Smuhsd technology plan draft aug 11

SAN MATEO UNION HIGH SCHOOL DISTRICT
EDUCATION TECHNOLOGY PLAN

Scott Laurence, Superintendent
650 North Delaware Street
San Mateo, CA 94401

August 2011

Table of Contents

Background and Demographic Profile.........................................................................................................1
1. Plan Duration...........................................................................................................................................2
2. Stakeholders...........................................................................................................................................3
3. Curriculum Component..........................................................................................................................4
3a. Description of teachers and students current access to technology tools both during the school
day and outside of school hours........................................................................................................4
3b. Description of the district’s current use of hardware and software to support teaching and
learning. ...........................................................................................................................................5
3c. Summary of the district’s curricular goals that are supported by this technology plan...................10
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 and
academic content standards. ..........................................................................................................10
3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to
how and when students will acquire technology and information literacy skills needed to succeed
in the classroom and the workplace. .............................................................................................12
3i. Utilization of technology for assessment and data analysis to meet individual student needs........26
3 31
j. Use of technology to improve two-way communication between home and school.........................31
3k. Monitoring and Evaluation..............................................................................................................34
4. Professional Development.....................................................................................................................35
4a. Current Skill Level............................................................................................................................35
4b. Providing Professional Development Opportunities (Measurable Objectives, Benchmarks)..........41
7. Monitoring and Evaluation....................................................................................................................65
8. Effective collaborative Strategies with Adult literacy providers to maximize the use of technology.. . .66
9. Research................................................................................................................................................67
9.a Research in the area of assessment indicates:................................................................................67
9b. Technology Rich ..............................................................................................................................71

Background and Demographic Profile

The San Mateo Union High School District (SMUHSD) consists of six award-winning comprehensive high schools, a continuation
high school, Middle College, and an adult school. Five of the high schools have been recognized as “California Distinguished
Schools” (Aragon, Burlingame, Capuchino, Hillsdale, and Mills), and two of the high schools (Hillsdale and San Mateo) have been
recognized as national “Blue Ribbon Schools”. Five of the high schools (Aragon, Burlingame, Hillsdale, Mills and San Mateo) are
listed in Newsweek Magazine’s top 2% of schools nationwide. Three of the six comprehensive high schools (Aragon, Burlingame and
Mills) have API scores over 800 and the other three schools are above 700 and growing towards 800.

Enrollment in the district is 8,549 (4,330 male and 4,256 female) students. The comprehensive high schools vary in size from 1,174 to
1,649 and reflect the diversity of the Bay Area. The student ethnic breakdown is as follows: African American, 2.8 %; American
Indian, 0.4%; Asian, 23.1; Filipino, 5.6%; Hispanic, 24.5%; Pacific Islander, 3.7; White, 35.5%; and Multiple or No Response, 2.7%.
These percentages have varied over the last five years. There are 1,536 Socioeconomically Disadvantaged students, 897 Special
Education students, and 937 English Learners. For 40% of the students in the District, English is a second language.

(From LEA Plan Addendum)

Mission...a statement of system purpose and critical means
The mission of the San Mateo Union High School District is to challenge and motivate each student to achieve full potential as a
responsible member of our diverse community, in a safe learning environment that promotes intellectual growth, health, creativity,
and respect for self and others.
Beliefs...fundamental convictions and basic values

We believe that:

• Each individual has equal inherent dignity and worth.
• Family is essential to the development of an individual's values.
• Learning develops the aesthetic, emotional, intellectual, practical, and social aspects of the whole person.
• Learning is a unique, personal, and a lifelong experience.
• Motivation is essential for reaching one's potential.
• Higher expectations yield higher results.
• Communities have a responsibility to the individual as individuals have a responsibility to the community.
• Diversity enriches the community.

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1. Plan Duration

The goals and timelines in this technology plan will guide the San Mateo Union High School District, use of technology from July
2012-June 2015.

Technology has changed our world in the past decade and continues to change methods of communication and instruction. The uses
of technology in the district have changed dramatically since the last technology plan was written. Students have greater access to
technology and thus more access to information and connections with others.

In education the changes in the use of assessment and data to determine students’ mastery of standards has become an essential
component of teaching and meeting the needs of students. Students in SMUHSD have access to online classes, lectures and
demonstrations with people across the country and around the world. Students are able to work cooperatively and collaborate on
online projects. Teachers are able to assist students in evaluation of information and the best methods for communicating the
information they have learned.

Communication with parents has increased as the district has reached out to parents through online grades, student work and
school/class site websites. Parents are able to choose how to receive information from teachers and administrators. Parents also have
multiple ways to communicate with teachers and the school site.

The district technology plan supports the district’s goals to have all students’ master state standards and to meet student achievement
goals for all students. The plan also supports the district’s need to enhance communication with parents and students.

Having a current State certified technology plan allows the district to apply for federal e-rate discounts and to apply for any other
federal or state grants which become available during the duration of the plan.

The plan also guides the district in determining what will be needed fiscally to implement the plan and to prioritize available funds for
the most critical technology needs.

