
access to view their child's progress in a class.
As new technologies develop, CUSD looks to incorporate them effectively into the
classroom. Recently iPads and iPods have been piloted with different grade levels to enhance
lessons. Special Education is also using iPads when working with autistic and special needs
students.
3c. Summary of the district's curricular goals that are supported by this tech plan.
Clovis Unified School District utilizes a comprehensive Strategic Plan that clearly outlines the
District’s vision, mission, aims, beliefs, and values. The District’s Aims are:
•
•
•
•
Meet every student’s academic needs.
Raise academic expectations for all students.
Operate with increasing efficiency and effectiveness.
Maintain a quality workforce.
The District’s curriculum goals and plans assist students to meet content standards, pass the high
school exit examination, and meet or exceed proficiency standards based on state, NCLB, and
college requirements. All of the Curriculum Component Criteria 3d-3j elements are included in the
curricular driven action plan charts in the Component 3 pages that follow. Our curricular driven
technology plans include clear, specific, realistic goals and measurable objectives that will support
our districts Aims, curricular goals, and student achievement of the state approved content
standards. As these goals were created, the District considered the current CUSD Student
Technology Benchmark Standards and the recommended digital literacy and technology skills to
support the California Common Core State Standards.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 7
Summary of our curricular driven educational technology goals:
Improve teaching and learning
Goal 1: Our schools will use technology to support the district curricular goal of ALL students will
reach high standards, at a minimum, attaining proficiency or better in English Language Arts by
2017 school year.
Goal 2: Our schools will use technology to support the district curricular goal of ALL students
attaining proficiency or better in Mathematics content standards as measured by district
benchmarks by the 2017 school year.
Ensure students’ acquisition of technology and information literacy skills
Goal 3: All district students will become proficient by the standards set by, and according to, the
National Education Technology K-12th grade standards for students (NETS) and Common Core
Digital use standards.
Demonstrate digital citizenship by the lawful and ethical use of technology
Goal 4: All district students will know, understand, and practice digital citizenship and its legal
and ethical ramifications.
Goal 5: All students will be knowledgeable of internet safety practices including the dangers of
cyber bullying and using Internet tools while maintaining their online privacy.
Provide appropriate access to technology for all students
Goal 6: All students will have equal access to technology rich learning environments to help meet
each child’s unique needs for learning. This means technology tools suitable for all students –
including physically or emotionally challenged students and English learners.
Make student record keeping and assessment more efficient and useful and improve the
dissemination of this information to our parents and community via technology
Goal 7: All teachers and site administrators will use a web based Data Reporting System (DRS),
currently Illuminate, to analyze data to drive instruction. Using a formative assessment data
management tool, teachers will be able to make instructional decisions using the test data which
includes the CST tests as well as the district’s benchmarks. This data will also help teachers create
Teacher Grade Level Evaluation (TGLE) forms for assisting below grade level students.
Goal 8: Technology systems will be in place for all district staff to improve the two-way
communication between home and school.
Provide a systematic monitoring process to ensure that the goals, strategies and methodologies
utilizing technology are being implemented according to the benchmarks and timeline
Goal 9: A monitoring process, based on Baldridge strategies, will be in place to support and
evaluate the successful implementation of the goals and objectives of this plan.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 8
3d. 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.
Clovis Unified School District has always looked for ways to leverage technology tools to
benefit teaching and learning. To that end, CUSD has used bond measure funds and state matching
funds to provide document cameras and projectors for every classroom. Technology supports the
implementation of the common assessments as needed by Professional Learning Communities.
CUSD has a technology hardware recovery program that provides approximately 800 computers
per year to be reallocated to classroom and technology lab use. During the past decade many
publishers have produced enhanced PDF’s of their textbooks to make available to schools that
have purchased the actual textbooks. These files are either given to the students via a CD or link to
a website when possible. Students are also given a hard copy of their textbooks to take home.
The district provides laptops for every Academic Block (ELA and Social Science) 7th grade
student for classroom use. This Anywhere, Anytime, Anyone (AAA) laptop program addresses an
issue with equity that was found with the use of laptops as learning and teaching tools.
Goal 3d.1: Our schools will use technology to support the district curricular goal of ALL
students attaining proficiency or better on district benchmarks in Reading Language Arts
by the 2017 school year.
Target Group: All K-12th regular education students, special education students, and
English Language Learners.
Objective 3d.1.1: By June of 2017, All students will score proficient or above on the Reading
Language Arts content standards as measured by district benchmarks by the use of approved
instructional resources, technology-based supplemental resources and collaboration time.
Benchmarks:
•
•
•
•
Year 1: A minimum of 80% of all students will score proficient or above on the Reading
Language Arts content standards as measured by district benchmarks by the use of
approved instructional resources, technology-based supplemental resources and
collaboration time.
Year 2: A minimum of 85% of all students will score proficient or above on the Reading
Language Arts content standards as measured by district benchmarks by the use of
approved instructional resources, technology-based supplemental resources and
collaboration time.
Year 3: A minimum of 90% of all students will score proficient or above on the Reading
Language Arts content standards as measured by district benchmarks by the use of
approved instructional resources, technology-based supplemental resources and
collaboration time.
Year 4: A minimum of 95% of all students will score proficient or above on the Reading
Language Arts content standards as measured by district benchmarks by the use of
approved instructional resources, technology-based supplemental resources and
collaboration time.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 9
•
Year 5: All students will score proficient or above on the Reading Language Arts content
standards as measured by district benchmarks by the use of approved instructional
resources, technology-based supplemental resources and collaboration time.
Implementation Plan
Activity
Provide professional
development on adopted
curriculum and
technology resources for
content area curriculum.
Provide systematic
professional
development and
collaboration time for
site administration and
teachers to review data,
learn and share best
instructional practices
including the the use of
classroom technology
and online resources.
Students will the use
Internet and state
approved electronic
resources.
Purchase and ensure
standards-aligned
textbooks
Timeline
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Yearly
Administrators of
Curriculum Services &
Professional
Development
Yearly review
Sign in logs, agendas
On going
Administrators of
Curriculum Services &
Professional
Development, Director
of Assessment and
Accountability,
Principals
Yearly review
Sign in logs, agendas
On going
Teachers, School site
administrators
Content area review
District content area
benchmarks
Yearly
Administrators of
Every semester
Curriculum Services &
Professional
Development
Administrators of
Yearly review
Curriculum Services &
Professional
Development,
Coordinator of
Educational Technology
Chief Technology
Monthly
Officer, Coordinator of
Educational
Technology, and
teachers
Provide professional
On going
development on district/
state approved
curriculum software and
online resources as
needed.
The integration of social On going
media through a secure
student
blog/collaboration sites
like Edmodo and Google
Docs to promote student
discussion and
collaboration.
Clovis Unified
Purchase Orders
Sign in logs, agendas
Student input
July 1, 2012 - June 30, 2017
Page 10
Create and maintain a
Quarterly
technology leadership
team to review, evaluate,
recommend policy on
instructional technology
hardware and software to
support student learning.
Provide open and
On going
transparent
communication with the
community and
parents/caregivers
encouraging parent
involvement and
educational success for
all students.
Create/organize/maintai 2012-13
n a curricular leadership school year
team to review, evaluate,
advice, implement
policy on instructional
technology hardware
and software to support
student learning.
Administrators of
Yearly review
Curriculum Services &
Professional
Development,
Coordinator of
Educational
Technology, and Chief
Technology Officer
Assistant
Yearly review
Superintendents-Areas,
Chief Technology
Officer, Coordinator of
Educational
Technology, and
Administrator Special
Education &
Psychological Services.
Superintendent,
Yearly review
Administrators of
Curriculum Services &
Professional
Development, and Chief
Technology Officer
Sign in logs and
agendas
Usage reports
Sign in logs, Agenda
and Usage reports
Goal 3d.2: Our schools will the use technology to support the district curricular goal of ALL
students attaining proficiency or better based on district benchmarks in Mathematics
content standards as measured by district benchmarks by the 2017 school year.
Target Group: All K-12th regular education students, special education students, and
English Language Learners.
Objective 3d.2.1: By June of 2017, All students will score proficient or above on the Mathematics
content standards as measured by district benchmarks by the use of approved instructional
resources, technology-based supplemental resources and collaboration time.
Benchmarks:
•
•
•
Year 1: A minimum of 80% of all students will score proficient or above on the
Mathematics content standards as measured by district benchmarks by the use of approved
instructional resources, technology-based supplemental resources and collaboration time.
Year 2: A minimum of 85% of all students will score proficient or above on the
Mathematics content standards as measured by district benchmarks by the use of approved
instructional resources, technology-based supplemental resources and collaboration time.
Year 3: A minimum of 90% of all students will score proficient or above on the
Mathematics content standards as measured by district benchmarks by the use of approved
instructional resources, technology-based supplemental resources and collaboration time.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 11
•
•
Year 4: A minimum of 95% of all students will score proficient or above on the
Mathematics content standards as measured by district benchmarks by the use of approved
instructional resources, technology-based supplemental resources and collaboration time.
Year 5: All students will score proficient or above on the Mathematics content standards as
measured by district benchmarks by the use of approved instructional resources,
technology-based supplemental resources and collaboration time.
Implementation Plan
Activity
Provide professional
development on adopted
curriculum and
technology resources for
content area curriculum.
Provide systematic
professional development
and collaboration time for
site administration and
teachers to review data,
learn and share best
instructional practices
including the use of
classroom technology and
online resources.
Students will use Internet
and state approved
electronic resources.
Purchase and ensure
standards-aligned
textbooks
Timeline
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
On going
Administrators of
Curriculum Services &
Professional
Development
Yearly review
Sign in logs, agendas
June, July,
August, on
going
Administrator of
Curriculum Services &
Professional
Development, Director
of Assessment and
Accountability,
Principals
Yearly review
Sign in logs, agendas
On going
Teachers, School site
administrators
Content area review
District content area
benchmarks
Yearly
Administrators of
Every semester
Curriculum Services &
Professional
Development
Administrators of
Yearly review
Curriculum Services &
Professional
Development, Chief
Technology Officer, and
Coordinator of
Educational Technology
Yearly review
Superintendent,
Administrators of
Curriculum Services &
Professional
Development, Chief
Technology Officer
Create and maintain a
Quarterly
technology leadership
team to review evaluate
and recommend policy on
instructional technology
hardware and software to
support student learning.
Create/organize/maintain 2012-13
a curricular leadership
school year
team to review, evaluate,
advice, implement policy
on instructional
technology hardware and
software to support
student learning.
Clovis Unified
Purchase orders
Sign in logs and
agendas
Sign in logs, Agenda
and Usage reports
July 1, 2012 - June 30, 2017
Page 12
Provide open and
On going
transparent
communication with the
community and
parents/caregivers
encouraging parent
involvement and
educational success for all
students.
Provide professional
On going
development on
district/state approved
curriculum software and
online resources as
needed.
Administrators of
Yearly review
Curriculum Services &
Professional
Development, and Chief
Technology Officer
Usage reports
Administrator of
Yearly review
Curriculum Services &
Professional
Development and
Coordinator of
Educational Technology
Sign in logs, agendas
3e. 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.
Clovis Unified School District will utilize the NETS*S as well as the recommended Digital
Literacy and Technology Skills to Support the California Common Core Standards to drive the
following goal and objective.
Goal 3e.1: All district students will become proficient according to the National Education
Technology K-12th grade standards for students (NETS*S) to support achievement of the
academic standards in the classroom, district curricular goals, and ultimately for lifelong
learning and success in our digital society.
Target Group: All K-12th regular education students, special education students, and
English Language Learners.
Objective 3e.1.1: By June 30, 2017, ALL CUSD students will master the NETS*S standards,
based on grade-level technology skill assessments and/or projects. The pending Common Core
Standards technology skills will also be assessed as they are developed.
Benchmarks:
•
•
•
•
•
Year 1: A minimum of 80% of all students will master the NETS*S standards as well as
the Digital Literacy and Technology to support the California Common Core Standards.
Year 2: A minimum of 85% of all students will master the NETS*S standards as well as
the Digital Literacy and Technology to support the California Common Core Standards.
Year 3: A minimum of 90% of all students will master the NETS*S standards as well as
the Digital Literacy and Technology to support the California Common Core Standards.
Year 4: A minimum of 95% of all students will master the NETS*S standards as well as
the Digital Literacy and Technology to support the California Common Core Standards.
Year 5: All students will master the NETS*S standards as well as the Digital Literacy and
Technology to support the California Common Core Standards.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 13
Implementation Plan
Activity
Provide professional
development on adopted
technology standards
and technology
resources.
Provide systematic
professional
development and
collaboration time for
site administration and
teachers to review data,
learn and share best
instructional practices
including the use of
classroom technology
and online resources.
Every year the students
will increase their use of
software application
programs (word
processing, spreadsheet,
or multimedia) in the
publishing phase of the
writing process.
Every year the students
will have increased their
ability to evaluate
Internet resources for
authority, currency,
authenticity, and bias.
Every year the students
will increase their use of
available hardware and
available peripherals in
the core learning
environments.
Every year the students
will increase their use of
telecommunications and
collaborative tools with
peers, experts, and
others.
Every year the students
will increase their
participation in
student-centered
learning activities that
promote critical
thinking.
Timeline
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
June, July,
August,
yearly
Administrators of
Curriculum Services &
Professional
Development
Yearly review
Sign in logs, agendas
June, July,
August, on
going
Administrators of
Curriculum Services &
Professional
Development, Director
of Assessment and
Accountability,
Principals
Yearly review
Sign in logs, agendas
On going
Teachers, School site
Content area review
administrators and Chief
Technology Officer
District content area
benchmarks
On going
The Coordinator of
Educational
Technology, Site Tech
Coordinator/Mentors,
and classroom teachers
Each semester
CUSD student
technology proficiency
survey
On going
The Coordinator of
Educational
Technology, Site Tech
Coordinator/Mentors,
and classroom teachers
Each semester
CUSD student
technology proficiency
survey
On going
The Coordinator of
Educational
Technology, Site Tech
Coordinator/Mentors,
and classroom teachers
Each semester
CUSD student
technology proficiency
survey
On going
The Coordinator of
Educational
Technology, Site Tech
Coordinator/Mentors,
and classroom teachers
Each semester
CUSD student
technology proficiency
survey
Clovis Unified
July 1, 2012 - June 30, 2017
Page 14
Create and maintain a
Quarterly
technology leadership
team to review evaluate
and recommend policy
on instructional
technology hardware
and software to support
student learning.
Maintain and entrust the 2012-13
technology leadership school year
team to review, evaluate,
advice, implement
policy on technology
standards and develop
curriculum software and
online resources
Provide open and
On going
transparent
communication with the
community and
parents/caregivers
encouraging parent
involvement and
educational success for
all students.
Collaborate with CTAP On going
7 office and Fresno
County Office of
Education's Instructional
Technology department
to provide professional
development on district
technology standards as
needed.
Administrators of
Yearly review
Curriculum Services &
Professional
Development, Chief
Technology Officer,
Coordinator of
Educational Technology
Sign in logs and
agendas
Superintendent and
Chief Technology
Officer
Sign in logs, Agenda
and Usage reports
Yearly review
Administrators of
Yearly review
Curriculum Services &
Professional
Development, Chief
Technology Officer,
Administrator of Special
Education &
Psychological Services,
Coordinator of
Educational Technology
Administrators of
Yearly review
Curriculum Services &
Professional
Development,
Coordinator of
Educational Technology
Usage reports
Sign in logs, agendas
3f. 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 can
distinguish lawful from unlawful uses of copyrighted works, including the following topics:
the concept and purpose of both copyright and fair use
Demonstrate digital citizenship by the lawful and ethical use of technology and information
through the appropriate and ethical use of information technology in the classroom so that students
can distinguish lawful from unlawful uses of copyrighted works, including the following 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.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 15
Goal 3f.1: All students will understand human, cultural and societal issues related to
technology and practice legal and ethical behavior.
Target Group: All K-12th grade regular education students, English Language Learners,
and Special Education students.
Implementation Plan
Activity
Timeline
Provide professional
August,
development on the
yearly
ethical use of technology
to include copyright law,
fair use policies and
plagiarism.
Provide systematic
August,
review of the
yearly
Technology Acceptable
Use Policy (AUP) to
keep it relevant and
current.
Every year the students On going
and parents will sign the
Technology Acceptable
Use Policy (AUP)
The students will be
On going
instructed in copyright
infringement and
plagiarism as it relates to
core curriculum lessons.
Every year the students On going
will take the Fair Use
quiz (CTAP) to check
for understanding.
Provide open and
On going
transparent
communication with the
community and
parents/caregivers
encouraging parent
involvement in
enforcing ethical use of
technology.
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Chief Technology
Yearly review
Officer, Coordinator of
Educational Technology
Sign in logs, agendas
Chief Technology
Officer
board agendas
Yearly review
Teachers, School site
Review log of signed
administrators and Chief AUP
Technology Officer
Log of signed AUPs
Classroom teachers
Student work
Each semester
Chief Technology
Each semester
Officer, technology
leadership team and
classroom teachers
Administrators of
Yearly review
Curriculum Services &
Professional
Development, Chief
Technology Officer,
Coordinator of
Educational Technology
Clovis Unified
Quiz results
Usage reports
July 1, 2012 - June 30, 2017
Page 16
3g. List of goals and an implementation plan that describe how the district will address Internet
safety, including how to protect online privacy and avoid online predators. (AB 307)
Goal 3g.1: All students in our district will be educated to be safe responsible users of digital
tools in the 21st century; students will be knowledgeable of internet safety including
awareness and dangers of cyber bullying, protection against online predators, and how to
maintain online privacy.
Target Group: All K-12th grade regular education students, English Language Learners,
and Special Education students.
Implementation Plan
Activity
Timeline
Person(s)
Responsible
Monitoring &
Evaluation
Chief Technology
Officer, Coordinator
Educational
Technology, and
Administrators of
Curriculum Services &
Professional
Development
Upload the Cyber Safety August yearly Chief Technology
quiz onto the web site to
Officer, Coordinator
Educational
facilitate the
dissemination to the
Technology, and
Administrators of
sites.
Curriculum Services &
Professional
Development
Students in all classes
September
Classroom teachers
End of semester
will take the Cyber
and February
Safety quiz.
The students will be
On going
Classroom teachers
Each semester
instructed in Cyber
Safety to the internet.
Provide open and
On going
Administrators of
Yearly review
transparent
Curriculum Services &
communication with the
Professional
Development, Chief
community and
Technology Officer, and
parents/caregivers
Coordinator of
encouraging parent
Educational Technology
involvement in
protecting their students
on the Internet.
Evaluation
Instrument
Design and create a quiz August yearly
on the Cyber Safety quiz
based on CTAP IV
Cyber Safety
curriculum.
Clovis Unified
Server logs
Graded quizzes
Student work
Usage reports
July 1, 2012 - June 30, 2017
Page 17
3h. Description of the district policy or practices that ensure equitable technology access for all
students.
All students will have equal access to technology to support achievement of the academic
standards in the classroom, district curricular goals, and ultimately for success in the workplace
including special education, English Learner, and GATE students. The technology goals and
objectives for these student sub groups are the same as for all other students (see Goal 3) although
the programs and methods for achieving the objective may be adapted to best meet their needs.
Students with an active Individualized Education Program will 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. English Learners will
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
identified as Gifted and Talented (GATE) will have appropriate access to technology hardware,
peripherals, and software needed to support their advanced curriculum.
3i. 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.
It is our goal to make student record keeping and assessment more efficient and useful for the
teachers and staff. This directly correlates to our District Aim of Operating with Increased
Efficiency and Effectiveness. Teachers need data to tailor curriculum in order to meet individual
student academic needs and target student intervention needs. We are currently utilizing an
effective student information system and have been researching, for the future, more efficient
student information systems. In addition, the District utilizes Illuminate to assist staff in collecting
and analyzing assessment data.
Goal 3i.1: Our district will support district and site use of technology to improve student
achievement data collection, analysis, and research data driven decision-making.
Target Group: All K-12th grade regular education students, English Language Learners,
and Special Education students.
Objective 3i.1.1: By June 2017, All teachers will use technology (currently Illuminate) to analyze
assessment data, make data driven decisions to meet individual student academic needs, and target
student intervention needs.
Benchmarks:
•
•
Year 1: 95% of teachers will use the appropriate technology to improve the use of student
data information.
Year 2: 96% of teachers will use the appropriate technology to improve the use of student
data information.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 18
•
•
•
Year 3: 97% of teachers will use the appropriate technology to improve the use of student
data information.
Year 4: 98% of teachers will use the appropriate technology to improve the use of student
data information.
