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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 Sites & ITS Instructional Technology equipment. Tier 2/3 (i.e. interactive whiteboards, etc.) Google Sites ITS for teacher sites Intranet Portal ITS Business ITS Intelligence module Acquisition of Sites Tablets, eReaders, etc. Adoption of Curriculum Digital Textbooks Provide the Curriculum needed & ITS Professional Development 10% increase over previous year 10% increase over previous year 10% increase over previous year roll out Maintai Maintain July 2012 n & & Support Support roll out Train & Train & July 2012 Maintai Maintain n roll out system system July 2012 improve improvem ment ent 10% 10% 10% increase increase increase over over over previous previous previous year year year as as as resources resource resources allow s allow allow offer offer offer training training training throughou through throughou t the year out the t the year year 10% increase over previous year 10% increase over previous year Site and categorical funds Maintain & Maintain & no cost Support Support Train & Maintain Train & Maintain ITS Budget system improveme nt 10% increase over previous year as resources allow offer training throughout the year system improveme nt 10% increase over previous year as resources allow offer training throughout the year ITS Budget Site and categorical funds Curriculum EETT, grants, categorical , ITS, Curriculum 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 Page 45 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 46 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). Clovis Unified July 1, 2012 - June 30, 2017 Page 47 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? Clovis Unified July 1, 2012 - June 30, 2017 Page 48 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 49 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 50 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 51 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 52 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 54 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 72 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 Page 73 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 74 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 75 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) Clovis Unified July 1, 2012 - June 30, 2017 Page 76 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) Clovis Unified July 1, 2012 - June 30, 2017 Page 77 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 July 1, 2012 - June 30, 2017 Page 78 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 Page 79 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 Page 80 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 81 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 82 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 83 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 84 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 85 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; Clovis Unified July 1, 2012 - June 30, 2017 Page 89 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 90 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 91 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 92 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 93 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 94 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 95 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 96 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. Clovis Unified July 1, 2012 - June 30, 2017 Page 97 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 98 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 Clovis Unified July 1, 2012 - June 30, 2017 Page 99 “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 July 1, 2012 - June 30, 2017 Page 100 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 July 1, 2012 - June 30, 2017 Page 101 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 July 1, 2012 - June 30, 2017 Page 102 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