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2. Stakeholders

Candy Bandong, Computer Lab Aide/AHS
Matt Biggar, Associate Superintendent, Instruction
Dominic Bigue, District Technology Coordinator/CHS
Valerie Cintas, Math Teacher and Site Technology Coordinator/SMHS
Linda Colloran, District School to Career Coordinator
Michelle Dudley, School Attendance Records Clerk/MHS

Maureen Gisler, Staff Secretary‐Guidance/BHS

Richard Hardt, District Director of Technology
Janice Harui, Student Data Analyst/CHS

Monique Krouer‐Redmond, Parent

Steve Hanson, Parent
Anna Lapid, Librarian/Media Specialist/AHS
Cheryl Lawton, Assistant Principal/HHS
Plamen Micovic, Systems Support Specialist, Technology Support Group

Valerie Miller‐ Business Services

Don Scatena, Principal/PHS
Maureen Sharkey, Instructional Services Specialist
Jim Smith, District Social Science Coordinator and Site Technology Coordinator/AHS
Akiko Soda, District World Languages Coordinator/MHS
Daryl Jackson, Technology Support Specialist/MHS

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The district technology plan committee with representatives from all school sites and including parents, administrators, teachers and
classified staff met throughout the 2010-2011 school year to discuss how best to support teaching, learning and communicating. The
members collected feedback and information from school site staff, parents, school site technology coordinators and students. The
group met for more than 20 hours to discuss the current and future needs of SMUHSD and how the use of technology could assist in
meeting the identified needs.

The committee used the district’s communication tool, SchoolLoop, to provide a place for committee members to share articles and
planning documents. Members participated and continue to participate in forum discussions related to educational technology.

The plan committee will continue to act as the district technology committee. This committee will be monitoring this plan and
updating the plan throughout the duration of the plan. The committee has discussed meeting as smaller subcommittees to address
specific areas of the plan and meeting bimonthly as a full committee to provide updates and ensure the district remains current in the
integration of technology into the educational systems of SMUHSD.

3. Curriculum Component

3a. Description of teachers and students current access to technology tools both during the school day and outside of school
hours

Currently all SMUHSD students and teachers have access to technology in their schools. Each site has computer labs, netbook carts,
and library/media centers. Students have access to these computers in varying degrees across the school sites. Library/media centers
are open at lunch and at varying times before and after school. Library/media centers provide online databases, Internet access and
subscription services. Each school has specialized equipment to meet the needs of programs provided at each school site. At all levels
students are using technology to communicate and to enhance their learning. Students in need of intervention/support classes have
access to netbooks and software to support mastery of content standards. Students with disabilities are provided access to appropriate
assistive devices. Currently the ratio of students to computers is __________________ district-wide. The ratio of students to
computers varies across school sites with ____________ having a ratio of ____ and ______________site having a much higher
student to computer ratio of _____________________.

All classrooms have a connection to the district network and to the Internet. Each classroom has a minimum of one computer for each
teacher to use. Other technology tools, such as interactive whiteboards, projectors, document cameras and response systems are
available at each school. Teacher computers are aging and a plan is in place to replace them with laptops during the next 4 years.
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Teachers use the computer to report grades, communicate with parents and students, and create lessons.

Table 1: Student Use of School Technology Tools

3b. Description of the district’s current use of hardware and software to support teaching and learning.

As part of this plan, the District has created a new professional development structure for teachers and staff. Specifically, the Director
of Technology, along with the District Instructional Technology Coordinator and Instructional Technology Coordinators at each of the
school sites will provide professional development sessions for teachers in the use of technology to enhance teaching and learning. A
new training facility will be created at the District Technology Center to provide training sessions for small groups of teachers.
Technology is used by teachers and administrators to support learning. Teachers use technology to communicate with colleagues,
parents and students. Teachers report regularly using technology to create lesson plans, create instructional materials and to deliver
classroom instruction. More than 90% of teachers use technology to manage student grades and attendance. Compared to 4 years

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ago, most teachers have more technology tools available to them and the use of these tools is reflected in Table 2 and Table 3 below.
Teachers have access to collaboration spaces, software and assessment data. As teachers become more familiar with the use of the
data assessment tool, Data Director, they are using the information to analyze instruction and to provide differentiated instruction to
meet state standards.

Students have access to technology tools to enhance their learning and to provide multiple ways to access the standards. Various
courses are available at school sites which are technology intensive, courses such as art and multimedia, animation, digital
photography, video arts, architectural design and ROP courses.

Students are using technology tools to support their learning in intervention classes and support classes for Algebra and English/
Language Arts. Students with disabilities have increasing access to technology tools to support their learning. Students also are using
technology for credit recovery during the school year and during summer school. The district is expanding its use of online
courses/distance learning yearly. Students have home access to grades, homework assignments and subscription databases and
electronic resources.

Table 2: Teacher Use of Technology Tools

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Table 3: Types of Work in Which Teachers Use Technology

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Table 4: Teacher Assigning of Work Using Technology Tools

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3c. Summary of the district’s curricular goals that are supported by this technology plan.

The District has a long history of implementing technology in the achievement of the District’s curricular goals. The District has long
standing partnerships with a variety of partners to develop programs to support student achievement. Partnerships with the Regional
Occupational Program (ROP) and the establishment of Career and Technical Educational programs have enabled the District to have
highly developed programs in Biotechnology, Digital Photography, Art and Multimedia, Video Production and Audio Production.
The District is also in the process of implementing support and credit recovery programs using ALEX, CompassLearning and
MyCoach EDGE software applications. The District has also been a leader in the implementation of collaborative initiatives, which
allow students, their families and the school to collaborate in real time using tools like School Loop and Google Apps for Education.
Another of the district’s curricular goals is to increase proficiency on AYP tests with special focus on English Language Learners,
Students with Disabilities and socio-economically disadvantaged students. Achiving curricular goals also include the use of
intervention classes, credit recovery, the use of specialized software to assist students with disabilities and the creation of benchmark
assessments and the use of this data to inform instructional practice. Additional curricular goals center on ensuring all graduating
students are ready for college, vocational training or entry level professions.

This plan supports the curricular goals in very specific ways. The intervention courses are being supported with various technology
tools. English Language Learners are being provided with additional tools to allow these students to acquire proficiency in the use of
English. Economically disadvantaged students will have more equitable access to technology as the one-to-one devices become
available. This plan also addresses providing additional support to teachers and administrators in the use of assessment data. Time
has already been allotted in school schedules to allow time for analysis of data. In addition this plan provides additional onsite support
in the use of data in the design of instructional plans. Time has also been allotted to provide additional support for teachers in
integrating technology into their standards based lessons.