Year 5: 100% of teachers will use the appropriate technology to improve the use of student
data information.
Implementation Plan
Activity
Timeline
The district will continue On going
its rollout of an
integrated student
assessment platform at
all school sites. Teachers
will get necessary
training or training in
other productivity
software to collect and
analyze data from
Illuminate such as
spreadsheets.
Provide systematic
On going
professional
development and
collaboration time for
site administration and
teachers to improve
student achievement
assessment, data
collection, analysis,
reporting, and data
driven decision making,
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
district.
Teachers will get
On going
necessary training or
training in other
productivity software to
collect and analyze data
such as spreadsheets.
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Chief Technology
Officer, School site
administrators
Yearly review
System logs
Chief Technology
Yearly review
Officer, Site Technology
Mentors and Director of
Assessment and
Accountability
Sign-in sheets, Training
agendas
Chief Technology
Yearly review
Officer, Site Technology
Mentors and Director of
Assessment and
Accountability
Sign-in sheets, Training
agendas
Clovis Unified
July 1, 2012 - June 30, 2017
Page 19
3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan
to use technology to improve two-way communication between home and school.
Goal 3j.1: All teachers, administrators, and staff will use technology to improve the two-way
communication between home and school.
Target Group: All K-12th grade regular education students, English Language Learners,
and Special Education students.
Objective 3j.1.1: By June 2017, all district staff will use technology such as Zangle, email, teacher
and site-based websites, district phone systems, and on-line newsletters to communicate with
students, parents, and guardians.
Benchmarks:
•
•
•
•
•
Year 1: 85% of staff will utilize multiple district technology resources to improve home to
school communication.
Year 2: 90% of staff will utilize multiple district technology resources to improve home to
school communication.
Year 3: 95% of staff will utilize multiple district technology resources to improve home to
school communication.
Year 4: 97% of staff will utilize multiple district technology resources to improve home to
school communication.
Year 5: 100% of staff will utilize multiple district technology resources to improve home
to school communication.
Implementation Plan
Activity
Timeline
Assign all staff an
Yearly
Outlook e-mail address
Ensure all district
August
schools have the
hardware, infrastructure,
and training needed to
implement the programs
such as Zangle,
Illuminate, Contribute,
Global Connect Calling
System
Ensure that all parents On going
are aware
communications
programs such as
Zangle, Contribute,
Global Calling System
and how they are
accessed.
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Chief Technology
Officer
Site administrators
Yearly review
Work orders
District review
Work orders, training
agendas, sign-in sheets
Site administrators and
teachers
District review
School/district
newsletters, web site
Clovis Unified
July 1, 2012 - June 30, 2017
Page 20
Fund and maintain
On going
district and school
websites where news,
announcements, staff
contact information,
teacher class
information, events, etc.
are communicated with
students and parents.
Provide Contribute and On going
classroom based web
publishing software
training opportunities for
teachers to learn to
publish / communicate
on their school web site.
Provide Word and
On going
Desktop publishing
training to teachers and
classified staff to learn to
publish professional /
attention getting
documents to improve
communication between
home, school, and
community.
Chief Technology
District review
Officer, Coordinator of
Educational
Technology, and School
site administrators
Budget items
District Webmaster,
Coordinator of
Educational
Technology, and Site
Technology Mentors
District review
Training agendas and
sign-in sheets
Coordinator of
District review
Educational Technology
and Site Technology
Mentors
Training agendas and
sign-in sheets
3k. 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.
Our district will implement a monitoring process to support and evaluate the successful
implementation of the goals and objectives of this plan.
Monitoring and evaluation have been included above for all goals. Clovis Unified School District
will follow the Plan-Do-Study-Act (PDSA) of inquiry.
The seven essential elements in this model are:
•
•
•
•
•
•
•
Involvement – the participation of key stakeholders in the planning and decision making
process
Professional Develop – the implementation of effective and timely professional
development for staff and parents
Teaching and Learning – the positive impact on teaching and learning
Funding – the appropriate allocation of fund to support the program
Equitable Access – the assurance that all of our students, parents and staff have equal
access to program resources
Standards, Assessment and Accountability – the implementation of effective and standards
based assessment protocol to ensure program fidelity
Governance and Administration – The involvement of administrative staff, and the board
of trustees in the oversight of the program
Clovis Unified
July 1, 2012 - June 30, 2017
Page 21
As outlined in our technology plan, Clovis Unified School District will, in all instances, follow the
Plan-Do-Study-Act (PDSA) guideline to ensure that all of the elements in our monitoring process
be implemented and reviewed. These essential elements will also be the starting point of all of our
annual review process of the Technology plan.
This cycle of the PDSA began with the review of the goals and objectives of the plan by the key
stakeholders as stated under each of the area of focus of the plan. The required elements of
Professional Development, desired Teaching and Learning outcomes and Funding are reviewed to
ensure that the annual benchmark are met. The district’s technology department will work in
conjunction with the district Curriculum and Instruction department to ensure these annual
benchmarks are met.
Equitable access and standards based assessment are litmus tests to ensure the plan adheres to
national and state guidelines. Assessment in Clovis Unified School District is analyzed throughout
each school year and an annual summary will provide input into the impact and effectiveness the
technology plan has on teaching and learning outcomes. By annually analyzing the data from
assessments such as district benchmarks, CST scores, CAHSEE scores, and A-G college entrance
requirements the district will make adjustments to re-align the plan to the needs and findings of the
annual reviews
The Superintendent, the Superintendent’s cabinet and the Board of Trustees will be the oversight
team to ultimately review the outcome of the plan.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 22
4. Professional Development
4a. Summary of teachers' and administrators' current technology skills and needs for
professional development.
“The technology itself is not transformative. It’s the school, the pedagogy, that is
transformative.” - Tanya Byron
The Mission Statement for the Technology Services Department is “to make the Clovis Unified
School District a worldwide model of effective uses of instructional and administrative
technology.” The District vision for technology is that all stakeholders will have the tools, skills
and support necessary to maximize their efforts.
Providing appropriate and timely staff training is the key to infusing technology into the daily
business of schools. Teachers, administrators and support personnel need an understanding of the
information and computer technologies that each one uses to carry out each job. Professional
development is designed with the user in mind and addresses the technology support requirements
of AB430 (administrators), BTSA Standard 5 (new teachers), and other curriculum priorities. We
also address support staff technology training to increase efficiency in their job. The technology
staff development needs of administrators and teachers is provided by the yearly completion of a
survey similar to the EdTech Profile that was developed by the CUSD Technology Department.
Over 70% (2888) of all employees responded to the survey. (Complete results are included in the
Appendix R).
All Employees:
As indicated in table below, Clovis Unified employees are using technology to facilitate their job.
However, these numbers also indicate that the nearly 20% are not at the Intermediate level of their
general knowledge of using a computer. Using technology to make employees more efficient
should be one of the focuses of the staff development.
Rate your skill level in
general computer knowledge
and functions.
NA: I do not possess any skill
in this area
1-Beginning Level: I have
limited awareness of
functions and/or skill in this
area
2-Beginning Intermediate
Level: I am aware of some
functions and practicing these
skills from time to time.
Count
Percentage
11
0.38%
93
3.22%
408
14.13%
Clovis Unified
July 1, 2012 - June 30, 2017
Page 23
3-Intermediate Level: I am
aware of many features and
practice these skills regularly.
4-Advanced Intermediate
Level: I am aware of many
features, practice these skills,
and am able to instruct
students in this area.
5-Advanced Level: I am
aware of the major features,
practice these skills, and able
to help students and
colleagues in this area.
1223
42.35%
736
24.48%
343
11.88%
(Table 4a – 1)
Teachers:
As indicated in table below, teachers are using technology in the classroom and integrating in to
their lessons. However, these numbers also indicate that there is a lot more to be done to get
effective use of technology in support student learning. Integrating Technology to improve student
achievement should be another focus of the staff development.
How well do I integrate
technology tools when I
teach?
NA: I have never integrated
technology tools when I teach.
1-Beginning Level / Low
Frequency: I have tried
integrating technology tools.
2-Beginning Intermediate
Level: I integrate technology
tools from time to time.
3-Intermediate Level: I
integrate technology tools
frequently.
4-Advanced Intermediate
Level: I integrate technology
regularly using multiple tools.
5-Advanced Level: I integrate
technology regularly, using
multiple tools, and am able to
help colleagues in this area.
Count
Percentage
31
2.2%
98
6.9%
342
24.2%
506
35.8%
303
21.5%
132
9.3%
(Table 4a – 2)
Clovis Unified
July 1, 2012 - June 30, 2017
Page 24
Communication Using Technology:
As indicated in table below, teachers are using technology to improve school to home
communication. There are many services/products that the district has for teachers to use.
Examples include Parent Connection, Google Websites, Edmodo, Facebook, Twitter, and email.
Increasing the use of technology to improve school to home communication should be another
focus of the staff development.
How well do I use technology
to improve two-way
communication between
home and school?
NA: I have never used
technology to improve
two-way communication
between home and school.
1-Beginning Level / Low
Frequency: I have used
technology to improve
two-way communication
between home and school at
least once.
2-Beginning Intermediate
Level: I use technology to
improve two-way
communication between
home and school from time to
time.
3-Intermediate Level: I use
technology to improve
two-way communication
between home and school
frequently.
4-Advanced Intermediate
Level: I use multiple
technology tools to improve
two-way communication
between home and school
regularly.
5-Advanced Level: I use
multiple technology tools to
improve two-way
communication between
home and school regularly
and am able to help
colleagues in this area.
Count
Percentage
39
2.8%
121
8.6%
266
18.8%
565
40.0%
302
21.4%
118
8.4%
(Table 4a – 3)
Clovis Unified
July 1, 2012 - June 30, 2017
Page 25
Using Data to Inform Instruction:
Clovis Unified prides itself on using data to effectively make decisions when it comes to student
achievement and evaluating programs. We have been using a Data Reporting System (DRS) for
many years. Our district recently switched to a DRS called Illuminate. Technology Services in
conjunction with Assessment and Accountability Department have provided ongoing staff
development to help teachers and administrators us data effectively. Continuing and enhancing
this staff development should be another focus.
How well do I use technology
tools for student assessment?
(Illuminate)
NA: I have never used
technology for student
record-keeping and
assessment.
1-Beginning Level / Low
Frequency: I have used
technology for student
record-keeping and
assessment at least once.
2-Beginning Intermediate
Level: I use technology for
student record-keeping and
assessment from time to time.
3-Intermediate Level: I use
technology for student
record-keeping and
assessment frequently.
4-Advanced Intermediate
Level: I use multiple
technology tools for student
record-keeping and
assessment regularly.
5-Advanced Level: I use
multiple technology tools for
student record-keeping and
assessment regularly and am
able to help colleagues in this
area.
Count
Percentage
146
10.3%
113
8.0%
282
20.0%
459
32.5%
290
20.5%
119
8.4%
(Table 4a – 4)
The implication: Although we will continue to offer both Basic Personal Proficiency and
Professional proficiency technology integration training, we will offer more curriculum
integration opportunities to meet the need.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 26
4b. 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.
Two of CUSD’s Strategic Aims are to “Operate with increasing efficiency and effectiveness” and
“Maintain a quality workforce”. Professional development is a key factor in achieving these aims.
The accomplishment of our five professional development goals will be met through a
combination of a technology lead teachers at each school site, district level training and courses
specifically designed for employees. These trainings will be available in different formats (Face to
face, online, week long boot camps, conferences, techno lunches, and course simulation). This
effort will be coordinated district wide by the Coordinator of Educational Technology and the
Administrators of Curriculum Services and Professional Development.
Goal 4b.1: All administrators and teachers in the district will become proficient with the
same general technology skills, technology integration skills, and information literacy skills
(cyber safety and ethical use) required of their students. These skills are based on the
International Society for Technology in Education (ISTE) NETS*S standards as well as the
digital literacy & technology skills to support the California Common Core Standards.
Objective 4b.1.1: Objective 1 of 2: By June of 2017, 100% of administrators in the district will
become proficient with the same general technology skills, technology integration skills, and
information literacy skills (cyber safety and ethical use) required of their students.
Objective 2 of 2: By June 2017, 100% of teachers in the district will become proficient with the
same general technology skills, technology integration skills, and information literacy skills
(Cyber safety and ethical use) required of their students.
Benchmarks:
•
•
•
•
Year 1: 25% of all administrators and teachers will participate in a district sponsored
educational technology professional development that will focus on the same general
technology skills, technology integration skills, and information literacy skills (Cyber
safety and ethical use) required of their students.
Year 2: 50% of all administrators and teachers will participate in a district sponsored
educational technology professional development that will focus on the same general
technology skills, technology integration skills, and information literacy skills (Cyber
safety and ethical use) required of their students.
Year 3: 25% of all administrators and teachers will participate in a district sponsored
educational technology professional development that will focus on the same general
technology skills, technology integration skills, and information literacy skills (Cyber
safety and ethical use) required of their students.
Year 4: New administrators and teachers will participate in a district sponsored
educational technology professional development that will focus on the same general
technology skills, technology integration skills, and information literacy skills (Cyber
Clovis Unified
July 1, 2012 - June 30, 2017
Page 27
•
safety and ethical use) required of their students. Topics will be updated and current
research will be shared with all staff members through email, online video/training, and/or
self-paced tutorial.
Year 5: 100% of all administrators and teachers in the district will become proficient with
the same general technology skills, technology integration skills, and information literacy
skills (Cyber safety and ethical use) required of their students. This information will be
reported on the CUSD Technology Proficiency Survey.
Implementation Plan
Activity
Timeline
Complete all employee Yearly
CUSD Proficiency
survey.
Analyze CUSD
Yearly
Proficiency
survey-administrator and
teacher technology and
integration skills. The
data will be used to
determine professional
development offerings
during the year.
Schedule and promote On-going
district-sponsored
technology workshops
for administrators and
for teachers during the
school year aligned to
the content standards, to
the NETs, Common
Core.
Provide a technology
On-going
mentor at each school
site
Train site-based
On-going
technology integration
mentors to support
district technology
participants at the site
level.
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Coordinator,
After each training
Educational Technology
& Administrators of
Curriculum Services and
Professional
Development
Agendas, sign in sheets,
and evaluations
Site Administrators
Mentor logs
Yearly
Educational Technology After each training
and Administrators of
Curriculum Services and
Professional
Development
Agendas
Goal 4b.2: All employees (who are not already at the advanced level) will attain a higher
level of proficiency in technology skills. Especially in systems/applications that are critical to
their job responsibilities. Results of the baseline data are located in Table 4a-1.
Objective 4b.2.1: Objective 1 of 2: By June of 2017, 100% of all employees will self-report that
they are at least Intermediate Level on the question “Rate your skill level in general computer
knowledge and functions” on the CUSD Technology Proficiency Survey.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 28
Objective 2of 2: By June of 2017, 100% of all employees will self-report that they are at a higher
level on the question “Rate your skill level in general computer knowledge and functions” on the
CUSD Technology Proficiency Survey.
Benchmarks:
•
•
•
•
•
Year 1: There will be a decrease of 20% of all employees who will self-report that they at
the Beginning Intermediate Level or below on the Rate your skill level in general computer
knowledge and functions question on the CUSD Technology Proficiency Survey.
There will be a 10% increase in the number of the employees who self-report that they
at the Advanced Intermediate Level or Advanced Level on the Rate your skill level in
general computer knowledge and functions question on the CUSD Technology Proficiency
Survey.
Year 2: There will be an additional decrease of 20% of all employees who will self-report
that they at the Beginning Intermediate Level or below on the “Rate your skill level in
general computer knowledge and functions” question on the CUSD Technology
Proficiency Survey.
There will be an additional 10% increase in the number of the employees who
self-report that they at the Advanced Intermediate Level or Advanced Level on the “Rate
your skill level in general computer knowledge and functions” question on the CUSD
Technology Proficiency Survey.
Year 3: There will be an additional decrease of 20% of all employees who will self-report
that they at the Beginning Intermediate Level or below on the “Rate your skill level in
general computer knowledge and functions” question on the CUSD Technology
Proficiency Survey.
There will be an additional 10% increase in the number of the employees who
self-report that they at the Advanced Intermediate Level or Advanced Level on the “Rate
your skill level in general computer knowledge and functions” question on the CUSD
Technology Proficiency Survey.
Year 4: There will be an additional decrease of 20% of all employees who will self-report
that they at the Beginning Intermediate Level or below on the “Rate your skill level in
general computer knowledge and functions” question on the CUSD Technology
Proficiency Survey.
There will be an additional 10% increase in the number of the employees who
self-report that they at the Advanced Intermediate Level or Advanced Level on the “Rate
your skill level in general computer knowledge and functions” question on the CUSD
Technology Proficiency Survey.
Year 5: 0% of all employees will self-report that they at the Beginning Intermediate Level
or below on the “Rate your skill level in general computer knowledge and functions”
question on the CUSD Technology Proficiency Survey.
There will be an additional 10% increase in the number of the employees who
self-report that they at the Advanced Intermediate Level or Advanced Level on the “Rate
your skill level in general computer knowledge and functions” question on the CUSD
Technology Proficiency Survey.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 29
Implementation Plan
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Activity
Timeline
Complete all employee
CUSD Proficiency
survey
Analyze CUSD
Proficiency - survey
administrator and
teacher technology and
integration skills. The
data will be used to
determine professional
development offerings
during the year.
Schedule and promote
district-sponsored
technology workshops
for administrators,
teachers and classified
staff during the year
aligned to their job
responsibilities.
Different leveled class
will be offered
(Beginning,
Intermediate, and
Advanced).
Provide a technology
mentor at each school
site
Train site-based
technology integration
mentors to support
district technology
participants at the site
level.
Yearly
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Yearly
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
On-going
Coordinator,
After each training
Educational Technology
& Administrators of
Curriculum Services and
Professional
Development
Agendas, sign in sheets,
and evaluations
On-going
Site Administrators
Mentor logs
On-going
Coordinator,
After each training
Educational Technology
and Administrators of
Curriculum Services and
Professional
Development
Yearly
Agendas
Goal 4b.3: All District, site administrators and teachers in the district will become proficient
in the use of technology, such as Zangle and Illuminate to improve student achievement data
collection, analysis, reporting, and decision making. Results of the baseline data are located
in Table 4a-4.
Objective 4b.3.1: Objective 1 of 2: By June of 2017, 100% of district’s administrators and
teachers in the district will become proficient in the use of Illuminate, to improve student
achievement data collection, analysis, reporting, and decision making.
Objective 2 of 2: By June 2017, 100% of district’s administrators and teachers who attend
professional development will be proficient with the complete district student
information/attendance suite, Zangle.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 30
Benchmarks:
•
•
•
•
•
Year 1: 70% of District’s administrators and teachers in the district will become proficient
in the use of technology to improve student achievement data collection, analysis,
reporting, and decision making such as Illuminate. 100% of district’s administrators and
teachers who attend professional development (many will be offered) will be proficient
with the complete district student information/attendance suite: Zangle.
Year 2: 80% of District’s administrators and teachers in the district will become proficient
in the use of technology to improve student achievement data collection, analysis,
reporting, and decision making such as Illuminate. 100% of district’s administrators and
teachers who attend professional development (many will be offered) will be proficient
with the complete district student information/attendance suite: Zangle
Year 3: 90% of District’s administrators and teachers in the district will become proficient
in the use of technology to improve student achievement data collection, analysis,
reporting, and decision making such as Illuminate. 100% of district’s administrators and
teachers who attend professional development (many will be offered) will be proficient
with the complete district student information/attendance suite: Zangle.
Year 4: 95% of District’s administrators and teachers in the district will become proficient
in the use of technology to improve student achievement data collection, analysis,
reporting, and decision making such as Illuminate. 100% of district’s administrators and
teachers who attend professional development (many will be offered) will be proficient
with the complete district student information/attendance suite: Zangle.
Year 5: 100% of District’s administrators and teachers in the district will become
proficient in the use of technology to improve student achievement data collection,
analysis, reporting, and decision making such as Illuminate. 100% of district’s
administrators and teachers who attend professional development (many will be offered)
will be proficient with the complete district student information/attendance suite: Zangle.
Implementation Plan
Activity
Timeline
Complete all employee Yearly
CUSD Proficiency
survey.
Analyze CUSD
Yearly
Proficiency
survey-administrator and
teacher technology and
integration skills. The
data will be used to
determine professional
development offerings
during the year.
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Clovis Unified
July 1, 2012 - June 30, 2017
Page 31
Schedule and promote On-going
district-sponsored
technology workshops
for administrators and
for teachers during the
school year to use
Illuminate as a data
collecting and analysis
tool.