This plan also ensures adequate bandwidth and wireless access in all schools. These two areas have been identified as limiting factors
to the advancement of curricular needs in the district. With the infrastructure in place more classes will be able to move towards
support of various student needs and access to more online courses and technology rich instruction will be possible.

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 and academic content standards.

Goal 1

Teachers will integrate technology into the curriculum to enhance student learning.

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Objective 1.1

By June 30, 2014, 80% of all teachers will have integrated technology into one project.

Year 1 Benchmark: By June 2013, 60% of all teachers will have integrated technology into one project.
Activities Timeline Person PD Staff - Infrastructure
Responsible Support
Objective 1.1.1: Provide instructional technology DITC- ITC-
support at school site and district level. LMT
a. Redefine roles of instructional technology March 2011-May ASI –DOT x
support at the school and district level. 2011
b. Provide training for instructional technology May 2011-June DITC x
coordinators. 2011
c. Create instructional technology team at each August 2011 ITC-PRN x
school site which includes site instructional
technology coordinator, library/media specialist and
at least two additional teachers and an
administrator.
d. Provide training for school site instructional September 2011 DITC-ITC x
technology team.
Objective 1.1.2: Create digital clearinghouse for DITC-ITC-
best practices and resources for curriculum, CC-DCA-
instruction and assessment.
a. Teacher team, data coordinators and technology Septmber 2011- DOT – x x Google Apps
support staff determine best format for May 2012 DITC - ITC for Education
clearinghouse.
b. Technology staff create location of clearinghouse September 2011- DOT – x x Google Apps
and format. May 2012 DITC - ITC for Education
c. Determine incentive for teachers who contribute DOT – x Google Apps
projects and lessons. September 2011 – DITC - ITC for Education
May 2012

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Responsible Support
d. Provide training for teachers who are interested First training DOT – x Google Apps
in contributing projects and lessons. October 2011 and DITC - ITC for Education
then ongoing
through 2013
e. Train teacher teams in resources available to February 2012 DOT – x Google Apps
meet standards. DITC - ITC for Education
f. Provide professional development on the use of May 2012 DOT – x Google Apps
the digital clearinghouse. DITC - ITC for Education

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to how and when students
will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.

The district believes all students need to acquire 21st century information literacy skills. Students need to continue to graduate with a
strong foundation in reading; math and other core subjects but they also must have 21st century skills. 21st century skills include
creativity and innovation, critical thinking and problem solving, communication and collaboration, information literacy, media literacy
and use of information and communication literacy technology.

“Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the
best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the
knowledge of commonly used research techniques.” – University of Idaho – Information Literacy Portal.

Goal 2

Students will master information literacy skills which will prepare them to enter college or other vocational training.

Objective 2.1

By June 2014, all students will use 21st century information literacy skills for effective communication, research and presentation.

Benchmark 1: By June 2013, 60% of all students will demonstrate information literacy skills in class assignments.
Benchmark 2: by June 2014, 75% of all students will demonstrate information literacy skills in class assignments.

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Benchmark 3: By June 2015, 90% of all students will demonstrate information literacy skills in class assignments.

Responsible Support
Objective 2.1.1: Implement plan for LMT-DITC-
integration of information literacy ITC-DCA-
skills into current curriculum. DAC-API
a. District instructional technology April 2012 LMT-DITC- x x Digital
(coordinator) creates training for school ITC- API Clearinghouse
site technology coordinators in – Training
technology integration skills and Facility
resources.
b. Technology coordinators meet to May 2012 LMT-DITC- x x Digital
create technology professional ITC Clearinghouse
development for teacher leads.
c. Teacher lead from each content area June 2012 LMT-DITC- x x Digital
trained in technology integration skills ITC Clearinghouse
and resources for supporting teachers in – Training
the use of technology skills. Facility
d. Teacher team in each content area July 2012 LMT-DITC- x x Digital
reviews skills to be mastered in each ITC Clearinghouse
grade span and recommends lessons and – Training
activities which would enhance learning Facility
of two technology integration skills.
School site technology coordinators
provide support.
e. Professional development overview August-October LMT-DITC- x Digital
for all teachers in technology integration 2012 ITC Clearinghouse
skills. – Training Fac.
f. Student literacy skills included in class January 2013 API x Digital
syllabus. Clearinghouse
g. Teacher teams create rubrics to December 2012 LMT-DITC- x Digital
measure literacy skills. ITC- DAC-API Clearinghouse

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Responsible Support
h. Rubrics piloted in at least 10 January 2013- LMT-DITC- x Digital
classrooms per subject area. June 2013 ITC-DCA- Clearinghouse
DAC-API
i. Professional development training August- DITC-ITC x Digital
created by technology coordinators on December 2012 Clearinghouse
technology integration skills.
j. Professional development offered for January 2013- DITC-ITC- x Digital
teachers in six of technology integration August 2013 DCA-DAC-API Clearinghouse
skills.
k. Teacher team in each content area June 2013 LMT-DITC- x x Digital
reviews skills to be mastered in each ITC-DCA- Clearinghouse
grade span and recommends lessons and DAC-API
activities which would enhance learning
of two additional technology integration
skills. School site technology
coordinators provide support.
l. Professional development training August 2013 LMT-DITC- x x Digital
created by technology coordinators on ITC-DCA- Clearinghouse
technology integration skills identified DAC-API – Training
by teacher teams. Facility
m. Rubrics used in 50% of all classrooms August 2013-June LMT-DITC- x x Digital
to evaluate selected literacy skills. 2014 ITC-DCA- Clearinghouse
DAC-API
n. Professional development offered for August 2013-July LMT-DITC- x Digital
teachers in six additional areas of the 2014 ITC-DCA- Clearinghouse
technology integration skills. DAC-API
o. Teacher team in each content area June 2014 LMT-DITC- x x Digital
reviews skills to be mastered in each ITC-DCA- Clearinghouse
grade span and recommends lessons and DAC-API
activities which would enhance learning
of two additional technology integration
skills. School site technology
coordinators provide support.
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Responsible Support
p. Professional development training July 2014 LMT-DITC- x Digital
created by technology coordinators on ITC-DCA- Clearinghouse
technology integration skills identified DAC-API
by teacher teams.
q. Professional development offered for August 2014-July
LMT-DITC- x Digital
teachers in six additional areas of the 2015 ITC-DCA- Clearinghouse
technology integration skills. DAC-API – Training Fac.
Objective 2.1.2: Students will display LMT-DITC-
information literacy skills through ITC-DCA-CC-
portfolios. API-ITS
a. Technology support staff will assist December 2011- LMT-DITC- x Digital
instructional services staff in the design February 2012 ITC-DCA-CC- Clearinghouse
of the portfolio. API-ITS GAFE
b. Grade 9 teachers and classes will pilot February 2012- LMT-DITC- x x Digital
portfolio projects. June 2012 ITC-DCA-CC- Clearinghouse
API-ITS - GAFE
c. Grades 9 and 10 teachers and classes August 2012-June LMT-DITC- x x Digital
will implement portfolios. 2013 ITC-DCA-CC- Clearinghouse
API-ITS - GAFE
d. Grades 11 and 12 teachers and classes August 2013-June LMT-DITC- x x Digital
will implement portfolios, 2014 ITC-DCA-CC- Clearinghouse
API-ITS - GAFE
e. Portfolios will be reviewed by district Once per year LMT-DITC- x x Digital
technology committee and modifications ITC-DCA-CC- Clearinghouse
made, as needed. API-ITS - GAFE

3f. List of goals and an implementation plan that describe how the district will address ethical use of information technology
so they can distinguish lawful from unlawful uses of copyrighted works, including: the concept and purpose of copyright
and fair use; lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism.

The San Mateo Union High School District firmly believes that all students need to be prepared to meet the challenges of an ever
expanding amount of information that is accessible using technology tools. As part of our technology plan we have identified several
resources dealing with ‘cyber ethics’ and digital citizenship for teachers to use in their classrooms.
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Goal 3

Teachers in all disciplines will address the appropriate and ethical use of information technology in the classroom so that students can
distinguish lawful from unlawful uses of technology.

“Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what
students/children/technology users should know to use technology appropriately. Digital Citizenship is more than a teaching tool, it is
a way to prepare students/technology users for a society full of technology.” Digital Citizenship Website – Mike Ribble

Objective 3.1

By June 30, 2015, 90% of teachers will include digital citizenship skills as part of all courses in the core curriculum.

Benchmark 1: By June 2013, 60% of teachers will include digital citizenship skills as part of all courses in the core curriculum.

Implementation Plan

Activities Timeline Person(s) PD Staff Support Infrastructure
Responsible
Objective 3.1.1 – Implement a plan to provide LMT – DICT
resources for teachers to teach and model digital – ICT - API
citizenship skills.
a. Library Media Teachers will provide initial training September LMT – DICT X Teachers in Network
for students in digital citizenship and ethical usage of 2011 – - ICT Core Subjects Infrastructure-
information May 2012 GAFE
b. Teachers in core subjects in the 9th and 10th grade will October LMT – DICT X Teachers in Network
be trained in the incorporation of Digital Citizenship 2011 – - ICT Core Subjects Infrastructure-
skills in their curriculum. May 2012 GAFE
c. Each School site will implement specific digital March API X Teachers in Network
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citizenship skills taught within the core curriculum. 2012 – Core Subjects Infrastructure-
(Digital Footprints, Digital Media, Cyber Bullying, Self October GAFE
Expression and Identity, Copyright and Fair Use.) 2012
d. Each School site will update and align the core October Core X Teachers in Network
curriculum to incorporate digital citizenship skills. 2012 – Curriculum Core Subjects Infrastructure-
May 2013 Teachers - GAFE
API
e. Each school site will incorporate digital citizenship September Core X Teachers in Network
skills as part of their Academic Integrity Policy and use 2011 - Curriculum Core Subjects Infrastructure-
technology resources with students to assess plagiarism Ongoing Teachers, GAFE
within student work. DICT – ICT-
API

3g.

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List of clear goals and an implementation plan that describe how the district will address Internet safety, including how to protect online
privacy and avoid online predators.

SMUHSD will delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

Goal 4

Provide training for students and parents on Internet Safety, predator and privacy issues.

Objective 4.1

By June 30, 2015, 90% of teachers will integrate and model responsible online behavior into all courses, including ‘cyber safety’
issues.

Benchmark 1: By June 2013 all students will receive instruction in at least one class on responsible online behavior and ‘cyber safety’
issues.
Benchmark 2: By June 2014, 70% of teachers will integrate and model responsible online behavior and ‘cyber safety’ into all courses.
Benchmark 3: By June 2015, 90% of teachers will integrate and model responsible online behavior and ‘cyber safety’ into all courses.