Provide systematic
On-going
professional
development and
collaboration time for
site administration 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
district.
Director of Assessment After each training
and Accountability.
Agendas, sign in sheets,
and evaluations
Site administrators, Site District review
Technology Mentors,
and Director of
Assessment and
Accountability
Training agendas,
sign-in sheets
Goal 4b.4: District, site administrators and teachers will become proficient in the use of
technology to improve two-way communication between home and school with programs
like Google Sites, Zangle Parent Connection, e-mail and Global Connect.
Objective 4b.4.1: Objective 1 of 2: All site administrators and teachers, who attend professional
development, will be proficient with the district’s website creating tool: Google Sites
Objective 2 of 2: All of site administrators and teachers, who attend professional development,
will be proficient with Zangle Parent Connection, e-mail and Global Connect for communications
to parents and the community.
Benchmarks:
•
•
Year 1: 100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with the district’s website creating
tool: Google Site
100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with Zangle Parent Connection,
e-mail and Global Connect for communications to parents and the community.
Year 2: 100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with the district’s website creating
Clovis Unified
July 1, 2012 - June 30, 2017
Page 32
•
•
•
tool: Google Site Attendance at professional development opportunities will increase 20%
over previous year.
100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with Zangle Parent Connection,
e-mail and Global Connect for communications to parents and the community.
Year 3: 100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with the district’s website creating
tool: Google Site Attendance at professional development opportunities will increase 20%
over previous year.
100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with Zangle Parent Connection,
e-mail and Global Connect for communications to parents and the community.
Year 4: 100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with the district’s website creating
tool: Google Site Attendance at professional development opportunities will increase 20%
over previous year.
100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with Zangle Parent Connection,
e-mail and Global Connect for communications to parents and the community.
Year 5: 100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with the district’s website creating
tool: Google Site Attendance at professional development opportunities will increase 20%
over previous year.
100% of district’s administrators and teachers who attend professional
development (many will be offered) will be proficient with Zangle Parent Connection,
e-mail and Global Connect for communications to parents and the community.
Implementation Plan
Activity
Timeline
Complete all employee Yearly
CUSD Proficiency
survey.
Yearly
Analyze CUSD
Proficiency
survey-administrator and
teacher technology and
integration skills. The
data will be used to
determine professional
development offerings
during the year.
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Clovis Unified
July 1, 2012 - June 30, 2017
Page 33
Provide Zangle Parent On-going
Connect, Google Sites,
Global Connect training
opportunities for
teachers and
administrators to learn to
communicate more
efficiently with parents
and the community.
Coordinator,
Educational
Technology, Site
Technology Mentors,
and Director of
Communications
District review and
SART Survey results
Training agendas,
sign-in sheets
Goal 4b.5: District, site administrators and teachers will become proficient in the integration
of various instructional technology hardware/software in the classroom curriculum. Results
of the baseline data are located in Table 4a-2
Objective 4b.5.1: Objective 1 of 2: All of site administrators and teachers will attend a
professional development to become proficient in the use of instructional technology hardware in
their schools. (i.e. document cameras, projectors, interactive white board, student response
systems, etc.)
Objective 2 of 2: 100% of site administrators and teachers who attend a professional development
will become proficient in the use of instructional technology software available to their schools.
(i.e. Google Apps for Education, Edmodo, Twitter, You Tube, Skype, etc.). The professional
development will be focused on using these tools to enhance the classroom curriculum.
Benchmarks:
•
•
•
Year 1: 50% of site administrators and teachers will attend a professional development to
become proficient in the use of instructional technology hardware in their schools. (i.e.
document cameras, projectors, interactive white board, student response systems, etc.)
100% of district’s administrators and teachers who attend professional development (many
will be offered) will become proficient in the use of instructional technology software
available to their schools. (i.e. Google Apps for Education, Edmodo, Twitter, You Tube,
Skype, etc.)
Year 2: 50% of site administrators and teachers will attend a professional development to
become proficient in the use of instructional technology hardware in their schools. (i.e.
document cameras, projectors, interactive white board, student response systems, etc.)
100% of district’s administrators and teachers who attend professional development (many
will be offered) will become proficient in the use of instructional technology software
available to their schools. (i.e. Google Apps for Education, Edmodo, Twitter, You Tube,
Skype, etc.)
Year 3: New site administrators and teachers will attend a professional development to
become proficient in the use of instructional technology hardware in their schools. (i.e.
document cameras, projectors, interactive white board, student response systems, etc.)
100% of district’s administrators and teachers who attend professional development (many
will be offered) will become proficient in the use of instructional technology software
available to their schools. (i.e. Google Apps for Education, Edmodo, Twitter, You Tube,
Skype, etc.)
Clovis Unified
July 1, 2012 - June 30, 2017
Page 34
•
•
Year 4: New site administrators and teachers will attend a professional development to
become proficient in the use of instructional technology hardware in their schools. (i.e.
document cameras, projectors, interactive white board, student response systems, etc.)
100% of district’s administrators and teachers who attend professional development (many
will be offered) will become proficient in the use of instructional technology software
available to their schools. (i.e. Google Apps for Education, Edmodo, Twitter, You Tube,
Skype, etc.)
Year 5: New site administrators and teachers will attend a professional development to
become proficient in the use of instructional technology hardware in their schools. (i.e.
document cameras, projectors, interactive white board, student response systems, etc.)
100% of district’s administrators and teachers who attend professional development (many
will be offered) will become proficient in the use of instructional technology software
available to their schools. (i.e. Google Apps for Education, Edmodo, Twitter, You Tube,
Skype, etc.)
Implementation Plan
Activity
Timeline
Complete all employee Yearly
CUSD Proficiency
survey.
Analyze CUSD
Yearly
Proficiency
survey-administrator and
teacher technology and
integration skills. The
data will be used to
determine professional
development offerings
during the year.
Schedule and promote On-going
district-sponsored
technology workshops
for administrators and
for teachers during the
school year.
Provide a technology
On-going
mentor at each school
site
Train site-based
On-going
technology integration
mentors to support
district technology
participants at the site
level.
Person(s)
Responsible
Monitoring &
Evaluation
Evaluation
Instrument
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Coordinator,
Yearly review
Educational Technology
CUSD Technology
Proficiency Survey
Coordinator,
After each training
Educational Technology
& Administrators of
Curriculum Services and
Professional
Development
Site Administrators
Yearly
Agendas, sign in sheets,
and evaluations
Coordinator,
After each training
Educational Technology
and Administrators of
Curriculum Services and
Professional
Development
Clovis Unified
Mentor logs
Agendas, sign in sheets,
and evaluations
July 1, 2012 - June 30, 2017
Page 35
4c. Describe the process that will be used to monitor the Professional Development (Section 4b)
goals, objectives, benchmarks, and planned activities including roles and responsibilities.
Monitoring and evaluation have been included above for all goals. CUSD will follow the
continuous quality improvement model of the Total Quality Management Deming Cycle of Plan;
Do; Study: Act; (PDSA) illustrated below.
•
•
•
•
Plan – Plan ahead for change. Analyze and predict the results
Do – Execute the plan. Taking small steps in controlled circumstances
Study – CHECK; Study the results
Act – Take action to standardize or improve the process
The Coordinator of Educational Technology will continuously evaluate the technology
professional development offered. The evaluation will come from training feedback (both formal
and informal), needs assessment data, and current district initiatives.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 36
5. Infrastructure, Hardware, Technical Support, and Software
5a. 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 of the plan.
Existing Hardware: The District Office datacenter is the hub of communications in Clovis
Unified. Sites are connected to the datacenter via a wide area network in a spoke and wheel
topology.
The datacenter contains physical servers and virtual servers that support the districts applications,
software, and databases. A recent modernization of the datacenter in 2010 resulted in improved
cooling, power, UPS system, and generator. The server refresh and consolidation plan includes
continued virtualization of servers and expansion of the blade center to save space, power, and
simplify management.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 37
Current telephony is a mix of PBX and VoIP systems across the district. At fiber connected sites
where PBX technology needs to be replaced, the District is deploying VoIP technology as sites are
modernized.
Standardization has been the key to managing the large number of hardware assets the District
supports. We have standardized on CISCO switches, IBM servers, Lenovo laptops and desktops,
Xerox and HP printers.
Sites that are not connected by fiber to the DO have application and print servers on site. As we
reach these sites with our fiber, the servers and services are centralized back to the District Office.
All server and computer inventory is maintained through our financial system software.
Obsolete hardware is salvaged by the sites and processed through our warehouse. An annual
accounting by the sites and departments helps keep the information up-to-date. While we try to
support and maintain equipment as long as possible, functional obsolescence becomes inevitable
as hardware and software advances are made.
A district computer refresh program (3 year cycle) provides a new laptop or desktop for
approximately one third of the district staff each year. The old staff computers are reclaimed,
re-imaged, re-inventoried, and distributed to the sites for student use.
There are approximately 12,000 district computer assets on the network at any given time. The
explosion of personal wireless devices including student owned laptops, cell phones and tablets
can result in 35,000 devices competing for IP addresses on the network.
All classrooms are equipped with a projector and document camera. Approximately 15% of
District classrooms have an interactive white board.
Existing Internet Access: Increased bandwidth is an essential component of today's instructional
technology foundation. The District recently was able to negotiate a fiber run to our Internet
provider via the City of Clovis and the City of Fresno. The available bandwidth increased from 45
MB to 1 GB. The additional bandwidth is funded from the IT Internet budget and the 1 GB service
is E-Rated.
The District currently maintains a 1 GB internet connection from the District Office to FCOE, our
Internet provider.
All Secondary schools (5 High & 5 Intermediate) are fiber connected to the District Office
datacenter.
All Elementary Schools within the City of Clovis boundaries have been fiber connected to the DO
since August 2011. (Goal set in last Technology Plan). Four Clovis Elementary schools that lie in
the City of Fresno boundaries are connected to the District Office datacenter by an Opteman
connection. The remaining Clovis elementary schools within the City of Fresno boundaries
maintain a T1 connection to the District Office data center.
All school campuses have wireless coverage but many do not have complete coverage. As site
modernizations occur the wireless is updated to N-protocol and coverage is expanded to cover the
whole campus. Careful attention to wireless coverage is given to the Intermediate sites to account
for the high density needs of the one-to-one laptop program.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 38
Web filtering, as required by the Children's Internet Protection Act is provided by Netspective via
licensing through the Fresno County Office of Education. All district web traffic is filtered and
logged.
Virus protection is maintained with AVG Anti-Virus. User machines are updated automatically
several times a day with the latest pattern updates.
Existing Electronic Learning Resources: District-wide we use Zangle for our student
information system (SIS) and Illuminate as a data reporting system (DRS). All staff and student
computers provided by the District are loaded with the Microsoft Office Suite and other
productivity apps such as Audacity, Adobe Educational Suite, etc. These applications can augment
the web based resources in staff and student productivity.
Many of the other District's Learning Resources are purchased by sites through categorical funds
or grants. In some cases, the Curriculum Department purchases a district license for all sites to use.
While some learning resources are used in common by many sites, there is no standardization of
these online and software resources. Site-based decisions on these resources are grounded in their
site plans and improvement goals.
Examples of various electronic learning resources used in the District include: Read 180, e2020,
Accelerated Reader, FastMath, BrainPop, Spelling city, Imagine Learning, Kidspiration,
TeacherTube, YouTube for Education, Google Apps, Google Earth, Moodle, Edmodo, Khan
Academy, Prezi, Quia, Animoto, Study Island, Blabberize, and many others (see appendix). Fast
moving development, especially in the areas of iPad apps for learning, results in this list constantly
changing.
Because of the District's recent increased bandwidth connection to our Internet provider and the
fiber connection from the District Office to the sites, we have been strategically moving towards
web based resources to eliminate the need to support server hardware and software patching and
updates. The network focus is now on providing a highly reliable and fast internet connection for
the sites.
Existing Technical Support: The District's existing technical support department consists of
several functional groups:
End User Support Team - hardware/software support issues addressed through phone and tickets
systems with Technicians assigned to school sites to resolve issues requiring physical touch.
Positions include 1 Supervisor, 1 Parts Clerk, 1 Repair Technician, 9 Computer/Field Support
Technicians. The computer to Technician ratio is approximately 1,100:1
Phone support handles approximately 900 calls per month. The phone handlers can remotely assist
users or create a ticket for escalation to the appropriate resource to resolve the issue. Helpdesk
tickets average about 900 per month. High priority issues are resolved in 1-2 days. Non-critical
issues average a 3-4 week turn around.
Operations Team - 3 positions that provide end user support for our student information system,
and meet the mandated State reporting deadlines.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 39
Application Development Team - This 9 member team provides support for the data warehouse,
reporting services, database management, custom application development, and web site
support/development.
Network Team - Infrastructure and Servers, 1 Network Manager, 1 Systems Technician, 1
Network Technicians, 3 Network Analysts
This team supports approximately 550 network switches, and 213 servers of varying roles and
functionality. Instructional Technology Coordinator - provides end user training and professional
development
Technical support personnel are funded annually through the General Fund.
Technology equipment requires continuous maintenance and support. Almost all of our
equipment maintenance and support is done in house by the Information Technology team. The
district also purchases maintenance and technical support agreements for the various hardware and
software systems in production. In some cases, consulting services are used to supplement
in-house resources.
5b. 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.
Hardware Needed: The on-going need in hardware to support Curriculum and Professional
Development goals is up-to-date computers and instructional technology equipment.
With an aggressive computer refresh program, the District provides approximately 1/3 of the staff
with a new laptop or desktop each year ensuring a staff member receives a new computer every 3
years. The 3 year old staff computer is then re-imaged and re-allocated to the sites for student use.
More student computers are always needed and requested. Our current staff computer refresh
program allows us to keep a steady supply of 3 year old computers in the pipeline for student
availability. Still, there is never enough to supply the need. Device technology is rapidly changing
and we see more and more requests for tablets and e-readers in the classroom.
Through the strategic use of bond funds, the District has been able to provide ALL classrooms
with a projector and document camera. This is considered Tier 1 equipment level. Tier 2
equipment levels would provide interactive whiteboards for classrooms. Tier 3 equipment would
consist of active response systems or other innovative technology to engage students. Not all
classrooms have attained Tier 2 or 3 levels
As the District connects sites with fiber, the site servers are decommissioned and server resources
are then provided from the District Office data center. Recent upgrades to the centralized data
center have provided a new firewall, a blade center for virtual servers, and a high capacity storage
area network (SAN). Physical servers are being virtualized as they reach end-of-life.
With the explosion of iPad tablets, more and more sites are requesting these devises. The District
has established policies for this popular device and is preparing for eReaders and similar products
should digital textbooks become the norm.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 40
Electronic Learning Resources Needed: Building out a solid network infrastructure and
providing reliable computer hardware has allowed sites to use most software of their choosing and
almost any online resource they like, free or fee based. Many of the requests are not for a particular
resource, but more often for training on how to integrate the resource into instruction. Therefore,
professional development and training is the focus of much of the technology plan.
Our current student information software (Zangle) will need to be replaced within the next two
years.
There is a need to develop a media distribution system whereby curricular content can be
developed and centrally stored for all to access as needed.
The organization is in need of a modern Intranet portal (i.e. SharePoint) for business purposes.
This would provide a framework for internal information sharing, project collaboration, and
communication. As part of the intranet portal, ITS would develop and deliver a Business
Intelligence module to provide real time data for departmental decision making and strategic
planning.
Networking and Telecommunications Infrastructure Needed: Current and emerging
technologies require solid connectivity and plenty of bandwidth to support activities in Curriculum
and Professional Development. To that end, the District strives to provide the needed networking
and telecommunications resources:
Our Metropolitan Area Network project (phase III) will complete the point-to-point fiber optic
WAN connection between remaining sites and the District Office (see Project Scope Map). There
are 13 sites remaining to be connected by District fiber. The project will be in design and bid by the
summer 2012 and completed by the 2013-14 school year.
Many of the older sites need to be brought up to the district standards in regards to their structured
cabling, telecommunication room design, network switch gear, and wireless coverage. Site
Modernizations will bring all sites up to district technology standards over the next 6 years.
Modernizations will include: structured cabling (Cat6a), Power Over Ethernet (POE) switch gear
to replace aging network equipment at all sites, upgraded VoIP phone systems at all sites, high
density campus-wide Wireless-N coverage to support mobile and handheld technologies, and
Gigabit speeds to the desktop in all lab classrooms with a minimum of 100Mb to the desktop in all
other locations.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 41
Clovis Unified
July 1, 2012 - June 30, 2017
Page 42
Physical Plant Modifications Needed: There is also a continual need for port drops, wireless
access points, and electrical modifications in classrooms and labs across the district. These
physical modifications require ITS to work with Plant Operations to make the necessary room or
building modifications.
More computer labs at the intermediate sites are needed to meet the demands of our 7th & 8th
grade laptop program. Rooms need to be identified and room modifications completed to
accommodate the students and the technology.
Technical Support Needed: As mentioned earlier, when new systems or resources are
implemented, there is a need for training and support. This can put a strain on our technical support
resources. The Information Technology department needs to maintain current staffing (see 5a) to
adequately address support issues district-wide. As positions are vacated they should be filled and
opportunities of advancement given to current staff members with pre-requisite skills. It will be
important to establish site-based staff members knowledgeable with the systems and software who
can assist users with issues. This can be done with the train the trainer model, whereby sites
identify support personnel who attend trainings put on by ITS.
5c. 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 as
identified in Section 5b.
Plan
Component /
Benchmark
Complete the
Metropolitan
Area Network
Phase III
Complete Site
Network
Modernizatio
ns
Data Center
Server
Virtualization
Staff
Computer
Refresh
Responsible
Party
2012
2013
2014
2015
2016
Funding
Source
construc Maintain Maintain & Maintain & 2004 Bond
tion,
& Support Support
Support
Funds
finish
ITS &
Facilities
plan,
design,
bid, start
ITS &
Facilities
Sites 1-6 Sites
7-12
ITS
on-going on-goin on-going on-going
g
ITS
1/3 of
1/3 of 1/3 of
1/3 of staff 1/3 of staff COP funds
staff
staff
staff
computers computers
computers compute computers
rs
Sites
13-18
Sites 19-24 Sites 25-30 Facilities,
2012 Bond
funds
Clovis Unified
on-going
ITS Budget
July 1, 2012 - June 30, 2017
Page 43
Additional
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Provide the Curriculum
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5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks and
timeline of activities including roles and responsibilities.
Both the Information Technology Department and the Curriculum Department will share the
responsibility of monitoring and evaluating the progress made on our projects and timelines. Both
departments meet on a regular basis. As progress reports and updates are gathered, they will be
reviewed by the CTO and the Coordinator of Education Technology and Professional
Development. Both department leads will report progress out on a monthly basis to their respective
Board Subcommittees. Reports will also be provided to the Technology Committee meetings (4
times per year), Laptop Coordinator meetings (4 times per year) and various other groups
representing administrators, teachers, other district staff, parents, and other stakeholders.
The inventory of technology resources is updated annually and the responsibility is shared by the
Information Technology and Purchasing Departments. As assets are received they are entered into
Clovis Unified
July 1, 2012 - June 30, 2017
Page 44
our ERP system and assigned to sites, departments, or individuals. Inventory counts are done in
early spring in preparation for our staff computer refresh for the following year. Site inventories
are reported to purchasing towards the end of the school year.
The status of the implementation of the Infrastructure, Hardware, Technical support, and Software
components are reported to stakeholders through a variety of communications, including
district-level administrative meetings, site-level Principal meetings, the regularly published CUSD
Today newspaper, site newsletters, email, department web pages, social media pages, and School
Board reports.
This Technology Plan and its corresponding benchmarks will be review annually at which time the
progress on goals and benchmarks will be analyzed. Components not being implemented on
schedule are reviewed by the Information Technology and Curriculum Departments to determine
what implications, if any, exist. If the project timeline or goals needs to be modified, further
processing and input will be sought out from the various stakeholder groups.
6. Funding and Budget
6a. List of established and potential funding sources.
Established Funding Sources: Clovis Unified has several types of funding sources available to
support technology in the district.
•
•
•
•
•
•
General fund - this unrestricted funding covers a majority of technology support for the
district, including technology staffing, equipment, support agreements, and professional
development
Facilities Construction & Modernization funds-funding infrastructure development and
network completion at new and existing sites.
Categorical funds-these state and federal funds are used by sites or departments to purchase
equipment and programs that support and or integrate educational technology in the
classroom. The funds are restricted in their use to specific programs and purposes.