Implementation Plan

This is the plan to assure progress on the goal, objective and benchmarks

Activities Timeline Person(s) PD Staff Support Infrastructure
Responsible
Objective 4.1.1 – Create and implement a
plan to provide resources to students, parents
and teachers on Internet Safety, predator and
privacy issues.
a. Research programs dealing with Internet September 2011 – DOT – X X Internet
safety and privacy issues (CommonSenseMedia, March 2012 DICT- ICT Access –
SweetyHigh and other web sites) Digital
Clearinghouse
b. Develop professional development activities February 2012 – DOT – X X Internet
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that provide teachers with material and skills to May 2012 DICT - ICT Access –
model ethical usage of technology for students. Digital
Clearinghouse
c. Review and revision of the current Acceptable September 2011 – DOT –
Use Policy, which will include policies to May 2012 DICT - ICT
address cell phones and other mobile devices.
d. Each school site will incorporate “cyber January 2012 – DICT – ICT X X Internet
safety” and other ethical usage topics into their September 2012 - API Access –
behavior and academic integrity policy. Digital
Clearinghouse
e. Create a forum for parent education on digital January 2012 – DOT - X Digital
citizenship. October 2012 DICT Clearinghouse
accessible to
Families
f. Provide a safe Internet experience by October 2011 – DOT - SSS X Content
reviewing and upgrade current content filtering October 2012 Filtering
software. Softrware –
Internet
Access
f. Review and revise materials on an annual September 2012 – DICT - ICT X X Internet
basis to keep curriculum up to date for students, July 2015 Access –
families and staff. Digital
Clearinghouse

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3h. Equitable Access

Equitable access to technology includes ensuring all students have access to technology equipment and exposure to 21st century
learning skills with access to classes incorporating technology into the curriculum. Equitable access to technology is more than a
computer lab or a ratio of computers. Students must have access to equipment to be able to participate in these learning activities and
each school has created a standard set of technology resources for each classroom. At a minimum, this would include a computer in
each classroom as well as wireless Internet access, a digital projector and a document camera. The students would have access to the
library media center before and after school. In reviewing the access to technology the technology planning committee reviewed
access across school sites as well as the access available at each school.

The review of equipment available at each school indicated the access to technology is not equitable for all students.

According to the inventory of technology hardware:
School Desktops Laptops Netbooks Projectors Interactive Document
Whiteboards Cameras
Aragon 348 26 0
Burlingame 310 62 0
Capuchino 355 12 0
Hillsdale 245 0 1
Mills 261 14 0
Peninsula 152 0 0
San Mateo 428 11 0

Students also have varying levels of computers available to them at home. The District is in the process of investigating a variety of
ways to make student access to technology and learning materials easier for students. Part of this process is an investigation of 1 to 1
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learning programs as well as a “Bring Your Own Device” (BYOD) program for students. Teacher assignments expect, at a minimum,
for written reports to be typed. Internet research is also an expectation. Some students have limited access to computers for research
and composition of reports and other assignments.

Equity also depends on the instruction provided by teachers and this involves providing teachers with the professional development,
support and collaboration time to create strong lessons with 21st century learning skills. In this vein, the District, through the
Instructional Technology Coordinators, has established a “District Standard Classroom,” which includes; a desktop or laptop
computer, a digital projector, document camera and wireless network access. While, not all classrooms currently meet this standard,
the District through a recent bond measure has secured funding to bring every classroom to this standard by the completion of this
plan.

The District has also established several Teacher’s On Special Assignment (TOSA’s) to provide training and support for teachers in
Blended Learning, Data and Assessment and Instructional Technology. The goal is to provide support for classroom teachers to use
the available resources to enhance and inform instructional practice. The District TOSA’s will also investigate and review new
learning materials and processes and make recommendations to the Curriculum and Instruction Council.
In evaluating the needs of the district for equitable access to be achieved it was determined that students need access to varying types
of technology for different classes. As curriculum becomes available via digital textbooks the district will review and consider the use
of one-to-one devices in lieu of textbooks. The district will also evaluate methods for provision of the devices so that all students have
at least the minimum level of technology needed to achieve the district’s curricular goals.

Goal 5

All students will develop 21st century learning skills through equitable access to classes incorporating technology into their
classrooms.

Objective 5.1

By 2014, 80 % of all classrooms will have access to equipment, programs and support to access the curriculum and 21st century skills.

Year 1 Benchmark: By August 2013, 90% of all classrooms will have access to a wireless network.
Year 2 Benchmark: By August 2014, digital textbooks will have been piloted in all schools in accordance with the digital textbook
pilot program.
Year 3 Benchmark: By August 2015, all students will have access to technology tools needed for classroom instruction including
digital texts and other needed equipment.

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Activities Timeline Person PD Staff – Infrastructure
Responsible Support
Objective 5.1.1 – Ensure students have access to equipment, programs and DICT – ITC –
support to access the curriculum and 21st Century skills. PRN – CC – DCA
API- DOT
a. Verify and document each school is offering lab access at a May 2012 API - ICT X
minimum after school, but preferably including access before
school and at lunch
b. Review possible digital text books for pilot subject areas. December DCA – CC - DICT
2012
c. Review possible equipment to use with digital textbooks December DICT - ICT X
2012
d. Select digital textbook and digital equipment for pilot March 2013 DCA – DOT - CC - X X
classes. DICT
e. Establish Technology Innovation grants to promote January 2013 DOT - DICT X X
investigation and evaluation of new technologies and
applications.
f. Insure wireless connectivitity available in all pilot March 2012 DOT – SSS - TSS X
classrooms.
g. Purchase digital equipment to pilot and, if needed digital March 2013 DOT - DICT X
texts.
h. Train teachers who will pilot digital textbooks June – July DICT - ICT X X
2013
i. Provide training for parents of students in pilot classes on DICT - ICT X X
the use of digital text.
j. Provide digital texts to students in pilot classes August 2013 ASI - DCA X
k. Monthly meetings with teachers and support staff to August 2013 – DCA - DICT X X
review pilot progress of digital textbooks. May 2014
l. Committee to determine if digital textbook pilot should be December DCA – CC - DICT X X
expanded to additional classes. 2013
m. If after pilot the decision is to continue using digital text January 2014 ASI – DCA - DICT X
books, select next subject area to pilot digital texts.

Page 23

o. Insure wireless connectivity available in all pilot classrooms March 2013 SSS-TSS x

p. Provide training for parents of students in pilot classes on the use of August 2013 DCA - DICT - ICT x
the digital text
q. Provide digital texts to students in pilot classes. August 2013 DCA - DICT - ICT x

r. Monthly meetings with teachers and support staff to review pilot August 2013-May DICT - DCA x x
progress of digital textbooks 2014
s. Determine feasibility for digital textbooks district wide May-2014 DOT - DICT – ICT- x x
ASI -
Objective 5.1.2. Design wireless network for district.

a. Survey one high school and design wireless network. March 2011 DOT – SSS – TSS x

b. Take project proposal to install wireless network at one pilot school April 2011 DOT – SSS – TSS x
to the school board for funding approval.
c. Install wireless network at pilot high school. October 2011 DOT – SSS – TSS x

d. Survey and design wireless network for all school sites. November 2011 – DOT – SSS – TSS x
March 2012
e. Bid wireless network contract. November 2011 DOT – SSS – TSS x

f. Install wireless network at all school sites. January 2012 – DOT – SSS – TSS x
March 2012

Page 24

Responsible Suppor
t
Objective 5.1.3. Provide adequate technology hardware for classroom use SSS-DITC-ITC-
DOT
a. Review network design, filtering and policies to accommodate May 2011-April ASI-DCA-DITC- x x x
student equipment brought from home. 2012 DOT
b. Pilot equipment brought from home in digital textbook classrooms August 2012- DICT - ICT x x
December 2012
c. Pilot equipment brought from home in 10 additional classrooms. May 2013-June DICT - ICT x x
2013
d. Determine if equipment brought from home can be supported with June 2013 DICT - ICT x
current technology and support staff
e. Provide training for students, teachers and parents in the use of August 2013 DICT - ITC x x
home equipment in school
f. Allow student equipment in schools which have wireless access August 2013 DICT - ITC x x
points installed
Objective 5.1.4. Provide or facilitate adequate technology to effectively attain 1:1 DITC-ITC
computing
a. Inventory equipment yearly to determine sufficiency of equipment. Summer 2011 SSS - TSS x
This includes age of devices and access to this equipment. then January each
year
b. Determine what equipment would be best used in subject area Jan-12 DICT - DOT x x x
classrooms such as web and productivity applications and advanced
computer programs for multimedia, engineering etc.
c. Evaluate use of student provided equipment to meet the goal of 1:1 August 2012-June DICT – ICT - DOT x x
access to technology 2013 - ONGOING
d. Evaluate the cost of providing equipment to meet the 1 to 1 ratio to Jan-12 ASI - DOT x x
establish a baseline for future funding needs
e. Replace 25% of all teacher computers to allow district to move to Mar-12 DOT x x
Windows 7 and Office 2010.
f. Prioritize and purchase equipment based on subject area needs and Sep-13 DOT - SSS x x
"fill in" where student devices will not meet 1:1 goal.
g. Establish and continually review replacement standards for all types January 2014 and DOT - SSS x x
of equipment continuing yearly

Page 25

h. Replace 25% of teacher computers each year. Annual DOT x

3i. Utilization of technology for assessment and data analysis to meet individual student needs.

SMUHSD has been working to assist teachers in the creation of common assessments and in the process to analyze assessment data to
determine the best methods of assisting students in meeting state standards. Each school has support in the form of Data and
Assessment Coordinator who has one release period per day to assist teachers in analyzing data and creating lessons to meet specific
students’ needs.

In reviewing the needs of the district, a study was undertaken on the use of data. This study indicated that teachers need broader and
more immediate access to student assessment data and having the data specifically tied to the California Content Standards. The
District is committed to providing additional and timely access to student achievement data by providing support through the Data and
Assessment Coordinator as well as additional hardware resources at each school site to support the inclusion of the data into the
district data analysis tool.

Goal 6

Teachers will effectively use assessment data and data analysis tools to analyze student needs and inform instruction.

Objective 6.1

By July 2014, 100% of all staff will use assessment data to monitor student progress and modify instruction to meet student needs.

Benchmark 1: By June 2013, all data and assessment coordinators will have designed training for all teachers and administrators in
the use of assessment data.
Benchmark 2: By June 2014, 50% of all teachers will be using assessment data to determine the needs of students and inform
classroom instruction.
Benchmark 3: By June 2015, 80% of all teachers will be using assessment data to determine the needs of students and inform
classroom instruction.

Page 26

Responsible Support
Objective 6.1.1: Train education staff on how to use assessment data and how to create DCA-DAC-API- x
formative assessments ITS

a. Establish and define Data and Assessment Coordinator role at the school June 2011 ASI-DCA x
level
b. Data and assessment coordinators review assessment data available in June 2011 ITS x
current forms.
c. Data and assessment coordinators create training for staff in the analysis September 2011 DCA-DAC-ITS x
of assessment data and creation of formative assessments
d. Professional development is provided for administrators in the use of October 2011 DCA x
assessment data and the creation of formative assessments
e. Ongoing professional development for teachers and other support staff August 2011-June DCA-DPDC- x
in the use of assessment data and creation of formative assessments 2012 DITC

f. Technology Support Group and Instructional Services staff create May 2011 and ITS
standardized template reports as requested by data coordinators ongoing
Objective 6.1.2. Improve Integration of Data Resources ITS-SSS-DITC

a. Information Technology Specialist will create method for sharing March 2011-April ITS x x
information between Aeries and Data Director. 2011
b. Information Technology Specialist will create method for sharing May 2011-July ITS x x
information between Aeries and Destiny (library/textbook database) 2011
c. Information Technology Specialist will create method for sharing May 2011-July ITS x x
information between Aeries and nutrition services database 2011
d. Explore method for common attendance and grade management January 2012 - Feb ITS x x
platform 2013
d. Technology Support Staff will create a method of sharing information June 2011-July ITS x x
between Aeries and Novell. 2011