Bond funds- our last bond measure (Measure A $168 million) contributed to LAN
infrastructure and classroom technology upgrades across the district. A new Measure A
will be on the ballot in June 2012. This facilities bond will go primarily to facility
improvements which include bringing all sites up to the technology standard set by the
district.
Grant funds-the district continues to seek out potential funding opportunities through
grants. In the past, we have made use of EETT funding, K-12 Ed-Tech Vouchers,
EETT-ARRA, TAH, CTE, and various business grants.
Foundation for Clovis Schools Grants-these grants provide funding on a competitive basis
for classroom projects that incorporate technology in new and creative ways.
Clovis Unified
July 1, 2012 - June 30, 2017
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Potential Funding Sources: Other potential sources of funding that can reduce the district's
technology costs include:
•
•
•
•
•
•
E-Rate Program - the district will continue to use the federal E-Rate program to subsidized
telecommunication costs
CALNET II - the district will continue to use the state CALNET II program to subsidized
telecommunication costs
The California Teleconnect Fund - this funding can provide 50% discounts on
telecommunications services.
Western States Contracting Alliance - WSCA provides competitive prices on hardware
through multi-state contracting developed on behalf of public entities.
The California Multiple awards Schedule - CMAS provides contract terms and negotiated
discounts on equipment and services through the California Department of Governmental
Services.
Other possible sources of funding - Donations, Developer Fees, PG&E rebates.
The Technology Department works closely with the Purchasing Department to identify funding
sources and opportunities to reduce costs and receive the best possible pricing for technology
purchases.
6b. Estimate annual implementation costs for the term of the plan.
Item
Description
Year 1
Year 2
Year 3
Year 4
Year 5
Funding
Source
Including
E-Rate
$896,000
General Fund
2000-2999 Classified Salaries
Tech
Department
Staffing
$896,000
$896,000
$896,000
$896,000
5000-5999 Other Services and Operating Expenses
Software/Hardw
are Maintenance
& Support
Agreements
$626,000
$626,000
$626,000
$626,000
$626,000
Technology
8150800
6000-6999 Equipment
Server Refresh
Classroom Proj,
Doc Cam,
Interactive
Boards
Staff Computers
(refresh)
$100,000
$100,000
$100,000
$100,000
$100,000
COP,
Technology Gen
Fund Equip
$50,000
$50,000
$50,000
$50,000
$50,000
Bond,
Categoricals
$1,000,000
$1,000,000
$1,000,000
$1,000,000
$1,000,000
COP Funds
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July 1, 2012 - June 30, 2017
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Network
Upgrades (sites)
$100,000
$100,000
$100,000
$100,000
$100,000
Facilities, Bond,
Technology
Technology
0991650
Other
PD (BootCamp)
$10,000
$10,000
$10,000
$10,000
$10,000
Totals:
$2,782,000
$2,782,000
$2,782,000
$2,782,000
$2,782,000
6c. Describe the district's replacement policy for obsolete equipment.
The District currently replaces staff computers every three years. Each year, approximately 1/3 of
the staff's computers are replaced. COP funds are used to accomplish this refresh cycle. The 3 year
old computers are re-imaged and pushed out to the sites to be used as student computers in
classrooms and labs. We try to get another 2 to 3 years out of the device. After 5 years, we will
salvage the device if it breaks down otherwise; it continues to be used until deemed functionally
obsolete.
A recent push to virtualize servers has helped us remove outdated server equipment. Each year we
try to allocate a portion of the technology budget to add blades or storage to our data center. The
old servers, if still useful, can be re-purposed for use at the sites as thin client servers. Very old
laptops with no physical damage are re-purposed as the thin client desktop.
Projectors, document cameras, interactive boards, and other instructional technology equipment
are used until they break down. They are replaced with available site funds as needed.
Network gear and wireless can sometimes be replaced during a site modernization. When new
equipment is bought for a site, the old equipment is then used to replace the oldest (or failed)
equipment at other sites. We try to keep an inventory of old, but functional, network gear as
backups in case of an unexpected failure. Our critical network gear, such as cores and routers, are
under aSmartnet policy to ensure immediate replacement. Funding can come from multiple
sources including Bond, Facilities, COP, and the Technology budget.
6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and
new funding opportunities and to adjust budgets as necessary.
Each year, the technology budget is analyzed both at the department level and the district level.
The department level analysis is done by the CTO. The district level monitoring and analysis is
done by the CFO and the District Budget Review Committee.
Data collection, budget analysis, and program modification is a constant and ongoing process.
The technology department reports out regarding projects and expenditures on a regular basis to
the CFO (weekly), a Technology Board Subcommittee (every 2 months), and the Superintendent
& cabinet (monthly).
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July 1, 2012 - June 30, 2017
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If timelines are not met, the project and its associated funding must be reviewed to determine what
implications, if any, exist. Bonds, grants, and other such funding sources have deadlines for the
expenditure of funds. If it is determined that the project funding could be directly affected by any
delays in the timeline, then resources would have to be allocated to complete the project on time.
7. Monitoring and Evaluation
7a. Describe the process for evaluating the plan's overall progress and impact on teaching and
learning.
Every proposed plan must include a monitoring and evaluation process. This plan advocates the
use of a three step process for evaluation: pre-evaluation to establish a benchmark, formative
evaluation to provide data for course changes, and finally a summative evaluation. The District
will use Baldrige tools and concepts wherever appropriate in monitoring the objectives and
systems identified with this plan. Timelines for each goal of the project will include the following
components.
Pre-evaluation Components
•
•
•
•
•
•
•
How does the component affect the outcome established in the District’s Strategic Plan
meet every student's academic needs
Raise academic expectations for all students
Operate with increasing efficiency and effectiveness
Maintain a quality workforce
What specific instrument(s) can be used to establish benchmarks?
What documentation needs to be collected?
What type of reports will be most beneficial to all stakeholders?
Formative Evaluation Components
•
•
•
•
•
•
•
What does the data indicate?
Is the implementation plan timeline being followed?
Are professional development activities conducted in a timely manner to insure
effectiveness and transfer of skills or knowledge? Are systems in place to insure that new
staff also receives the proper professional development?
Is proper documentation being collected in a timely manner?
Have there been technological improvements that necessitate revising the implementation?
Are the staff affected involved in the evaluation process?
Are systems in place to insure that new staff also receives necessary training and materials?
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July 1, 2012 - June 30, 2017
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Summative Evaluation Components
•
•
•
What does the data indicate with respect to achieving the District Goals: student
achievement; positive and safe learning environment; and increasing effectiveness and
efficiency?
What could have been done better to possibly achieve even better results?
Which stakeholder groups benefited (did not benefit) by the activities?
Goal
The monitoring and evaluation of the Technology Plan for CUSD will be included as integral job
responsibilities of the Chief Technology Officer, the Coordinator of Educational Technology,
Director of Assessment & Accountability, and the Administrators of Curriculum Services &
Professional Development. These individuals will coordinate with the District Technology
Committee to prepare necessary formative and year-end evaluation reports.
Objectives
•
•
•
•
Identify specific instruments or techniques for evaluating and monitoring each component
of the plan.
Seek alternate sources of funding if the District’s General Fund will not support all
initiatives.
Work collaboratively with the Department of Assessment & Accountability and the
Curriculum Services & Innovation Department to collect and analyze data.
Work collaboratively with the District Technology Committee to provide ongoing
feedback, monitoring and reporting.
Mid-course Corrections
The goals, objectives, and timelines will be reviewed, at least, annually at which time the progress
will be analyzed by the Information Technology and Curriculum Departments to determine what
implications, if any, exist. If the project timeline or goals needs to be modified, further processing
and input will be sought out from the various stakeholder groups.
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July 1, 2012 - June 30, 2017
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7b. Schedule for evaluating the effect of plan implementation.
Specific major evaluation efforts are listed below:
Task Timeline (Months) A S O N D J F M A M J J
CUSD Employee
Technology Proficiency
Survey
XX
Person(s) Responsible
Coordinator of Educational Technology
Coordinator of Educational
Training for Teachers,
Technology, Administrators of
Administrators, and X X X X X X X X X X X X
Curriculum Services & Professional
Classified Staff
Development, and Technology Mentors
Language Arts
Teachers and Director of Assessment &
XX XX X X X
Formative Assessment
Accountability
(LAFT)
Teachers and Director of Assessment &
Math Formative
XX XX X X X
Accountability
Assessment (MAFT)
Teachers and Director of Assessment &
California Standards
XX
Accountability
Test (CST)
Director of Assessment &
California High School
XX
XX X X
Accountability
Exit Exam (CAHSEE)
Yearly Inventory new
XX
Supervisor, Customer Support
computer purchases
Assessing Technology
Teachers
Skills and CyberCitizen X X X X X X X X X
of Students
Chief Technology Officer and
Technology
X X X X X X
Manager, Network Services
Infrastructure Update
7c. Describe the process and frequency of communicating evaluation results to tech plan
stakeholders.
Both the Information Technology Department (meets weekly) and the Curriculum Department
will share the responsibility of monitoring and evaluating the progress made on our projects and
timelines. Both departments meet together on a regular basis. As progress reports and updates are
gathered, they will be reviewed by the CTO and the Coordinator of Education Technology. Both
department leads will report progress out on a monthly basis to their respective Board
Subcommittees, who in turn share information publicly at Board meetings. Reports will also be
provided to the Technology Committee meetings (4 times per year), Laptop Coordinator meetings
(4 times per year) and various other groups representing administrators, teachers, other district
staff, parents, and other stakeholders.
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July 1, 2012 - June 30, 2017
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8. Collaborative Strategies with Adult Literacy Providers
During the creation of the Clovis Unified School District Technology Plan, the plan
required the collaboration between district stakeholders and the entire community. The
stakeholder team that was assembled consisted of district employees, students, parents, and
members of the business community. The guiding questions of the technology plan that
mentioned the stakeholders did not emphasize the importance of contacting and
collaborating with community adult literacy providers, as it would relate to new grants and
federal monies. We have recognized this as an area for improvement. After reviewing the
criteria for many of the new Clovis Unified School Tech Committee will contact and
include community service providers to become partners on the Technology Committee so
they can participate in the ongoing implementation, monitoring and evaluation program.
Adults currently have access to technology through a variety of existing venues in Clovis
Unified. The most prominent technology program for our adult community is with our
Clovis Adult School (http://www.clovisadultschool.com ). In addition, English as a
Second Language and computer technology classes are offered during the day and evening
hours.
The Clovis Adult School offers a web page design class, computers for the nursing services
program and many business based technology classes including QuickBooks. A complete
catalog of course offerings can be downloaded from the aforementioned web link. For
example, from the Business Education area
(www.clovisadultschool.com/careertechnicaleducation.htm ), an adult can earn
certificates of competency in many job skill areas.
Another successful program offered through the Clovis Adult School is the Clovis Family
Literacy program funded through Proposition 227
(http://www.clovisadultschool.com/clovisfamilyliteracy.htm ). The Adult School
has programs that participants can access during the day or after school hours. The CBET
program uses a variety of learning strategies to serve this group of students. Parents learn
computer skills and information literacy as a byproduct of acquiring and/or improving their
English. Parents also learn ways of helping their children with schoolwork.
At school sites through the work of our librarians and library technicians, parents are
welcome to use the computers in the Library Media Centers (LMC) during and after school
hours. The local public library and the Clovis Community Senior Center have also
provided adults with many opportunities to expand their literacy skills as well as offering
the availability of computers and Internet access. For many adults, these may be the only
locations available to them for Internet access.
The Clovis Unified School District will continue to explore the possibilities of creating
new opportunities, which will allow parents computer access and training. Some ideas that
have been discussed are providing extra staffing to allow the Library Media Centers to
remain open longer during the day, in order to create more access time for parents and
residents, The district will continue to work closely with the State Center Community
College District, the school libraries, the public libraries, and the school sites to assess and
determine the needs of the adults in the community.
During the spring of 2017, the Clovis Unified School District Technology Committee will
meet with adult literacy providers to share information about the technology plan, find out
how the adult literacy providers are currently incorporating technology into their
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July 1, 2012 - June 30, 2017
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curriculum, and collaborate in order to provide better services to our students, their parents
and the community as a whole. Possible assistance could be provided in the areas of
sharing facilities, sharing ideas of curriculum integration, pursuing funding sources
together, offering technology professional development opportunities, and/or providing
online access.
9. Effective, Researched-Based Methods and Strategies
9a. Summarize the relevant research and describe how it supports the plans curricular and
professional development goals.
During the creation of the Clovis Unified School District Technology Plan, literature and web
searches were conducted and will continue to be completed to insure that strategies and goals
proposed are proven methods for enhancing learning and teaching and based upon relevant
research and best practices.
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.
District specific analysis of how the research will be used: Technology is used and will
continue to be used and further developed to implement a variety of the identified instructional
strategies to support student achievement in literacy and content areas. Some examples follow.
Software will be used to create nonlinguistic representations such as graphic organizers and
scaffolding for supporting understanding of key concepts and vocabulary. A general office suite
and mind-mapping software can be used to generate such tools. Presentation software will be used
to organize and introduce units of study, accompanied by printed handouts to assist students in
note taking and identifying main ideas and summarizing critical information.
Activities for homework and practice will be enhanced and extended by using the Internet and
other electronic resources.
Pitler, H., Hubbell, E., and Kuhn, M., and Malenoski, K. (2007). Using Technology With
Classroom Instruction That Works. Virginia: Association for Supervision and Curriculum
Development.
This book uses the nine categories from Robert Marzano's book, Classroom Instruction
That Works and presents ways that technology can support and integrate with these strategies.
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District specific analysis of how the research will be used: Strategies and examples will be
shared in Professional Learning Communities (PLC) and in staff development. A list of examples
will be developed and shared with teachers and administrators.
Jones, R., Fox, C., Levin, D. (May 2011) National Educational Technology Trends: 2011.
Transforming Education to Ensure All Students Are Successful in the 21st Century
http://www.eric.ed.gov/PDFS/ED522777.pdf
This study focuses on key strategies that are deemed necessary to achieve our nation's
education goals.
District specific analysis of how the research will be used: The Clovis Unified Technology
Plan closely aligns with these strategies in several areas, including building out a 21st century
infrastructure (our MAN projects and school modernizations), supporting educator effectiveness
(continual professional development offerings and innovative uses of instructional technology),
and developing and scaling innovative learning models (our use of online tools, blended learning,
one-to-one program, tablets and digital textbooks, and our online high school). This report
validates that the district continues to move in the right direction with regards to educational
technology innovation and improvement.
U.S. Department of Education, Office of Educational Technology (November 2010),
Transforming American Education: Learning Powered by Technology
http://www.ed.gov/edblogs/technology/netp-2010
This plan represents the five year National Education Technology Plan. It includes
strategies for improving education by leveraging the use of technology. It contains Goals and
Recommendations in five key areas: 1) Learning 2) Assessment 3) Teaching 4) Infrastructure and
5) Productivity
District specific analysis of how the research will be used: The Clovis Unified Technology
Plan was created to closely align with these areas. The district has positioned itself well to be able
to handle the challenges of technology integration at all levels.
Cheung, A., and Slavin, R. (July 2011) The Effectiveness of Educational Technology
Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis
http://www.eric.ed.gov/PDFS/ED527573.pdf
This study looks at the effectiveness of various types of educational technology
applications in school districts including computers, interactive whiteboards, document cameras,
mobile devices, and the accessibility to the Internet in relation to enhancing the learning of
mathematics. The results show instructional technology is making a modest difference and the
conclusion is to continue to seek new and better tools to harness the power of technology for the
achievement of all students.
District specific analysis of how the research will be used: Clovis Unified has made
substantial investments in educational technology tools for the classroom. As evidenced by our
current Technology Plan, we will continue to seek out new approaches using technology and
Clovis Unified
July 1, 2012 - June 30, 2017
Page 53
provide training for our teachers in the use of these tools in an effort to maximize their
effectiveness.
Brown J. (January 2007) Targeted Instruction: On Target; The Journal
http://www.thejournal.com/articles/19919
In this article, teachers using technology to collect data can target areas of curriculum to
catch up, keep up and get ahead. By using an instructional management system, the data can break
down student’s scores in sub-groups, so teachers know the strengths and weaknesses of a given
test. It gives teachers the opportunity to group students to target instruction. By using an
instructional management system, the focus changes to school accountability to the students rather
than teacher accountability to the administration.
District specific analysis of how the research will be used: Our district believes in formative
assessment and has used the mastery model of performance on Math and Language Arts
benchmarks. The district uses a data reporting system tool to inform teachers of student’s strengths
and weaknesses on given grade level standards. This system allows teachers to form small groups
and re-teach standards for mastery. Professional Learning Communities (PLC) have developed a
system using data to drive their instruction. The district’s teachers have been using this data to
re-group, re-teach, and form intervention groups.
Foltos L. (January 2007) Technology and Academic Achievement. New Horizons for Learning
http://www.newhorizons.org/strategies/technology/foltos.htm
American schools spend over $5 billion annually for technology for the classrooms.
Research has found that the technology used has sustained rather than changed the way we teach in
our classrooms. There are two camps (pro and con) on whether or not technology increases
academic achievement. Newer research shows that there is a link between using technology and
higher academic achievement. The studies show that teachers that receive staff development to
enhance classroom learning rather than learn new computer skills, have a higher level of
achievement in their classrooms. There is a consensus that there is a need for a new, more effective
model of professional development. Teachers need opportunities to work with their colleagues
both in their own schools and beyond. Professional development also needs to be ongoing, so there
is time embedded in the schedules to have collaboration between teachers and grade levels.
District specific analysis of how the research will be used: Our district has created a position
of Coordinator Technology Training whose charge is to create and deliver professional
development to all district employees. The main focus is certificated staff has been how to
incorporate technology in the classroom and use it as a delivery and evaluative tool. The focus is
not just the technology itself, but how it can be used to enhance the curriculum. For classified staff,
job specific trainings to help employees to work smarter rather than harder have been developed.
The district acknowledges that professional development will be the key component in the
acceptance of technology tools.
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July 1, 2012 - June 30, 2017
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Friedman, L, Thomas (2005) The World is Flat
This book explores the idea of globalization within the technology arena. The flattening
of the world allows other countries to be part of the supply chain for services and manufacturing.
The convergence of technology and events, have allowed other countries to shape the technology
vision of our future. “Globalization 1.0 (1492 to 1800) shrank the world from size large to size
medium, and the dynamic force in that era was countries globalizing from resources and imperial
conquest. Globalization 2.0 (1800 to 2000) shrank the world from size medium to size small, and
was spear-headed by companies globalizing for markets and labor. Globalization 3.0 (which
started around 2000) is shrinking the world from a size small to size tiny and flattening the playing
field at the same time.” This flattening of the world makes it imperative that we produce students
who are smarter and more proficient users of technology.
District specific analysis of how the research will be used: While not every student has access
to a personal computer at home, our technology plan paves the way for students to become
technology literate in an ever changing global economy. Our district realizes that the world is
changing in the way that people are using technology. As a society, we can no longer have students
that are technologically illiterate.
Waters, J. K. (January 2007) ESL Technologies: The Universal Language. The Journal
http://www.thejournal.com/articles/19922
This article states that there over 5 million English Language Learners (ELL) in our
schools in the United States. This has demanded that the market for these resources include
technology. The common thread among these programs is the emphasis on making text-heavy
information more accessible through graphics, animation and video. Most of these programs are
interactive and many are web-based or network connected. The programs are context-based
instruction which puts students into virtual situations using digital video. The program is offered at
three different English proficiency levels. ESL software also provides privacy for students. They
may listen to the lesson over and over again in a safe non-threatening environment. The programs
give them space to build their language skills.
District specific analysis of how the research will be used: Consistent with this research, the
district will enhance the educational process of all students, especially English Learners (EL)
students. Our students will access interactive programs that place them into lifelike situations. The
interactivity will give teachers and administrators the ability to track student’s progress. This
comprehensive program better suits the needs for differentiated instruction for EL students than
the current text based curriculum.
Internal Models and Strategies
The District has been collecting internal data during the past sixteen years regarding its AAAL
program and student achievement. The District has used a variety of success indicators including
norm reference testing, attendance, discipline referrals, etc. In addition, the district has surveyed
parents and students with a variety of survey instruments. Most recently, the District has been
Clovis Unified
July 1, 2012 - June 30, 2017
Page 55
collecting and analyzing CST data as well. This data is being correlated with students participating
in the AAAL program as compared to students not in the AAAL program.
As noted in our action plans for meeting our curricular goals of literacy for all students, a variety of
instructional strategies and technologies will be used to assist students in acquiring literacy skills
and all content areas. As described in the research, the use 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 a variety of strategies to address all learners and their particular needs.