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Person Staff -
Activities Timeline PD Infrastructure
Responsible Support
Objective 6.1.3: Portal Phase 1 – Make all applications accessible via Support Home Page

a. Instructional services staff, data coordinators, technology coordinators
and district technology staff, review data which will meet to review student September - ASI-PRN-DITC-
information to be included in the single point of access with links to student x
November 2012 DOT
information data bases.

b. Technological Support staff will create a single point of access with links
September 2012 -
to all student information. SSS-ITC x x
January 2013
Objective 6.1.4: Portal Phase 2 – Make all applications accessible via Single Sign On

a. District wide technology committee and instructional services staff November 2011- DITC-DCA-DOT-
review single sign on program solutions and select single sign on program. x x
March 2012 SSS
b. Technological Support staff will implement single sign on program May 2013-June
SSS-ITC x x
2013
c. Technology coordinators train staff on the use of single sign on
August 2013 DITC-ITC x

d. Teachers and administrators use single sign on
August 2013 ASI-PRN x

e. Students use single sign on for all District resources using portal
August 2013 DICT - ICT x x

Page 28

Responsible Support
Objective 6.1.5: Create query and report library that is accessible district wide. ITS-DCA-SDA-
API
a. Conduct data management and use needs analysis February 2011- DOT – ITS - SDS x
April 2011
b. Information Technology Specialist will meet with district office staff to Mar-11 ASI – ITS- DCA x
discuss the creation of standard queries and reports.
c. Information Technology Specialist will meet with school data analysts Mar-11 ITS – SDS - SDA x
and school staff to discuss the creation of standard queries and reports.

d. Create standard queries and reports. April 2011-May ITS – SDS - SDA x
2011
e. Pilot standard queries and reports. May 2011-June ITS – SDS - SDA x
2011
f. Create standard query and report library June 2011-July ITS – SDS - SDA x
2011
g. Train school and district staff in the use of the query and report library August 2011 and ITS – SDS - SDA x
ongoing
h. Assist sites with additional queries and reports. September 2011- ITS – SDS - SDA x
September 2014
Objective 6.1.6: Establish data system which will meet the CALPADS requirements

a. Provide Professional Development in CALPADS reporting ITS - SDS x

b. Review and update data fields in Aeries to ensure accurate CALPADS March 2011 ITS - SDS x
reporting.
c. Create “Fall 2” 2010 CALPADS report including master schedule and July 2011 ITS - SDS x
staffing.
d. Create “Fall 3” 2010 CALPADS report including discipline information. November 2011 ITS - SDS x

Responsible Support

Page 29

Objective 6.1.7: Create and maintain a data dictionary with processes protocols for data
input and maintenance
a. Provide Professional Development in data standards ITS x

b. Create basic CALPADS data dictionary for use in the Fall 2 report March 2011 ITS - SDS x

c. Meet with English Language Learner team to establish data dictionary Mar-11 ITS – SDS – EL x
fields and terms. Director
d. Meet with Special Education team to establish data dictionary fields and Apr-11 ITS – SDS – x
terms. Director of Special
Education
e. Meet with English Language Learner team to review data dictionary and Apr-11 EL Director - ITS - x
to determine responsibility for data input and data management. SDS
f. Meet with Special Education team to review data dictionary and to May-11 Director of Special x
determine responsibility for data input and data management. Education - ITS -
SDS
g. Instructional staff and technology support staff will create a draft June 2011-August ITS - SDS x
calendar that includes report due dates and data input times 2011
h. Instructional services staff, student data analysts and technological March 2011- DCA - Assistants x
support staff will meet to create categorized course catalog August 2011
i. Information Technology Specialist and student data analysts will meet to September 2011- ITS – SDS - SDA x
create processes and procedures for data input and updates. November 2011
j. Instructional services staff, student data analysts and technology support November 2011- ITS – SDS - SDA x
staff will create new course catalog with integrated data dictionary. January 2012

Page 30

3

j. Use of technology to improve two-way communication between home and school.

In order to provide the most current and accurate information about students’ academic and personal development and academic
environment, a communication channel between home and school must exist. Technology is an essential component of that
communication channel. Every technology resource should be engaged in gathering, processing and delivering relevant data. It is
critical that the information obtained is up-to-date and easily retrieved and/or delivered when needed.

SMUHSD uses SchoolLoop to facilitate communication among school staff, students and parents. Parents need to be able to select
from various methods of communicating with teachers and administration. Currently parents and staff must use several passwords
and access data in several places. An easier method of accessing information and communicating would be to provide better home
school communication.

Goal 7

Technology will be used to provide current and accurate information about student academic progress and personal development and
to provide resources to parents to support their student’s learning.

Objective 7.1

By 2014, a portal will be operational to facilitate communication between parents, students and staff.

Benchmark 1: by August 2013, the information to be included in the portal and the frequency of providing information will be
determined.
Benchmark 2: By August 2014, 75% of all parents will use the portal.
Benchmark 3: By August 2015, 90% of all parents will use the portal.