These resources will be utilized and incorporated as appropriate to ensure that the education
technology program in the Clovis Unified School District is consistent with current
scientifically-based research regarding technology, teaching, and learning.
Technology Use to Increase Course Offerings
The District has been using technology to increase course offerings for over the past twelve years.
Originally CUSD offered online courses as part of its CAL Online Learning program. CAL Online
( http://www.cusd.com/calonline ) was developed in response to the district identifying a need for
creating web-enabled courses for secondary students. At one time eight different courses were
offered throughout the school year. This program has further developed into an actual online high
school that currently serves over 200 students. During the summer of 2012, summer school was
run by offering only online courses to high school students. Courses include: World History, U.S.
History, P.E., and English 9.
Additional Bibliography Resources and Sources of Information
California Common Core State Standards (2010) http://www.cde.ca.gov/ci/cc
Calif. Common Core State Standards FCOE Resources (2012) http://commoncore.fcoe.org
International Society for Technology in Education (ISTE) (2007) “National Education
Technology Standards for Students NETS*S” http://www.iste.org/standards.aspx
International Society for Technology in Education (ISTE) (2008) “National Education
Technology Standards for Teachers NETS*T” http://www.iste.org/standards.aspx
International Society for Technology in Education (ISTE) (2009) “National Education
Technology Standards for Administrators NETS*A” http://www.iste.org/standards.aspx
CUSD Technology Proficiency Survey for all Employees http://limesurvey.cusd.com
Clovis Unified
July 1, 2012 - June 30, 2017
Page 56
9b. 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.
New or extended learning opportunities for students in CUSD must start with a solid infrastructure
on which we can provide reliable connectivity and bring the power of the Internet to the classroom.
Through our metropolitan area network project and the aggressive school network modernization
initiatives which include campus-wide wireless, we are building a foundation upon which we can
deliver hardware and software solutions to staff and students that will advance student learning.
Current technologies that extend learning opportunities and enhance instruction include, but are
not limited to, productivity software (i.e. MS Office Suite), collaborative cloud-base tools (i.e.
Google Docs), social network and content management products (i.e. Edmodo), conferencing and
distance learning solutions (i.e. Skype, Polycom), email, blogs, classroom presentation systems,
interactive white boards, slates, active response systems, check-out laptops for students,
one-to-one computing initiatives, mobile laptop lab carts, before and after-school access to
computers, and many other technologies listed throughout our plan.
The Technology and Curriculum Departments along with a dedicated teaching staff throughout the
District work together to seek out new and innovative ways to use technology. To keep up with
emerging technologies, many subscribe to educational periodicals such as eSchool News,
Education Week Digital Directions, District Administration, the Journal, Scholastic
Administrator, etc. Our technology leads meet regularly and also make use of the resources offered
by the County Office of Education. Many of us also attend conferences such as CUE, ISTE, and
CETPA to collaborate and network with peers and vendors.
Being up on the emerging technologies is not as much of a challenge as it is to find ways to fund
and implement them. Our staff is committed to finding solutions for the evolving classroom.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 57
Appendix C - Criteria for EETT Technology Plans
(Completed Appendix C is REQUIRED in a technology plan)
In order to be approved, a technology plan needs to "Adequately Addressed" each of the following
criteria:
•
•
For corresponding EETT Requirements, see the EETT Technology Plan Requirements
(Appendix D).
Include this form (Appendix C) with “Page in District Plan” completed at the end of your
technology plan.
1. PLAN DURATION
CRITERION
Page in Example of Adequately
Example of Not
District
Addressed
Adequately Addressed
Plan
The technology plan
The plan is less than three
The plan should guide the 2
describes the districts use of years or more than five
district's use of education
education technology for
years in length.
technology for the next
the next three to five years.
three to five years. (For a
(For new plan, description Plan duration is 2008-11.
new plan, can include
of technology plan
technology plan
development in the first
development in the first
year is acceptable). Specific
year)
start and end dates are
recorded (7/1/xx to
6/30/xx).
2. STAKEHOLDERS
Page in Example of Adequately
Example of Not
CRITERION
District
Addressed
Adequately Addressed
Corresponding EETT
Plan
Requirement(s): 7 and 11
(Appendix D).
Little evidence is included
The planning team
Description of how a
3,4
that shows that the district
consisted
of
representatives
variety of stakeholders
who will implement the
actively sought
from within the school
plan. If a variety of
participation from a variety
district and the
stakeholders did not assist of stakeholders.
community-at-large
with the development of the
participated in the
plan, a description of why
planning process.
they were not involved is
included.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 58
3. CURRICULUM
Page in
COMPONENT
District
CRITERIA
Plan
Corresponding EETT
Requirement(s): 1, 2, 3, 8,
10, and 12 (Appendix D).
a. Description of teachers' 5
and students' current
access to technology tools
both during the school day
and outside of school
hours.
b. Description of the
district's current use of
hardware and software to
support teaching and
learning.
c. Summary of the
district's curricular goals
that are supported by this
tech plan.
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.
Example of Adequately
Addressed
Example of Not
Adequately Addressed
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.
The plan describes the
The plan cites district policy
6
typical frequency and type regarding use of
of use (technology
technology, but provides no
skills/information and
information about its actual
literacy integrated into the use.
curriculum).
The plan summarizes the The plan does not
7, 8
district's curricular goals
summarize district
that are supported by the
curricular goals.
plan and referenced in
district document(s).
The plan suggests how
9, 10, 11, The plan delineates clear
goals,
measurable
technology will be used, but
12
objectives, annual
is not specific enough to
benchmarks, and a clear
know what action needs to
implementation plan for
be taken to accomplish the
using technology to support goals.
the district's curriculum
goals and academic content
standards to improve
learning.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 59
e. List of clear goals,
13, 14
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.
f. List of goals and an
15, 16
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
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
17
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.
The plan delineates clear
goals, measurable
objectives, 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.
The plan describes or
The plan suggests that
students and teachers will
delineates clear goals
outlining how students and be educated in the ethical
teachers will learn about the use of the Internet, but is not
concept, purpose, and
specific enough to
significance of the ethical determine what actions will
use of information
be taken to accomplish the
technology including
goals.
copyright, fair use,
plagiarism and the
implications of illegal file
sharing and/or
downloading.
The plan describes or
delineates clear goals
outlining how students and
teachers will be educated
about Internet safety.
Clovis Unified
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.
July 1, 2012 - June 30, 2017
Page 60
h. Description of or goals 18
about the district policy or
practices that ensure
equitable technology
access for all students.
i. List of clear goals,
18,19
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.
j. List of clear goals,
20
measurable objectives,
annual benchmarks, and
an implementation plan to
use technology to improve
two-way communication
between home and school.
k. Describe the process
21
that will be used to
monitor the Curricular
Component (Section
3d-3j) goals, objectives,
benchmarks, and planned
implementation activities
including roles and
responsibilities.
4. PROFESSIONAL
Page in
DEVELOPMENT
District
COMPONENT
Plan
CRITERIA
Corresponding EETT
Requirement(s): 5 and 12
(Appendix D).
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 delineates clear
goals, measurable
objectives, annual
benchmarks, and an
implementation plan for
using technology to support
the district's student
record-keeping and
assessment efforts.
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.
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.
The plan delineates clear
goals, measurable
objectives, annual
benchmarks, and an
implementation plan for
using technology to
improve two-way
communication between
home and school.
The monitoring process,
roles, and responsibilities
are described in sufficient
detail.
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.
Example of Adequately
Addressed
Clovis Unified
The monitoring process
either is absent, or lacks
detail regarding procedures,
roles, and responsibilities.
Example of Not
Adequately Addressed
July 1, 2012 - June 30, 2017
Page 61
a. Summary of the
23, 24,
25
teachers' and
administrators' current
technology proficiency
and integration skills and
needs for professional
development.
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 Commission on
Teacher Credentialing
(CTC) Standard 9 and 16
proficiencies.
27, 28, The plan delineates clear
29, 30, 31, goals, measurable
32, 33, 34, objectives, annual
benchmarks, and an
35
implementation plan for
providing teachers and
administrators with
sustained, ongoing
professional development
necessary to reach the
Curriculum Component
objectives (sections 3d - 3j)
of the plan.
The monitoring process,
36
roles, and responsibilities
are described in sufficient
detail.
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 - 3j) of the
plan.
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.
5. INFRASTRUCTURE, Page in
HARDWARE,
District
TECHNICAL SUPPORT, Plan
AND SOFTWARE
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 6 and 12
(Appendix D).
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.
Example of Adequately
Addressed
Clovis Unified
The monitoring process
either is absent, or lacks
detail regarding who is
responsible and what is
expected.
Example of Not
Adequately Addressed
July 1, 2012 - June 30, 2017
Page 62
a. Describe the existing
37, 38,
hardware, Internet access, 39
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.
b. Describe the technology 40, 41,
hardware, electronic
42
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.
c. List of clear annual
43
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.
d. Describe the process
44
that will be used to
monitor Section 5b & the
annual benchmarks and
timeline of activities
including roles and
responsibilities.
The plan clearly
The inventory of equipment
summarizes the existing
is so general that it is
technology hardware,
difficult to determine what
electronic learning
must be acquired to
resources, networking and implement the Curriculum
telecommunication
and Professional
infrastructure, and technical Development Components.
support to support the
The summary of current
implementation of the
technical support is missing
Curriculum and
or lacks sufficient detail.
Professional Development
Components.
The plan provides a clear The plan includes a
description or list of
summary and list of the
hardware, infrastructure,
technology hardware,
and other technology
electronic learning
resources, networking and necessary to implement the
plan, but there doesn't seem
telecommunications
to be any real relationship
infrastructure, physical
between the activities in the
plant modifications, and
technical support the district Curriculum and
will need to support the
Professional Development
implementation of the
Components and the listed
district's Curriculum and
equipment. Future technical
Professional Development support needs have not been
components.
addressed or do not relate to
the needs of the Curriculum
and Professional
Development Components.
The annual benchmarks and The annual benchmarks and
timeline are specific and
timeline are either absent or
realistic. Teachers and
so vague that it would be
administrators
difficult to determine what
implementing the plan can needs to be acquired or
easily discern what needs to repurposed, by whom, and
be acquired or repurposed, when.
by whom, and when.
The monitoring process,
roles, and responsibilities
are described in sufficient
detail.
Clovis Unified
The monitoring process
either is absent, or lacks
detail regarding who is
responsible and what is
expected.
July 1, 2012 - June 30, 2017
Page 63
6. FUNDING AND
Page in Example of Adequately
BUDGET COMPONENT District
Addressed
CRITERIA
Plan
Corresponding EETT
Requirement(s): 7 & 13,
(Appendix D)
The plan clearly describes
a. List established and
45
resources that are available
potential funding sources.
or could be obtained to
implement the plan.
Cost estimates are
b. Estimate annual
46
reasonable and address the
implementation costs for
total cost of ownership,
the term of the plan.
including the costs to
implement the curricular,
professional development,
infrastructure, hardware,
technical support, and
electronic learning resource
needs identified in the plan.
Plan recognizes that
c. Describe the district's
47
equipment will need to be
replacement policy for
replaced and outlines a
obsolete equipment.
realistic replacement plan
that will support the
Curriculum and
Professional Development
Components.
The monitoring process,
d. Describe the process
47
roles, and responsibilities
that will be used to
are described in sufficient
monitor Ed Tech funding,
detail.
implementation costs and
new funding opportunities
and to adjust budgets as
necessary.
7. MONITORING AND
Page in Example of Adequately
EVALUATION
District
Addressed
COMPONENT
Plan
CRITERIA
Corresponding EETT
Requirement(s): 11
(Appendix D).
Clovis Unified
Example of Not
Adequately Addressed
Resources to implement the
plan are not clearly
identified or are so general
as to be useless.
Cost estimates are
unrealistic, lacking, or are
not sufficiently detailed to
determine if the total cost of
ownership is addressed.
Replacement policy is
either missing or vague. It is
not clear that the
replacement policy could be
implemented.
The monitoring process
either is absent, or lacks
detail regarding who is
responsible and what is
expected.
Example of Not
Adequately Addressed
July 1, 2012 - June 30, 2017
Page 64
The plan describes the
No provision for an
process for evaluation using evaluation is included in the
the goals and benchmarks of plan. How success is
each component as the
determined is not defined.
The evaluation is defined,
indicators of success.
but the process to conduct
the evaluation is missing.
Evaluation timeline is
The evaluation timeline is
b. Schedule for evaluating 50
specific and realistic.
not included or indicates an
the effect of plan
expectation of unrealistic
implementation.
results that does not support
the continued
implementation of the plan.
The plan describes the
The plan does not provide a
c. Describe the process
50
process and frequency of process for using the
and frequency of
communicating evaluation monitoring and evaluation
communicating
results to improve the plan
results to tech plan
evaluation results to tech
and/or disseminate the
stakeholders.
plan stakeholders.
findings.
8. EFFECTIVE
Page in Example of Adequately
Example of Not
COLLABORATIVE
District
Addressed
Adequately Addressed
STRATEGIES WITH
Plan
ADULT LITERACY
PROVIDERS TO
MAXIMIZE THE USE
OF TECHNOLOGY
CRITERION
Corresponding EETT
Requirement(s): 11
(Appendix D).
The plan explains how the There is no evidence that
If the district has
51
program will be developed the plan has been, or will be
identified adult literacy
in collaboration with adult developed in collaboration
providers, describe how
literacy providers. Planning with adult literacy service
the program will be
included or will include
providers, to maximize the
developed in collaboration
consideration of
use of technology.
with them. (If no adult
collaborative strategies and
literacy providers are
other funding resources to
indicated, describe the
maximize the use of
process used to identify
technology. If no adult
adult literacy providers or
literacy providers are
potential future outreach
indicated,
the plan describes
efforts.)
the process used to identify
adult literacy providers or
potential future outreach
efforts.
a. Describe the process for 48, 49
evaluating the plan's
overall progress and
impact on teaching and
learning.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 65
9. EFFECTIVE,
Page in
RESEARCHED-BASED District
METHODS,
Plan
STRATEGIES, AND
CRITERIA
Corresponding EETT
Requirement(s): 4 and 9
(Appendix D).
a. Summarize the relevant 52, 53,
research and describe how 54, 55, 56
it supports the plans
curricular and
professional development
goals.
b. Describe the district's
57
plans to use technology to
extend or supplement the
district's curriculum with
rigorous academic courses
and curricula, including
distance-learning
technologies.
Example of Adequately
Addressed
Example of Not
Adequately Addressed
The description of the
The plan describes the
relevant research behind the research behind the plan's
plan's design for strategies design for strategies and/or
and/or methods selected.
methods selected is unclear
or missing.
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).
Clovis Unified
There is no plan to use
technology to extend or
supplement the district's
curriculum offerings.
July 1, 2012 - June 30, 2017
Page 66
Appendix J - Technology Plan Contact Information
(Required)
Education Technology Plan Review System (ETPRS)
Contact Information
County & District Code:
10 - 62117
School Code (Direct-funded charters only):
LEA Name:
Clovis Unified
*Salutation:
Mr.
*First Name:
Dan
*Last Name:
Resciniti
*Job Title:
Chief Technology Officer
*Address:
1450 Herndon Ave.
*City:
Clovis
*Zip Code:
93611-0567
*Telephone:
559-327-9614
Fax:
(559) 327-9109
*E-mail:
[email protected]
Please provide backup contact information.
1st Backup Name:
Chris Edmondson
E-mail:
[email protected]
2nd Backup Name:
Norm Anderson
E-mail:
[email protected]
* Required information in the ETPRS
Clovis Unified
July 1, 2012 - June 30, 2017
Page 67
Appendix R – Resources to Support Technology Plan
The ISTE NETS and Performance Indicators
for Students (NETS•S)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. communicate information and ideas effectively to multiple audiences using a variety of media
and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d. contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c. evaluate and select information sources and digital tools based on the appropriateness to specific
tasks
d. process data and report results
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions
Clovis Unified
July 1, 2012 - June 30, 2017
Page 68
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies
Copyright © 2007, ISTE (International Society for Technology in Education), 1.800.336.5191
(U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved
Clovis Unified
July 1, 2012 - June 30, 2017
Page 69
The ISTE NETS and Performance Indicators
for Teachers (NETS•T)
Effective teachers model and apply the National Educational Technology Standards for Students
(NETS•S) as they design, implement, and assess learning experiences to engage students and
improve learning; enrich professional practice; and provide positive models for students,
colleagues, and the community. All teachers should meet the following standards and performance
indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and
virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital
tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues,
and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles,
working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with
content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and
Clovis Unified
July 1, 2012 - June 30, 2017
Page 70
resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology,
including respect for copyright, intellectual property, and the appropriate documentation of
sources
b. address the diverse needs of all learners by using learner-centered strategies and providing
equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of
technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues
and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the
effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of
technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared
decision making and community building, and developing the leadership and technology skills of
others
c. evaluate and reflect on current research and professional practice on a regular basis to make
effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their
school and community
Copyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191
(U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved
Clovis Unified
July 1, 2012 - June 30, 2017
Page 71
The ISTE NETS and Performance Indicators
for Administrators (NETS•A)
1. Visionary Leadership.
Educational Administrators inspire and lead development and implementation of a shared vision
for comprehensive integration of technology to promote excellence and support transformation
throughout the organization. Educational Administrators:
a. inspire and facilitate among all stakeholders a shared vision of purposeful change that
maximizes use of digital-age resources to meet and exceed learning goals, support effective
instructional practice, and maximize performance of district and school leaders
b. engage in an ongoing process to develop, implement, and communicate technology-infused
strategic plans aligned with a shared vision
c. advocate on local, state, and national levels for policies, programs, and funding to support
implementation of a technology-infused vision and strategic plan
2. Digital-Age Learning Culture.
Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture
that provides a rigorous, relevant, and engaging education for all students. Educational
Administrators:
a. ensure instructional innovation focused on continuous improvement of digital-age learning
b. model and promote the frequent and effective use of technology for learning
c. provide learner-centered environments equipped with technology and learning resources to
meet the individual, diverse needs of all learners
d. ensure effective practice in the study of technology and its infusion across the curriculum
e. promote and participate in local, national, and global learning communities that stimulate
innovation, creativity, and digital-age collaboration
3. Excellence in Professional Practice.
Educational Administrators promote an environment of professional learning and innovation that
empowers educators to enhance student learning through the infusion of contemporary
technologies and digital resources. Educational Administrators:
a. allocate time, resources, and access to ensure ongoing professional growth in technology
fluency and integration
b. facilitate and participate in learning communities that stimulate, nurture, and support
administrators, faculty, and staff in the study and use
of technology
c. promote and model effective communication and collaboration among stakeholders using
digital-age tools
d. stay abreast of educational research and emerging trends regarding effective use of technology
and encourage evaluation of new technologies for their potential to improve student learning
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4. Systemic Improvement.
Educational Administrators provide digital-age leadership and management to continuously
improve the organization through the effective use of information and technology resources.
Educational Administrators:
a. lead purposeful change to maximize the achievement of learning goals through the appropriate
use of technology and media-rich resources
b. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to
improve staff performance and student learning
c. recruit and retain highly competent personnel who use technology creatively and proficiently to
advance academic and operational goals
d. establish and leverage strategic partnerships to support systemic improvement
e. establish and maintain a robust infrastructure for technology including integrated, interoperable
technology systems to support management, operations, teaching, and learning
5. Digital Citizenship.
Educational Administrators model and facilitate understanding of social, ethical, and legal issues
and responsibilities related to an evolving digital culture. Educational Administrators:
a. ensure equitable access to appropriate digital tools and resources to meet the needs of all
learners
b. promote, model, and establish policies for safe, legal, and ethical use of digital information and
technology
c. promote and model responsible social interactions related to the use of technology and
information
d. model and facilitate the development of a shared cultural understanding and involvement in
global issues through the use of contemporary communication and collaboration tools
©2009, ISTE® (International Society for Technology in Education), 1.800.336.5191 (U.S. &
Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
Clovis Unified
July 1, 2012 - June 30, 2017
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Clovis Unified Student Technology Benchmark Standards
Clovis Unified is basing their grade level technology benchmarks on the ISTE National
Technology Standards for Students (NETS*S) as well as the digital literacy & technology skills to
support the California Common Core Standards.
Technology Foundation Standards for All Students
The technology foundation standards for students are divided into six broad categories.
Standards within each category are to be introduced, reinforced, and mastered by students.
Teachers can use these standards and profiles as guidelines for planning technology based learning
in which students achieve success in learning, communication and life skills.
Technology Foundation Standards for Students
1. Creativity and Innovation
• Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced
models, prepare publications, and produce other creative works.
2. Communication and Collaboration
• Students use telecommucations to collaborate, publish, and interact with peers, experts,
and other audiences.
• Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
3. Research and Information Fluency
• Students use technology to locate, evaluate, and collect information from a variety of
sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations
based on the appropriateness for specific tasks.
4. Critical Thinking, Problem Solving, and Decision Making
• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the
real world.
5. Digital Citizenship
• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.
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6. Technology Operations and Concepts
• Students demonstrate a sound understanding of the nature and operation of technology
systems.
• Students are proficient in the use of technology
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Clovis Unified Student Technology Benchmark Standards
Grades K-3
Numbers in parentheses following each benchmark, refer to the standards category to which the
benchmark is linked.
1.
Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Prior to completion of Grade 3 students will:
1. Use input devices (e.g. mouse, keyboard, remote control) and output devices (e.g. monitor,
printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (6)
2. Discuss basic issues related to safety and responsibility in using technology. (5)
3. Use a variety of media and technology resources for directed and independent learning
activities. (1, 6)
4. Communicate about technology using developmentally appropriate and accurate terminology.
(6)
5. Use developmentally appropriate multimedia resources (e.g. interactive books, educational
software, and elementary multimedia encyclopedias) to support learning. (3)
6. Demonstrate positive social and ethical behaviors when using technology. (5)
7. Practice responsible use of technology systems and software. (5)
8. Gather and share information with others using telecommunications, with support from
teachers, family members, and students. (2)
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Clovis Unified Student Technology Benchmark Standards
Grades 4-6
Numbers in parentheses following each benchmark, refer to the standards category to which the
benchmark is linked.
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Prior to completion of Grade 6 students will:
1. Use keyboards and other common input and output devices (including adaptive devices when
necessary) efficiently and effectively. (6)
2. Discuss basic issues related to safety and responsibility in using technology. (5)
3. Use general purpose productivity tools and peripherals to support personal productivity,
remediate skill deficits, and facilitate learning throughout the curriculum. (1)
4. Use technology tools (e.g. multimedia authoring, presentation Web tools, digital cameras,
scanners) for individual and collaborative writing, communication, and publishing activities to
create knowledge products for audiences inside and outside the classroom. (1, 2)
5. Use telecommunications efficiently and effectively to access remote information and
communicate with others in support of direct and independent learning. (2)
6. Use technology resources (e.g. calculators, data collection probes, videos, educational
software) for problem solving, self-directed learning, and extended learning activities. (3, 4)
7. Use technology resources (e.g. puzzles, logical thinking programs, writing tools, digital
cameras, drawing tools) for problem solving, communication and illustration of thoughts,
ideas, and stories. (1, 2, 3, 4)
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Clovis Unified Student Technology Benchmark Standards
Grades 7-8
Numbers in parentheses following each benchmark, refer to the standards category to which the
benchmark is linked.
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Prior to completion of Grade 8 students will:
1. Be introduced to strategies for identifying and solving routine hardware and software
problems that occur during everyday use. (6)
2. Exhibit legal and ethical behaviors when using information and technology and discuss
consequences of misuse. (5)
3. Use content-specific tools, software, and simulations (e.g. environmental probes, graphing
calculators, exploratory environments, and Web tools) to support learning and research. (1, 3)
4. Design, develop, publish and present products, (e.g. Web pages, videos) using technology
resources that demonstrate and communicate curriculum concepts to audiences inside and
outside the classroom. (2, 3, 4)
5. Collaborate with peers, experts, and others using telecommunications and collaborative tools
to investigate curriculum-related problems, issues, and information. This collaboration can
develop solutions or products for audiences inside and outside the classroom. (2, 3)
6. Select and use appropriate tools and technology resources to accomplish a variety of tasks and
solve problems. (3, 4)
7. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic
information sources. (4)
Clovis Unified
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Clovis Unified Student Technology Benchmark Standards
Grades 9-12
Numbers in parentheses following each benchmark, refer to the standards category to which the
benchmark is linked.
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Prior to completion of Grade 12 students will:
1. Demonstrate and advocate for legal and ethical behaviors among peers, family, and
community regarding the use of technology and information. (5)
2. Use technology tools and resources for managing the communication of personal/professional
information. (1, 2)
3. Evaluate technology-based options, including distance and distributed education, for lifelong
learning. (3)
4. Routinely and efficiently use online information resources to meet need for collaboration,
research, publications, communications and productivity. (2, 3, 4)
5. Select and apply technology tools for research, information analysis, problem-solving, and
decision making in content learning. (2, 3)
6. Collaborate with peers, experts, and others to contribute to a content related knowledge base
by using technology to compile, synthesize, produce, and disseminate information, models,
and other creative works. (2, 3, 4)
7. Research and evaluate the accuracy, relevance, appropriateness, and bias of electronic
information sources concerning real-world problems. (3, 4, 5)
Clovis Unified
July 1, 2012 - June 30, 2017
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Board Policy
No. 7203
CLOVIS UNIFIED
SCHOOL DISTRICT
ACCOUNTABILITY PLANNING & RESEARCH
Records Management
EMPLOYEE USE OF TECHNOLOGY
PURPOSE:
This document sets forth the rights and responsibilities for employees under the
District’s Employee Use of Technology and Administrative Regulation No. 7203.
The Governing Board recognizes that technological resources can enhance employees performance by
improving access to and exchange of information, offering effective tools to assist in providing a quality
instructional program and facilitating District and school operations.
District employees shall be responsible for the appropriate use of technology and shall use the District’s
technological resources primarily for purposes related to their employment. Such use is a privilege
which may be revoked at any time. Employees should also be aware that computer files and
communications over electronic networks, including e-mail and voice mail, are not private. The
Superintendent or designee may monitor District’s technology resources including e-mail and voice mail
systems, at any time, without advance notice or consent. Further, these technologies should not be
used to transmit non-encrypted confidential information through e-mail or to transmit in a non-secure
manner (i.e., answering machine) confidential information about students, employees, or District
operations outside of the District without prior authorization from the Superintendent or
designee/authority.
The Superintendent or designee shall establish administrative regulations which outline employees’
obligations and responsibilities related to the use of District technology. The Superintendent also may
establish guidelines and limits on the use of technological resources. Inappropriate use may result in a
cancellation of the employee’s user privileges, disciplinary action and/or legal action in accordance
Board Policy and Administrative Regulations.
The Superintendent or designee shall provide copies of related policies, regulations and guidelines to all
employees that use the District’s technological resources. Employees shall acknowledge that they
have read and understood these policies, regulations and guidelines.
Education Code sections 51870-51874, 52270-52272, 52295.10-52295.55
Adopted: 6/7/95
20 United States Code section 6751-6777
Amended: 6/26/02
47 United States Code section 254, 47 Code of Federal Regulations section 54.520
Amended: 1/5/05
Penal Code sections 502, 632
Reviewed: 7/30/08
Vehicle Code section 23123
Reviewed: 7/22/09
Clovis Unified
July 1, 2012 - June 30, 2017
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Administrative Regulation
No. 7203
CLOVIS UNIFIED
SCHOOL DISTRICT
ACCOUNTABILITY PLANNING & RESEARCH
Records Management
EMPLOYEE USE OF TECHNOLOGY
PURPOSE:
To define and delineate safe and responsible uses of District provided technological
resources for employees.
This Administrative Regulation is not intended to exhaustively enumerate all possible uses or misuses.
These guidelines are subordinate to local, state and federal statutes.
The District provides technological resources (i.e., computers, Internet and Intranet access, server-based
storage, mobile devices, e-mail and voice mail) to support the “Strategic Plan.”
A. General Use
1. Employees shall be responsible for the appropriate use of technology and shall use the District’s
technological resources primarily for purposes related to their employment and consistent with the
objectives of CUSD.
2. Employees should never allow their computers to be used by students for any purpose or at any
time.
3. The Superintendent or designee may decide that particular uses are or are not related to
employment or consistent with the objectives of CUSD.
B. Permitted Uses
Employees may use technology resources for the following purposes:
1. To communicate with outside researchers and educators in connection with research or instruction.
2. To communicate and exchange information for professional development, to maintain currency, or
to debate educational issues.
3. For disciplinary-society, university association, government, advisory, or standards activities
related to the employees research and instructional activities.
4. For any other administrative communications, applications or activities in direct support of
research and instruction.
5. For interaction within the District as well as with other school districts or governmental agencies.
6. For posting or publishing instructional materials on web pages or certain sites on the Internet, so
long as such postings and/or publication do not violate the policies and procedures of CUSD.
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7. For use in applying for or administering grants or contracts for research or instruction.
8. For limited communication incidental to otherwise acceptable use, except for illegal or specifically
unacceptable use.
C. Prohibited Uses
Employees may not use technology resources for any inappropriate use at work or at home. The
District may use forensic software to analyze suspected violations of the Employee’s Use of
Technology Agreement. Unacceptable use of the District’s technology resources include, but are not
limited to the following:
1. Promoting unethical practices or any activity prohibited by law, Board Policy or Administrative
Regulations.
2. Accessing, posting, submitting, publishing or displaying harmful or inappropriate matter that is
threatening, obscene, disruptive or sexually explicit, or that could be construed as harassment or
disparagement of others based on their race/ethnicity, national origin, gender, sexual orientation,
age, disability, religion or political beliefs.
3. With malicious intent, renaming, or making unusable anyone else’s computer files, programs or
media storage systems.
4. Without prior authorization, accessing another’s system, resources, materials or password.
5. Advertising for personal profit.
6. Selling or purchasing illegal items or substances.
7. Introducing destructive software (bugs, viruses, worms, etc.).
8. Subscribing to online fee-based services charged to the District without prior written approval.
9. Tampering with computers, networks, printers or other associated equipment.
10. Remailing or use of “anonymous” or “aliases” to protect or conceal individual identities while
using District information technology systems or equipment.
11. Attempting to circumvent District security measures and systems.
12. Sending mass electronic mail messages on an “All District” basis without prior consent from their
Assistant Superintendent or other designated supervisor.
13. Placing on the District’s network computer hardware or peripherals that have not been District
certified.
14. Transmitting confidential information about students, employees or District operations without
authority.
15. Using a mobile device while operating a motor vehicle unless the mobile device is hands-free
approved.
16. Use of obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful language.
17. Posting information that could cause damage or danger of disruption.
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18. Engaging in personal attacks, including prejudicial or discriminatory attacks such as
“cyberbullying.”
19. Harassing another person. Harassment is persistently acting in a manner that distresses or annoys
another person.
20. Knowingly or recklessly posting false or defamatory information about a person or organization.
21. Accessing, transmitting or downloading large files, including “chain letters” or any type of
“pyramid schemes.”
22. Using CUSD internet or intranet property for personal benefit.
23. Using the network for non-academic related bandwidth intensive activities such as network games
or transmission of large audio/video files or serving as a host for such activities.
24. Gaining access to a District system, another staff member’s computer or files by any means,
including the use of keyloggers or related software utilities.
25. Sending chain e-mail messages.
26. Storing documents, pictures, or photos that are inappropriate or of a sexual nature.
27. Surfing the Internet or playing online games.
D. Public Records
1. Information stored on the District’s information and communications systems and equipment,
including e-mails, e-mail attachments, web postings, and voice mail messages may become records
of the District. All permanent District records, whether paper or computerized, are considered
public records and governed by the California Public Records Act (PRA).
2. Electronic mail is not intended for permanent storage. Electronic mail in-boxes and out-boxes
may be purged on a minimum 90-day basis by the District’s Technology Services Department.
Electronic mail is not backed-up on a permanent basis. The District stores electronic mail only to
the degree that allows the District to restore current electronic mail in the event of a systems failure.
It is the responsibility of employees to back-up any electronic mail they want to access, or that is
required to be kept by law, on a permanent basis. If electronic mail exchanges need to be retained
as permanent or interim records, they should be printed and filed accordingly.
3. The District reserves the right to access and disclose all messages and other electronic data sent
over its electronic mail system or stored in its files.
4. The District has the right to delete or retain any or all electronic files including e-mail of a District
employee who is no longer employed by the District.
E. Confidential Information
1. Employees shall exercise caution when sending confidential information on the e-mail system
because of the ease by which such information may be transmitted or intercepted.
2. Care should be taken in using e-mail to ensure messages are not inadvertently sent to the wrong
individual.
3. Employees shall exercise caution when storing confidential information on their local hard drive
and/or removable media due to the ease of copying or transmitting such information.
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4. Employees shall exercise caution when posting confidential information on any website to make
sure that website is a “secure” website.
F. Disclosure of Student Information on the Web
The following provisions address the disclosure of student information, posting student-created
material, and posting pictures of students on the District or site Web pages.
1. Group pictures without identification of individual students are permitted without parent approval.
2. For students in elementary and intermediate school, if parents have given permission to release
information, the following standards apply:
Students will use a limited student identification (first name and last initial), or
alternatively, first name only.
Student work may be posted with the limited student identification.
All student posted work will contain the student’s copyright notice using the limited
student identification.
3. For students in high school, parents may approve either the elementary/middle school standards or
the following standards:
a. Students may be identified by their full name.
b. Group or individual pictures of students with student identification are permitted
without specific parental approval.
c. Student work may be posted with student name.
d. All student posted work will contain the student’s copyright notice including the
student’s name.
G. Internet and Intranet Services
1. The Information Technology Services Department has technical responsibility for setting up and
managing Internet and Intranet resources, including user account maintenance.
2. District departments and school sites shall use the District’s web site for all Internet postings, and
shall not initiate new or separate services outside of the District’s designated services without the
consent of the Superintendent or designee.
3. The decision of the Superintendent’s office for appropriateness of materials and usage of Intranet
and Internet services shall be final.
4. District departments and school sites have the primary responsibility to ensure timeliness and
appropriateness of information posted on the District’s Intranet or Internet web sites pertaining to
their specific departments and school sites.
5. District departments and school sites shall designate a “content manager” for point of contact with
Information Technology Services and the Administrator-Community and Board Relations.
H. Intellectual Property Rights
1. District Employees shall not post material on Intranet or Internet services or send material via
e-mail which is copyrighted by a party other than the District.
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July 1, 2012 - June 30, 2017
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2. District Employees shall not download copyrighted materials without prior written consent from
the person or entity that owns the copyright.
3. District Employees shall not install unlicensed copyrighted materials on their computers.
4. District Employees should not install any software on their computers without prior consent of the
Information Technology Services Department.
I. System Use and Maintenance
Staff should remove or erase their e-mail and/or other files from the CUSD file servers regularly.
Information that must be retained as Education Code as a “Class 1 – Permanent” or “Class 2 –
Optional” record should first be printed and filed accordingly by the employee. E-mail or other files
stored on District servers are not considered private property and may be removed by Information
Technology Services.
1. Class 1 Permanent Records are defined in Section 16023(c) of the Title 5 of the Education Code.
Examples in the Education Code include:
a. Annual Reports
b. Official Actions and Minutes of the Governing Board or Committees thereof
c. Personnel Records
d. Student Records
e. All records pertaining to any accident or injury involving a minor for which a claim has been
filed
f. Property Records
2. Class 2 Optional Records are defined in Section 16024(c) of the Title 5 of the Education Code as
“Any record worthy of temporary preservation but not classified as Class 1 – Permanent may be
classified as Class 2 – Optional and shall then be retained until reclassified as Class 3 – Disposable.
If the Superintendent and Governing Board agree that classification should not be made by the time
specified in Section 16022, all records for the prior year may be classified as Class 2 – Optional
pending further review and classification within one year.”
J. Security
The District’s information technology system shall be protected from intrusion from outside sources, as
follows:
1. The District shall construct firewalls to prevent outside sources from gaining access to the District
system except when authorized by the Information Technology Services Department.
2. Employees will immediately notify the system administrator if they have identified a possible
security problem. Employees are not to go looking for security problems, because this may be
construed as an illegal attempt to gain access.
3. The public shall not have direct access to the District’s Intranet servers. All public access will be
through the Internet server.
4. Sensitive student and employee information shall be transmitted only through secure connections.
5. Attempts by employees to disable, defeat, or circumvent any District facility, regardless of the
success or failure of the attempts are prohibited.
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6. Employees must not attempt to access any data or programs for which they do not have
authorization or explicit consent.
7. Access to CUSD Information Technology equipment must be properly documented, authorized
and controlled.
8. Prohibited activities include, but are not limited to the following:
a. Attempts by employees to decrypt operating system, network, application and/or
remote system passwords.
b. Attempting to gain unauthorized access to the District data network or to any other computer
system through the District data network or going beyond the employee’s authorized access.
This includes attempting to log in through another person’s account or access another person’s
files.
c.
The copying of District network security, operating system security, and/or
configuration files.
d.
Any attempt to unlawfully secure a higher level of privilege than assigned on any
District network or system.
e.
Using District information and communications systems or equipment to gain or
attempt to gain unauthorized access to other communication systems (hacking).
f.
Using District information and communications systems or equipment to connect to a
system in order to circumvent the physical security limitations of another system.
g.
Any intentional attempts to infiltrate, sabotage, disrupt, disable, or “crash” any network
system or program.
h.
The willful introduction of computer “viruses,” “worms,” “Trojan horses,” “trap-door
code,” “denial of service attacks” or any other disruptive programs into the District’s computer
system or network.
K. Accounts and Passwords
1. Employees must obtain an authorized Domain Account and password from the Information
Technology Services Department to access technology resources.
2. Employees may be required to change their password for this account a minimum of once per
semester.
3. Accounts and passwords are confidential and shall not be shared with any other person.
4. Passwords should be created with a minimum complexity of eight (8) characters including a
combination of alpha characters, numeric characters, and symbols.
L. Purchasing of Technology Equipment and Software
1. All purchases of computer hardware, software and/or peripherals for use on District computers
must be pre-approved by Information Technology Services.
2. All commercial software used on CUSD Information Technology systems are copyrighted and
designated for District use. Employees must abide by license agreements.
M. Limitation of Liability
1. The District cannot guarantee the functions or services provided through the District’s data network
will be without error. The District will not be responsible for any damage employees may suffer,
Clovis Unified
July 1, 2012 - June 30, 2017
Page 86
including but not limited to, loss of data, interruption of service or exposure to inappropriate
material or people. The District is not responsible for the accuracy or quality of the information
obtained through the system. The District will not be responsible for financial obligations arising
through the unauthorized use of the system. Employees can be held financially responsible for
any harm that may result from their intentional misuse of the system.
2. Employees should use the information technology resources in the workplace at their own risk with
no expectation of privacy or confidentiality.
N. Acknowledgement
Each employee who uses any District technology resources must acknowledge receipt and
understanding of this Governing Board Policy and Administrative Regulation. A record of this
acknowledgment will be maintained in the employee’s personnel file. Inappropriate use shall result in
a cancellation of the employee’s user privileges, disciplinary action and/or legal action in accordance
with law, Board Policy and Administrative Regulations.
O. Equipment
Employees are responsible for returning all District equipment including, but not limited to, laptops and
BlackBerrys, in reasonable working condition when employment ends. Lost, stolen, or damaged
equipment will be the financial responsibility of the employee. Failure to return District equipment or
failure to pay for lost, stolen, or damaged equipment will result in legal action.
Adopted: 6/7/95
Amended: 4/97
Amended: 1/5/05
Amended: 7/30/08
Amended: 7/22/09
Clovis Unified
July 1, 2012 - June 30, 2017
Page 87
Exhibit
No. 7203
CLOVIS UNIFIED
SCHOOL DISTRICT
Technology Resources Use
EMPLOYEE USER AGREEMENT
Employee Name:
Please Print
I understand that the District may provide me access to the District’s technological resources for business
purposes, and that this access is a privilege, not a right. I acknowledge that I have been provided, read and
understand policies, regulations and guidelines regarding the use of District’s technological resources. I
further acknowledge that inappropriate use of the District’s technological resources shall result in a
cancellation of my user privileges, disciplinary action and/or legal action in accordance with law, Board
Policy and Administrative Regulations.
I have read, understand, and will abide by Board Policy and Administrative Regulation No. 7203 regarding
Employee Use of Technology.
Employee Signature
Date
Site/Department
ID#
Adopted: 1/5/05
Amended: 10/26/06
Amended: 7/30/08
Reviewed: 7/22/09
Clovis Unified
July 1, 2012 - June 30, 2017
Page 88
Board Policy
No. 7205
CLOVIS UNIFIED
SCHOOL DISTRICT
ACCOUNTABILITY PLANNING & RESEARCH
Records Management
STUDENT USE OF TECHNOLOGY
PURPOSE:
This document sets forth the rights and responsibilities for students under the
District’s Student Use of Technology and Administrative Regulation No. 7205.
The Governing Board intends that technological resources provided by the District be used in a
responsible and proper manner in support of the instructional program and for the advancement of
student learning.
Students should expect no privacy in the context of personal files, e-mails, or while using the
District’s technological resources. All student use of District technology may be supervised and
monitored. The District’s monitoring of technology resources, including Internet usage, can
reveal all activities engaged in while using the District’s data network.
The Superintendent or designee shall notify students and parents/guardians about authorized uses
of District computers and consequences for unauthorized use and/or unlawful activities.
A. On-Line Services/Internet Access
1. The Superintendent or designee shall ensure that all District computers with Internet access
have a technology protection measure that blocks or filters Internet access to visual
depictions that are obscene, child pornography, or harmful to minors, and that the
operation of such measures is enforced.
2. The Board desires to protect students from access to harmful matter on the Internet or other
on-line services. The Superintendent or designee shall implement rules and procedures
designed to restrict students’ access to harmful or inappropriate matter on the Internet.
He/she also shall establish regulations to address the safety and security of students when
using electronic mail, chat rooms and other forms of direct electronic communication.
3. Disclosure, use and dissemination of personal identification information regarding
students are prohibited.
4. Employees shall supervise students while they are using on-line services and may ask
teacher aides and student aides to assist in this supervision.
B. Development and Maintenance of Regulations
The District administration will develop and maintain regulations
1. to protect against the unauthorized disclosure, use or dissemination of personal or
confidential information of students;
2. to limit access to inappropriate materials on the Internet and world wide web;
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3. to protect against illegal activities, including computer security violations, actions taken to
disrupt the performance of a computer system and the use of the Internet to engage in other
criminal acts;
4. to prohibit use of inappropriate language;
5. to prohibit plagiarism;
6. to protect against actions or use that may disrupt or jeopardize the security or effective
performance of the District’s computer network or the Internet, and preventing
unauthorized access;
7. for employees pertaining to the transmission of student confidential information via direct
electronic communications to ensure that such transmissions are in compliance with the
federal and state student privacy laws;
8. for employees and students to ensure the protection of student personal information when
accounts are established or information is provided by or about students on third party
web sites;
9. addressing the disclosure of student information, posting student-created material, and
posting pictures of students on the District web site;
10. to promote the effective educational use of the Internet, protect the privacy rights and other
rights of students and employees, limit potential liability of the District for the
inappropriate placement of material on the District website, and present a District website
with an image that will reflect well on the District, schools, employees, and students;
11. that will protect the rights of copyright holders, including students and employees, related
to material that is accessed through or placed in the Internet;
12. to specify acceptable and unacceptable uses of the computer network and of external
electronic resources; and
13. to specify acceptable and unacceptable uses of electronic mail.
14. to provide age-appropriate instruction regarding safe and appropriate behavior on social
networking sites, chat rooms, and other Internet services.
C. Contracts with Third Party Providers
The District will review contracts with third party providers of data management services to
ensure compliance with federal and state student privacy laws.
D. Annual Notice
Each school will provide an annual written notice to the parents/guardians of students about
the District Internet system, the policies governing its use, and the limitation of liability of the
District. Parents/guardians and students must sign a users agreement acknowledging they
have been provided a copy and have read and understand the policy, regulations and guidelines
regarding the use of District’s technological resources. This agreement also provides the
option to have the parent/guardian designate permission for their student’s unsupervised use of
the Internet. Upon receipt of the executed agreement, the student will be issued an Internet
Use Permit (or some other method of designating permission). Parents/guardians have the
right at any time to investigate the contents of their child’s e-mail files. Parents/guardians
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have the right to request the termination of their child’s Internet access at any time by updating
their student’s Internet Permission Form and Student Use Agreement.
E. Administrative Responsibilities
The administrative responsibilities of the District administrative employees related to the
District Internet system are as follows:
1. The Superintendent, or designee, will serve as the coordinator to oversee the District
Internet system. The Superintendent is authorized to develop regulations and agreements
for the use of the District Internet system that are in accord with this policy statement, and
other District policies.
2. The building administrator, or designee, will serve as the building-level coordinators for
the District Internet system, will develop building-level regulations necessary to
implement this policy and District regulations, establish procedures to ensure adequate
supervision of students using the system, maintain executed user agreements, and be
responsible for interpreting this policy and related regulations at the building level.
3. The District Internet and Web Use Committee will be responsible for ongoing evaluation
of the issues related to this policy, related regulations, and the strategies implemented by
schools under this policy. The Internet and Web Use Committee will solicit input and
feedback from employees, students, parents, and the community in this evaluation process.
This Board Policy also represents the District’s good faith efforts to comply with Title II of the
Americans with Disabilities Act, Child Internet Protection Act (CIPA) and to increase effective
use of its web site.
In order to help ensure that the District adapts to changing technologies and circumstances, the
Superintendent or designee shall regularly review this Board Policy, the accompanying
Administrative Regulation and other procedures. He/she shall also monitor the District’s filtering
software to help ensure its effectiveness.
Adopted: 6/26/02
Amended: 1/5/05
Reviewed: 6/22/07
Amended: 7/8/09
Reviewed: 3/2/11
Education Code 48980, 51006, 51007, 51870-51874, 51870.5, 52270-52272, 60044
Penal Code sections 313, 502 and 632; 20 United States Code sections 6751-6777
47 United States Code section 254, 47 Code of Federal Regulations section 54.520
16 Code of Federal Regulations sections 312.1–312.12
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Administrative Regulation
No. 7205
CLOVIS UNIFIED
SCHOOL DISTRICT
ACCOUNTABILITY PLANNING & RESEARCH
Records Management
STUDENT USE OF TECHNOLOGY
PURPOSE:
To define and delineate acceptable and unacceptable uses of District provided
technological resources as well as technology tools and mobile devices that students
bring to school from home.
The term “technological resources” in this Regulation refers to computers, Internet and Intranet access,
server-based storage, e-mail and voice mail and other technology tools and mobile devices.
The term “network” in this regulation refers to a number of computers and other electronic tools that are
connected to each other for the purpose of communication and data sharing.
A. Educational Purpose
1. The District data network has been established for a limited educational purpose. The term
“educational purpose” includes classroom activities, continuing education, professional or career
development, and high-quality, educationally enriching personal research.
2. The District data network has not been established as a public access service or a public forum.
3. The District has the right to place reasonable restrictions on the material that students access or post
through the system. Students are also expected to follow the rules set forth in this Regulation, the
student disciplinary code, and the law in their use of the District data network.
4. Students may not use the District data network for commercial purposes. They may not offer,
provide, or purchase products or services through the District data network.
5. Students may not use the District data network for political lobbying. They may use the system to
communicate with elected representatives and to express their opinions on political issues.
B. External Electronic Information Resources
1. Acceptable Use of External Electronic Information Resources includes but is not limited to:
a. legitimate purposes related to the District’s educational mission by providing access to unique
resources and an opportunity for collaborative work.
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b. assignments that may require students to utilize external electronic information resources. As
with any student activity, it is the responsibility of staff members to exercise care in monitoring
and supervising, to the best of their ability, such student access to insure that students use such
resources in accordance with District policy.
c. training students in the skills needed to access external electronic resources, the provisions of
this Technology Use Policy, and the rules and procedures of the technological resource to
which they are gaining access.
d. expecting students to use good judgment at all times to insure that their activities while online
fall within the provisions of the District’s technology use policy.
2. Unacceptable Use of External Electronic Information Resources includes, but is not limited to the
following:
a. Any use of the District’s technological resources for illegal, inappropriate, obscene or
unauthorized purposes, or in support of such activities, is prohibited. Illegal activities shall be
defined as a violation of local, state, and/or federal laws. Inappropriate use shall be defined as
a violation of the intended use of the network, and/or purpose and goal. Obscene activities
shall be defined as a violation of generally accepted social standards for use of a
publicly-owned and operated communication vehicle.
Restrictions against inappropriate language apply to all speech communicated through the
District data network, including but not limited to public messages, private messages, and
material posted on web pages.
b. Attempting to gain unauthorized access to the District data network or to any other computer
system through the District data network or go beyond authorized access. This includes
attempting to log in through another person’s account or access another person’s files.
c. Attempting to circumvent District security measures and systems including the use of proxies
to access blocked sites and or anonymous resources (email or otherwise).
d. Causing a disruption of the District’s data network due to activities such as peer-to-peer file
sharing.
e. Using the District data network to engage in any other illegal act, such as arranging for a drug
sale or the purchase of alcohol, engaging in criminal gang activity, threatening the safety of a
person, etc.
f.
Using obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful
language.
g. Posting information that could cause damage or a danger of disruption.
h. Engaging in personal attacks, including prejudicial or discriminatory attacks such as
“cyberbullying.”
i.
Harassing another person. Harassment is persistently acting in a manner that distresses or
annoys another person. When a student is told by a person to stop sending him or her
messages, they must stop.
j.
Creating, accessing, storing, posting, submitting, publishing or displaying harmful or
inappropriate matter that is threatening, obscene, disruptive or sexually explicit, or that could
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be construed as harassment or disparagement of others based on their race/ethnicity, national
origin, gender, sexual orientation, age, disability, religion or political beliefs.
Harmful matter includes matter, taken as a whole, which to the average person applying
contemporary statewide standards, appeals to the prurient interest and is matter which depicts
or describes in a patently offensive way sexual conduct and which lacks serious literacy,
artistic, political or scientific value for minors.
k. Knowingly or recklessly posting false or defamatory information about a person or
organization.
l.
Violating the rules of another organization’s networks or computing resources.
m. Using the District’s technological resources to engage in commercial activities, product
advertisement, soliciting votes, or political lobbying.
n. Copying or transferring unauthorized copyrighted materials, violating license.
o. Creating and/or placing a computer virus on any network or device. Deliberate attempts
to degrade or disrupt system performance of the network or any other computer system or
network on the Internet by spreading computer viruses is considered criminal activity under
state and federal law.
p. Using an impersonation.
Real names must be used; pseudonyms are not allowed.
q. Using the network to send or receive a message that is inconsistent with the school’s code
of conduct.
r.
Using the network to request home phone numbers and, later, making obscene,
threatening, or annoying phone calls to the numbers.
s. Disclosing, using or disseminating personal identification information about themselves or
others when using electronic mail, chat rooms, or other forms of direct electronic
communication. Students are also cautioned not to disclose such information by other
means to individuals located through the Internet without permission of their
parents/guardians.
Personal information includes the student’s name, address, telephone number, social
security number, or other individually identifiable information.
t.
Violating any state or federal law, or any provision of the Education Code.
u. Using the system to encourage the use of drugs, alcohol or tobacco, nor shall they promote
unethical practices or any activity prohibited by law or Board policy.
v. Tampering with computer hardware or software, unauthorized entry into computers, or
knowledgeable vandalism or destruction of computer files is prohibited. Such activity is
considered a crime under state and federal law.
w. “Attacking” or arguing with correspondents; persuade them with facts and be polite.
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x. Posting messages to groups that the student does not know. The wider a student’s
network ID is sent out, the more opportunity provided for unwanted messages.
y. Sending, or encouraging others to send, abusive messages.
z. Installing software tools that could be used for accessing another system or account.
aa. Using a teacher’s computer for any purpose.
bb. Deleting, copying or modifying another user’s files or data.
cc. Using the network for bandwidth intensive activities such as network games or transmission of
large audio/video files or serving as a host for such activities.
C. District E-Mail
1. Acceptable use of District e-mail includes, but is not limited to the following:
a. Sending messages without interrupting a class or meeting.
b. Sending out information to a wide range of people in a nearly instantaneous manner.
c. Transmitting documents to a work group.
2. Unacceptable use of District e-mail includes, but is not limited to the following:
a. Personal business, commercial activity, product advertisement, or political lobbying.
b. Transmitting messages that are racist, sexist, inflammatory, threatening, or obscene.
c. Using another individual’s account without written permission from that person. All use of
the system must be under the user’s own account.
d. Reading other users’ electronic mail or files.
e. Attempting to interfere with other users’ ability to send or receive electronic mail.
f. Attempting to delete, copy, modify or forge other users’ mail.
The person in whose name an account is issued is responsible at all times for its proper use.
E-mail is not private.
authorities.
Messages relating to or in support of illegal activities must be reported to the
The District reserves the right to monitor any on-line communications for improper use. Electronic
communications and downloaded material, including files deleted from a user’s account, may be
monitored or read by District officials to ensure proper use of the system.
D. Student Cellular Phones and Other Electronic Devices
Students shall not use a cellular phone or other electronic device without permission during the school
day, while riding on a school bus, or at any time while students are under the supervision of District
employees, unless essential to the health of the student.
If a disruption occurs or a student uses any cellular phone or other electronic device for improper
activities, a school employee may confiscate the device.
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If there is reasonable suspicion the student is violating the law, Board Policy, Administrative
Regulation, or other rules of the District, school officials may search the cellular phone or other
electronic device, including, but not limited to, reviewing messages or viewing pictures.
If confiscated, the device will be returned at a time determined by school officials.
E. Access to Materials
1. Students may not use the District data network to access material in violation of the following
standards:
a. Prohibited Material.
Prohibited material may not be accessed at any time, for any
purpose. The District designates the following types of materials as prohibited: obscene
materials, child pornography, material that appeals to a prurient or unhealthy interest in, or
depicts or describes in a patently offensive way, violence, nudity, sex, death, or bodily
functions, materials that promote or advocate satanic group membership, material that has
been designated as for “adults” only, and material that promotes or advocates illegal
activities.
b. Restricted Material. Restricted material may not be accessed by elementary or middle
school students at any time for any purpose. Restricted material may be accessed by high
school students in the context of specific learning activities that have been approved by a
teacher. Materials that may fall within prohibited material that have clear educational
relevance, such as material with literary, artistic, political, or scientific value, will be
considered to be restricted. In addition, restricted material includes materials that
promote or advocate the use of alcohol and tobacco, hate and discrimination, cult group
membership, school cheating, and weapons. Sites that contain personal advertisements or
facilitate making online connections with other people are restricted unless such sites have
been specifically approved by the school.
c. Limited Access Material. Limited access material is material that is generally considered to
be non-educational or entertainment. Limited access material may be accessed in the
context of specific learning activities that are directed by a teacher or during periods of time
that a school may designate as “open access” time. Limited access material includes such
material as electronic commerce, games, jokes, recreation, entertainment, sports, and
investments.
The District has installed a technology protection measure to help protect against access to
inappropriate material. The determination of whether material is appropriate or inappropriate is
based on the content of the material and the intended use of the material, not on the protection
actions of the technology protection measure.
F. Privacy and Communication Safety Requirements
1. Personal contact information includes a student’s name together with other information that would
allow an individual to locate them, including, but not limited to, their parent’s name, their home
address or location, their work address or location, or their phone number.
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a. Elementary or middle school students will not disclose their full name or any other personal
contact information for any purpose.
b. High school students will not disclose personal contact information, except to education
institutions for educational purposes, companies or other entities for career development
purposes, or with specific staff approval.
c. As noted above, students will not disclose names, personal contact information, or any other
private or personal information about other students under any circumstances. They will not
forward a message that was sent to them privately without permission of the person who sent
them the message.
d. Students will not agree to meet with someone they have met online without their parent’s
approval and participation.
e. Students will promptly disclose to their teacher or other school staff any message they receive
that is inappropriate or makes them feel uncomfortable.
messages until instructed to do so by a staff member.
They should not delete such
G. Plagiarism and Copyright Infringement
1. Students will not plagiarize works they find on the Internet. Plagiarism is taking the ideas or
writings of others and presenting them as if they were theirs.
2. Students will respect the rights of copyright owners in their use of materials found on,
disseminated through, or posted to the Internet. Copyright infringement occurs when a
person inappropriately reproduces a work that is protected by a copyright. Copyright law can
be very confusing. If a student is uncertain whether it is appropriate to copy or use material,
they should ask a teacher.
H. System Security and Resource Limits
1. System Security
a. If a student has an individual domain or e-mail account, he or she is responsible for that
individual account and should take all reasonable precautions to prevent others from being
able to access it. Under no conditions should they provide their password to another
person.
b. Students will immediately notify a teacher or the system administrator if they have
identified a possible security problem. They are not to go looking for security problems,
because this may be construed as an illegal attempt to gain access.
c. Students will avoid the inadvertent spread of computer viruses by following the District virus
protection procedures.
d. Students will not attempt to gain access to a District system, another student or staff member’s
computer or files by any means including the use of keyloggers or related software utilities.
2. Resource Limits
As noted above, the District data network has been established for a limited educational purpose.
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a. Students will not download large files unless absolutely necessary. If necessary, the file
should be downloaded at a time when the system is not being heavily used and immediately
removed from the system computer to a personal computer.
b. Students will not misuse District, school, or personal distribution lists or discussion groups
for sending irrelevant messages.
c. Students will check their e-mail frequently, delete unwanted messages promptly, and stay
within e-mail quotas.
d. Students will subscribe only to approve high quality discussion groups that are relevant to
school related tasks or career development.
e. Excessive use of the District data network may raise a reasonable suspicion that a student is
using the system in violation of District policy and regulations.
I.
Student Rights and Expectations
1. Free Speech
A student’s right to free speech and access to information applies to his or her use of the Internet.
The District may restrict access to materials for valid educational reasons. The District will not
restrict access to information and ideas based on viewpoint discrimination. The District data
network is considered a limited public forum. The District may restrict student speech for valid
educational reasons. The District will not restrict speech on the basis of a disagreement with the
opinions expressed by a student.
2. Copyright
Students own the copyright to works that they have created in school or for a class assignment. If
the work is created jointly, each student will have joint ownership of the copyright. Students and
their parent/guardian must agree to post student work on the school or District web site. Student
work will be posted with the student’s copyright notice.
3. Privacy
As noted above, students should expect no privacy in the contents of personal files or while using
the District Internet.
All student use of the Internet may be supervised and monitored. The District’s monitoring of
Internet usage can reveal all activities engaged in while using the District’s network.
Routine maintenance and monitoring of the District data network may lead to discovery that a
student has violated this Regulation, the student disciplinary code, or the law. An individual
search will be conducted if there is reasonable suspicion that a student has violated this Regulation,
the student disciplinary code, or the law. The investigation will be reasonable and related to the
suspected violation.
Parents or guardians have the right to request to see the contents of their student’s personal
computer and e-mail files at any time.
4. Due Process
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The District will cooperate fully with local, state, or federal officials in any investigation related to
any illegal activities conducted through the District data network.
a. In the event there is a claim that a student has violated this Regulation or student disciplinary
code in their use of the District data network, the student will be provided with notice and an
opportunity to be heard in the manner set forth in the student disciplinary code.
b. If the violation also involves a violation of other provisions of the student disciplinary code, it
will be handled in a manner described in the code. Additional restrictions may be placed on
the student’s use of the District data network.
c. It is in the best interest of all users to have a smoothly running, secure network that can be
counted on to function when needed. Network administrators are charged with securing the
operation of District networks. It is the responsibility of District users to avoid violating
security provisions. While some users may possess the knowledge and skills to overcome
network security provisions, it would be an ethical violation to do so. Users who identify a
security problem should notify the proper authority immediately.
d. Any user identified as a security risk will be denied access to the information system.
e. System operators will have access to all user accounts, including electronic mail. Violations
of the use of technology policy or regulation will result in cancellation of the user’s access to
the system.
5. Privileges
The use of the District facilities and/or resources is a privilege, not a right, and inappropriate use of
these facilities and/or resources will result in a cancellation of those privileges, disciplinary action
and/or legal action in accordance with law and Board policy.
6. Vandalism
Students may not engage in vandalism of the District’s technological resources. Vandalism is
defined as any malicious attempt to harm or destroy data of another user or any other agencies or
networks that are connected to the system. This includes, but is not limited to, the uploading or
creation of computer viruses or accessing another system. Any vandalism will result in the loss of
computer services, disciplinary action, and legal referral.
C.
Limitation of Liability
1. The District does not guarantee that the functions or services provided through the District data
network will be without error.
2. The District is not responsible for any damage a student may suffer, including but not limited to,
loss of data, interruption of service, or exposure to inappropriate material or people.
3. The District is not responsible for the accuracy or quality of the information obtained through the
system, caused by the District, the District’s negligence or by the user’s errors or omissions.
4. The District is not responsible for financial obligations arising through the unauthorized use of the
system. Parents or guardians will be held financially responsible for any harm that may result
from their intentional misuse of the system. A student may only use the system if his or her parent
or guardian has signed a disclaimer of claims for damages against the District.
This Regulation is applicable to any user of the CUSD network, and refers to all information resources
whether individually controlled, or shared, standalone or networked. Individual sites may define
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“conditions of use” for networks under their control. Such statements should be consistent with this
overall regulation but may provide additional detail, guidelines and/or restrictions. Where such
“conditions of use” exist, enforcement mechanisms defined therein shall apply. Where use of external
networks is involved, policies governing such use also are applicable and must be adhered to.
The Superintendent or designee shall provide age-appropriate instruction regarding safe and
appropriate behavior on social networking sites, chat rooms, and other Internet services. Such
instruction shall include, but not be limited to, the dangers of posting personal information online,
misrepresentation by online predators, how to report inappropriate or offensive content or threats,
behaviors that constitute cyberbullying, and how to respond when subjected to cyberbullying.
It is the responsibility of the principal to ensure that each student and that student's parent or guardian
receives a copy of these regulations at the beginning of each year (e.g. in the Student/Parent Handbook).
Each site will also maintain a signed record acknowledging receipt of these regulations.
Adopted: 1/5/05
Amended: 6/22/07
Amended: 6/18/08
Amended: 7/8/09
Revised: 3/2/11
Clovis Unified
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Exhibit
No. 7205
CLOVIS UNIFIED
SCHOOL DISTRICT
Technology Resources Use
STUDENT USER AGREEMEN
Student Name:
Please Print
I understand that the District may provide me access to the District’s technological resources for
educational purposes, and that this access is a privilege, not a right. I acknowledge that I have been
provided, read and understand policies, regulations and guidelines regarding the use of District’s
technological resources. I further acknowledge that inappropriate use of the District’s technological
resources shall result in a cancellation of my student user privileges, disciplinary action and/or legal action
in accordance with law, Board Policy and Administrative Regulations.
I have read, understand, and will abide by Board Policy and Administrative Regulation No. 7205 regarding
Student Use of Technology.
Student Signature
Date
School Site
ID#
Parent/Guardian Signature
Date
Clovis Unified
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Permission for Internet Use:
I hereby give permission for my child to use the Internet. I understand that this permission includes
permission for my child to independently access information through the Web, receive e-mail
communications through a class account and engage in other educationally relevant electronic
communication activities and provide personal information to others for education or career
development reasons or as approved by school staff.
I do not give permission for my child to use the Internet except when supervised as a part of regular,
classroom instruction.
Parent/Guardian Signature
Date
Adopted: 1/5/05
Amended: 10/26/06
Reviewed: 6/22/07
Amended: 6/18/08
Reviewed: 7/8/09
Reviewed: 3/2/11
Clovis Unified
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2012 Clovis Unified Employee Technology Proficiency Survey Results
Number of records in this query:
Total records in survey:
Percentage of total:
2888
2888
100.00%
What type of employee are you?
Answer
Certificated (1)
Certificated Management (2)
Classified (3)
Classified Management (4)
Other (5)
No answer
Not completed or Not displayed
Count
1667
254
778
153
31
5
0
Percentage
57.72%
8.80%
26.94%
5.30%
1.07%
0.17%
0.00%
I mainly work at a(n):
Answer
Elementary School Site (1)
Intermediate School Site (2)
High School Site (3)
Adult School (4)
District Office Campus (5)
Other (6)
No answer
Not completed or Not displayed
Count
1341
333
759
67
236
147
5
0
Percentage 2883
46.43%
11.53%
26.28%
2.32%
8.17%
5.09%
0.17%
0.00%
How long have you worked for Clovis Unified?
Answer
less than 4 years (1)
4-10 years (2)
10-15 years (3)
15-20 years (4)
20-25 years (5)
more than 25 years (6)
No answer
Not completed or Not displayed
Count
288
832
627
492
365
279
5
0
Percentage
9.97%
28.81%
21.71%
17.04%
12.64%
9.66%
0.17%
0.00%
How long have you worked in education (including CUSD)?
Answer
less than 4 years (1)
4-10 years (2)
10-15 years (3)
15-20 years (4)
20-25 years (5)
more than 25 years (6)
No answer
Not completed or Not displayed
Count
190
617
649
555
421
451
5
0
Percentage
6.58%
21.36%
22.47%
19.22%
14.58%
15.62%
0.17%
0.00%
Clovis Unified
2883
57.8%
8.8%
27.0%
5.3%
1.1%
July 1, 2012 - June 30, 2017
Page 103
Rate your skill level in Internet functions.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Count
11
Percentage
0.38%
74
2.56%
380
13.16%
1157
40.06%
778
26.94%
415
14.37%
No answer
3
0.10%
Not completed or Not displayed
70
2.42%
Count
11
Percentage
0.38%
93
3.22%
408
14.13%
1223
42.35%
736
25.48%
343
11.88%
No answer
4
0.14%
Not completed or Not displayed
70
2.42%
Count
51
Percentage
1.77%
140
4.85%
542
18.77%
1144
39.61%
Rate your skill level in general computer knowledge and
functions.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Rate your skill level in Information Literacy.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
Clovis Unified
July 1, 2012 - June 30, 2017
Page 104
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
683
23.65%
254
8.80%
No answer
4
0.14%
Not completed or Not displayed
70
2.42%
Count
53
Percentage
1.84%
232
8.03%
571
19.77%
1128
39.06%
600
20.78%
230
7.96%
No answer
4
0.14%
Not completed or Not displayed
70
2.42%
Count
16
Percentage
0.55%
84
2.91%
313
10.84%
1187
41.10%
870
30.12%
344
11.91%
No answer
4
0.14%
Not completed or Not displayed
70
2.42%
Rate your skill level in Internet Safety.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Rate your skill level in Email functions.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Rate your skill level in Word Processing.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 105
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Count
39
Percentage
1.35%
126
4.36%
292
10.11%
908
31.44%
940
32.55%
509
17.62%
No answer
4
0.14%
Not completed or Not displayed
70
2.42%
Count
240
Percentage
8.31%
382
13.23%
682
23.61%
805
27.87%
492
17.04%
212
7.34%
No answer
5
0.17%
Not completed or Not displayed
70
2.42%
Count
269
Percentage
9.31%
490
16.97%
758
26.25%
782
27.08%
362
12.53%
Rate your skill level in presentation software.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Rate your skill level in spreadsheet software.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
Clovis Unified
July 1, 2012 - June 30, 2017
Page 106
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
152
5.26%
No answer
5
0.17%
Not completed or Not displayed
70
2.42%
Count
414
Percentage
14.34%
598
20.71%
822
28.46%
711
24.62%
197
6.82%
70
2.42%
No answer
6
0.21%
Not completed or Not displayed
70
2.42%
Count
82
Percentage
2.84%
184
6.37%
384
13.30%
899
31.13%
811
28.08%
452
15.65%
No answer
6
0.21%
Not completed or Not displayed
70
2.42%
Count
Percentage
Rate your skill level in database software.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Rate your understanding of ethical use of technology.
Answer
NA: I do not possess any skill in this area (1)
1-Beginning Level: I have limited awareness of functions and/or
skill in this area (2)
2-Beginning Intermediate Level: I am aware of some functions
and practicing these skills from time to time. (3)
3-Intermediate Level: I am aware of many features and practice
these skills regularly. (4)
4-Advanced Intermediate Level: I am aware of many features,
practice these skills, and am able to instruct students in this area.
(5)
5-Advanced Level: I am aware of the major features, practice
these skills, and able to help students and colleagues in this area.
(6)
Please identify which of the following technologies (software)
you use in your job.
Answer
Clovis Unified
July 1, 2012 - June 30, 2017
Page 107
Accelerated Reader/Math (1)
Adobe InDesign (2)
Adobe Photoshop (3)
Adobe Premier (4)
BiTech (5)
Blogs (6)
BrainPop (7)
Chat (8)
Docushare (9)
Educational Websites (10)
Email (Outlook) (11)
Event Management System (EMS) (12)
Google Docs (13)
Google Earth, Maps, Translator, etc. (14)
Google Search (15)
Google Sites (16)
Illuminate (17)
iTunes (18)
Microsoft Word, Excel, Powerpoint, or Access (19)
Novus Agenda (20)
Promethean Board Software (ActivInspire) (21)
Skype (22)
SMART Board Software (SMART Notebook) (23)
Social Networking (24)
Twitter (25)
Tyler Munis (26)
Wikis (27)
YouTube (28)
Zangle (29)
Other
690
181
487
233
275
149
408
112
790
1632
2653
295
838
1086
2249
1377
1288
775
2405
38
309
278
282
457
125
326
172
1167
1967
219
23.89%
6.27%
16.86%
8.07%
9.52%
5.16%
14.13%
3.88%
27.35%
56.51%
91.86%
10.21%
29.02%
37.60%
77.87%
47.68%
44.60%
26.84%
83.28%
1.32%
10.70%
9.63%
9.76%
15.82%
4.33%
11.29%
5.96%
40.41%
68.11%
7.58%
Answer
Count
Percentage
Cell Phone (1)
Digital Cameras, Scanners, or Video Cameras (2)
Document Camera (3)
Employee-run Computer/Laptop (4)
GPS Units (5)
Graphing Calculators (6)
Interactive Whiteboard (SMART, Promethean, or other) (7)
iPads (8)
iPods (9)
LCD Projector (10)
Mobile Computer Lab (11)
Overhead Projector (12)
Students Response Systems (SMART, Promethean, iClickers,
etc.) (13)
1569
1682
1498
2064
186
87
459
410
288
1337
106
706
54.33%
58.24%
51.87%
71.47%
6.44%
3.01%
15.89%
14.20%
9.97%
46.30%
3.67%
24.45%
282
9.76%
Please identify which of the following technologies (hardware)
you use in your job.
Clovis Unified
July 1, 2012 - June 30, 2017
Page 108
Student-run Computer/Laptop (14)
749
25.93%
VCR/DVD Player (15)
Web Camera (16)
Other
1751
426
72
60.63%
14.75%
2.49%
Are you a classroom teacher?
Answer
Yes (Y)
No (N)
No answer
Not completed or Not displayed
Count
1417
1340
3
128
Percentage
49.07%
46.40%
0.10%
4.43%
Count
31
Percentage 1412
1.07%
2.2%
98
3.39%
6.9%
342
11.84%
24.2%
506
17.52%
35.8%
303
10.49%
21.5% 30.8%
132
4.57%
9.3%
No answer
17
0.59%
Not completed or Not displayed
1459
50.52%
Count
81
Percentage 1412
5.7%
175
6.06%
12.4%
417
14.44%
29.5%
437
15.13%
30.9%
226
7.83%
16.0% 21.4%
76
2.63%
5.4%
No answer
17
0.59%
Not completed or Not displayed
1459
50.52%
How well do I integrate technology tools when I teach?
Answer
NA: I have never integrated technology tools when I teach. (1)
1-Beginning Level / Low Frequency: I have tried integrating
technology tools. (2)
2-Beginning Intermediate Level: I integrate technology tools from
time to time. (3)
3-Intermediate Level: I integrate technology tools frequently. (4)
4-Advanced Intermediate Level: I integrate technology regularly
using multiple tools. (5)
5-Advanced Level: I integrate technology regularly, using
multiple tools, and am able to help colleagues in this area. (6)
How well do I use multimedia resources?
Answer
NA: I have never used graphics/multimedia resources practice. (1)
1-Beginning Level / Low Frequency: I have used
graphics/multimedia resources at least once. (2)
2-Beginning Intermediate Level: I use graphics/multimedia
resources from time to time. (3)
3-Intermediate Level: I use graphics/multimedia resources
frequently. (4)
4-Advanced Intermediate Level: I use multiple
graphics/multimedia resources regularly. (5)
5-Advanced Level: I use multiple graphics/multimedia resources
regularly, and am able to help colleagues in this area. (6)
How well do I use technology tools to encourage student
collaboration and peer evaluation?
Clovis Unified
July 1, 2012 - June 30, 2017
Page 109
Answer
Count
Percentage 1411
264
9.14%
18.7%
278
9.63%
19.7%
384
13.30%
27.2%
313
10.84%
22.2%
139
4.81%
9.8%
33
1.14%
2.3%
No answer
18
0.62%
Not completed or Not displayed
1459
50.52%
Count
398
Percentage 1410
13.78%
28.2%
333
11.53%
23.6%
196
6.79%
13.9%
202
6.99%
14.3%
156
5.40%
11.0% 19.9%
125
4.33%
8.9%
No answer
19
0.66%
Not completed or Not displayed
1459
50.52%
Count
Percentage 1411
39
1.35%
2.8%
121
4.19%
8.6%
NA: I have never used technology tools to encourage student
collaboration and peer evaluation. (1)
1-Beginning Level / Low Frequency: I have tried using
technology tools to encourage student collaboration and peer
evaluation at least once. (2)
2-Beginning Intermediate Level: I use technology tools to
encourage student collaboration and peer evaluation from time to
time. (3)
3-Intermediate Level: I use technology tools to encourage student
collaboration and peer evaluation frequently. (4)
4-Advanced Intermediate Level: I use multiple technology tools
to encourage student collaboration and peer evaluation regularly.
(5)
5-Advanced Level: I use multiple technology tools to encourage
student collaboration and peer evaluation regularly, and am able
to help colleagues in this area. (6)
How well do I use a classroom web page?
Answer
NA: I have never used a classroom web page. (1)
1-Beginning Level / Low Frequency: I have tried creating a
classroom web page at least once. (2)
2-Beginning Intermediate Level: I currently have a simple
classroom web page and update it from time to time. (3)
3-Intermediate Level: I currently have a simple classroom web
page and I update it frequently. (4)
4-Advanced Intermediate Level: I currently have a classroom web
page that has several pages and I update it regularly. (5)
5-Advanced Level: I update my classroom web page regularly,
and am able to help colleagues in this area. (6)
12.2%
How well do I use technology to improve two-way
communication between home and school?
Answer
NA: I have never used technology to improve two-way
communication between home and school. (1)
1-Beginning Level / Low Frequency: I have used technology to
improve two-way communication between home and school at
least once. (2)
Clovis Unified
July 1, 2012 - June 30, 2017
Page 110
2-Beginning Intermediate Level: I use technology to improve
two-way communication between home and school from time to
time. (3)
3-Intermediate Level: I use technology to improve two-way
communication between home and school frequently. (4)
4-Advanced Intermediate Level: I use multiple technology tools
to improve two-way communication between home and school
regularly. (5)
5-Advanced Level: I use multiple technology tools to improve
two-way communication between home and school regularly, and
am able to help colleagues in this area. (6)
266
9.21%
18.8%
565
19.56%
40.0%
302
10.46%
21.4% 29.8%
118
4.09%
8.4%
No answer
18
0.62%
Not completed or Not displayed
1459
50.52%
Count
Percentage 1410
77
2.67%
5.5%
How well do I use technology tools for student
record-keeping? (Zangle)
Answer
NA: I have never used technology for student record-keeping and
assessment. (1)
1-Beginning Level / Low Frequency: I have used technology for
student record-keeping and assessment at least once. (2)
2-Beginning Intermediate Level: I use technology for student
record-keeping and assessment from time to time. (3)
3-Intermediate Level: I use technology for student record-keeping
and assessment frequently. (4)
4-Advanced Intermediate Level: I use multiple technology tools
for student record-keeping and assessment regularly. (5)
5-Advanced Level: I use multiple technology tools for student
record-keeping and assessment regularly, and am able to help
colleagues in this area. (6)
49
1.70%
3.5%
107
3.70%
7.6%
369
12.78%
26.1%
521
18.04%
36.9% 57.3%
287
9.94%
20.3%
No answer
19
0.66%
Not completed or Not displayed
1459
50.52%
Count
Percentage 1409
146
5.06%
10.3%
113
3.91%
8.0%
282
9.76%
20.0%
459
15.89%
32.5%
How well do I use technology tools for student assessment?
(Illuminate)
Answer
NA: I have never used technology for student record-keeping and
assessment. (1)
1-Beginning Level / Low Frequency: I have used technology for
student record-keeping and assessment at least once. (2)
2-Beginning Intermediate Level: I use technology for student
record-keeping and assessment from time to time. (3)
3-Intermediate Level: I use technology for student record-keeping
and assessment frequently. (4)
Clovis Unified
July 1, 2012 - June 30, 2017
Page 111
4-Advanced Intermediate Level: I use multiple technology tools
for student record-keeping and assessment regularly. (5)
5-Advanced Level: I use multiple technology tools for student
record-keeping and assessment regularly, and am able to help
colleagues in this area. (6)
290
10.04%
20.5% 29.0%
119
4.12%
8.4%
No answer
20
0.69%
Not completed or Not displayed
1459
50.52%
Answer
Count
Percentage 1409
NA-Never (1)
1-Infrequently (once or twice a quarter) (2)
2-From time to time (a few times a quarter) (3)
3-Frequently (at least every other week) (4)
4-Regularly (at least once a week) (5)
5- Almost daily (6)
No answer
Not completed or Not displayed
88
176
295
271
241
338
20
1459
3.05%
6.09%
10.21%
9.38%
8.34%
11.70%
0.69%
50.52%
Count
Percentage 1409
165
5.71%
11.7%
220
7.62%
15.6%
310
10.73%
22.0%
273
9.45%
19.3%
254
8.80%
18.0% 31.3%
187
6.48%
13.2%
No answer
20
0.69%
Not completed or Not displayed
1459
50.52%
Answer
Count
Percentage 1409
NA-Never (1)
1-Infrequently (once or twice a quarter) (2)
465
294
16.10%
10.18%
How frequently are technology tools integrated into student
learning activities?
6.2%
12.5%
20.9%
19.2%
17.1% 41.1%
23.9%
How frequently do students use technology resources to
achieve instructional goals?
Answer
NA-Students never use technology resources to achieve
instructional goals. (1)
1-Students use technology resources to achieve instructional goals
infrequently (once or twice a quarter). (2)
2-Students use technology resources to achieve instructional goals
from time to time (a few times a quarter) (3)
3-Students use technology resources to achieve instructional goals
frequently (at least every other week) (4)
4-Students use technology resources to achieve instructional goals
regularly (at least once a week) (5)
5- Students use technology resources to achieve instructional
goals almost daily (6)
How frequently do students use technology resources to
collaborate and/or give each other feedback?
Clovis Unified
32.9%
20.8%
July 1, 2012 - June 30, 2017
Page 112
2-From time to time (a few times a quarter) (3)
3-Frequently (at least every other week) (4)
4-Regularly (at least once a week) (5)
5- Almost daily (6)
No answer
Not completed or Not displayed
299
174
116
61
20
1459
10.35%
6.02%
4.02%
2.11%
0.69%
50.52%
Count
159
83
Percentage 1409
5.51%
11.3%
2.87%
5.9%
157
5.44%
11.1%
761
26.35%
53.9%
220
7.62%
15.6% 17.7%
29
1.00%
2.1%
No answer
20
0.69%
Not completed or Not displayed
1459
50.52%
Count
148
Percentage 1409
5.12%
10.5%
80
2.77%
5.7%
167
5.78%
11.8%
666
23.06%
47.2%
260
9.00%
18.4% 24.7%
88
3.05%
6.2%
No answer
20
0.69%
Not completed or Not displayed
1459
50.52%
Please list any technology staff development Clovis Unified
should offer.
Answer
No answer
Not completed or Not displayed
637
2101
150
22.06%
72.75%
5.19%
Rate your students' information literacy skills.
Answer
NA (1)
1-Poor (My students' information literacy skills are very low.) (2)
2-Below Average (My students' information literacy skills are not
as good as most students their age. ) (3)
3-Average (My students' information literacy skills are about the
same as most students their age.) (4)
4-Above Average (My students' information literacy skills are
better than most students their age.) (5)
5- Excellent (My students' information literacy skills are superior
to most students regardless of age.) (6)
Rate your students' access to computer-based and online
technology.
Answer
NA-None (1)
1-Poor (students have very little access to computer-based and
online technology) (2)
2-Below Average (my students have less access to
computer-based and online technology as most students their age)
3-Average (my students have about the same access to
computer-based and online technology as most students their age)
4-Above Average (my students have more access to
computer-based and online technology than most students their
age) (5)
5- Excellent (my students have more than adequate access to
computer-based and online technology) (6)
Clovis Unified
21.2%
12.3%
8.2% 12.6%
4.3%
July 1, 2012 - June 30, 2017
Page 113
Clovis Unified
July 1, 2012 - June 30, 2017
Page 114
Clovis Unified
July 1, 2012 - June 30, 2017
Page 115
Clovis Unified
July 1, 2012 - June 30, 2017
Page 116
Clovis Unified
July 1, 2012 - June 30, 2017
Page 117