Page 31

Responsible Support
Objective 7.1.1. Determine common information to share through the Nov-11 DITC-DAC-DCA
district portal (current portal is SchoolLoop)
a. Principals and district leadership discuss what information should be Jan-12 ASI – PRN – DOT x x
provided to all parents through portal - DCA
b. Parents provide preference for contact through, text, phone e-mail and Jan-12 DOT – DITC - x
paper ITC
c. Portal information and frequency of updates are discussed with teachers February 2012- DITC - ITC x x
and parents to determine necessary information. April 2012
d. Portal will be piloted. April - June 2012 DOT – SSS - x x
DITC
e. Teachers are provided with professional development on the use of the Aug-12 DITC - ITC x
portal and on advanced features available.
f. Teachers and administrators begin to use portal Aug-12 x

g. Parents are provided training on the use of the portal. Training could August 2012 and x
include back to school night presentation, parent group presentations, ongoing
DELAC presentations, written manual, and online training with video
instruction
Objective 7.1.2. Provide information for parents on how to support student and parents
provide information on how they can support school site.

a. Provide professional development on how parents can support their August 2011-June DCA - DITC - ICT x
student. 2014
b. District staff and school staff discuss and create list of resources which Sep-11 DCA - DITC x x
could help parents support their student
c. Place list of support resources in portal and also on school district web Oct-11 DCA - DITC x x x
site.

Page 32

3k. Monitoring and Evaluation

Plans are only as effective as the monitoring of the plan implementation. Technology plan implementation has often struggled
because the necessary time to evaluate and the systems for evaluation have been limited. A single technology coordinator group or
even a large technology committee alone cannot effectively monitor the action plans and assist in modifying the plans to meet the
current needs.

An effective plan requires monitoring by groups of people who are interested in the specific area of the plan. To ensure success,
monitoring of this plan will occur in several ways:

1. District Coordinators and the Management Policy Group will assist in implementing and monitoring areas such as equitable access,
parent-home communication and 21st century skills. The interest groups will be supported by the Director of Technology and the
Director of Instructional Technology. Interest groups will determine the frequency of their meetings with a minimum of once per
quarter.

2. Instructional Technology Coordinator meetings. Currently, Instructional Technology Coordinators meet monthly and this group
will review the plan areas assigned to Instructional Technology Coordinators.

3. District Technology committee will meet at minimum quarterly to hear the interest groups and technology coordinator reports and
to assist in overall guidance of the technology plan.

4. The Assistant Superintendent of Education Services will supervise the implementation of the plan as led by the Director of
Technology, the Director of Curriculum and the District Instructional Technology Coordinator.

5. School board meeting, a yearly report on the progress made in meeting the technology goals will be made to the school board.

Page 34

4. Professional Development

4a. Current Skill Level

Teachers

A representative sample of teachers took a technology proficiency and use survey in the spring of 2011. The survey is a self-
assessment which covers the ability to use technology in the classroom and the ability to select technology and assist students in the
use of that technology in the classroom curriculum. The survey reported indicated that more than 75% of teachers use technology to
create instructional materials, communicate with colleagues and parents, assist in grading and report cards and to deliver classroom
instruction.

Teachers report their usage of technology is less in assessment and in accessing online lessons. The survey indicates that staff felt they
need the most assistance in the area of using technology to support student learning. This includes selection of technology, adapting of
lessons to address student information literacy needs, and the ability to evaluate the authenticity and reliability of data. Teachers
indicated in the survey a desire for professional development in many areas. (see Table 5 below)

In addition to the survey, the technology plan committee discussed the need for teachers to receive training in Internet safety and
copyright/fair use issues. The survey will continue to be administered to staff members each year. Data from this survey will be used
to determine the technology skill-based professional development offered in the district.

Page 35

Administrators

Administrators report the use of e-mail for communication with staff, parents and the community, the Internet for research and
computer applications to present materials and information. Administrators requested professional development in the areas of use of
Aeries, video conferencing, Data Director, Excel and Google docs.

Administrators will complete the technology survey yearly. This survey will be used to design professional development for
administrators. Administrators will also receive professional development in the areas identified in specific curricular areas, such as
Internet safety and copyright/fair use issues.

Page 37

Classified Staff

Classified staff members report the use of e-mail and list serves as areas in which they are comfortable using technology. Classified
staff members indicated an interest in professional development in all areas of technology use. Many classified staff members have
not received ongoing technology training and the survey indicates a strong desire for additional professional development in the use of
technology.

Classified staff will complete the technology survey yearly. This survey will be used to design professional development for
administrators. Classified staff will also receive professional development in the areas identified specific to their skills their job
requires and will include the areas of Internet safety and copyright/fair use issues. The District is currently providing self-paced
professional development activities through the Adult School. In some instances, classified staff members are provided a stipend for
completing specific programs.

Page 38

Goal 8

Teachers and administrators will become proficient in the use and instruction of 21st century literacy skills.

Objective 8.1

By June 2015, 90% of all teachers will indicate proficiency in instructing students to support 21st century literacy skills.

Benchmark 1: By June 2013, 50% of teachers and administrators will demonstrate proficiency in 21 st century skills to guide
instructional practice.
Benchmark 2: By June 2014, 70% of teachers and administrators will demonstrate proficiency in 21st century skills to guide
Benchmark 3: By June 2015, 90% of teachers and administrators will demonstrate proficiency in 21st century skills to guide

Goal 9

Teachers and administrators will use assessment data to determine student instructional needs and design instruction to assist students
in mastering standards.

Objective 9.1

By June 2015, 80% of all teachers and administrators will demonstrate proficiency in the use of assessment data to determine student
instructional needs and design instruction to assist students in mastering standards.

Benchmark 1: By June 2013, 50% of all teachers and administrators will demonstrate proficiency in the use of assessment data to
determine student instructional needs and design instruction to assist students in mastering standards.

Page 39

Goal 10

Teachers, administrators and parents will know how to use the district portal to improve two-way communication between home and
school.

Objective 10.1

By June 2015, 90% of all teachers and administrators will consistently use the district portal to communicate with parents and
students.

Benchmark 1: By June 2013, 30% of all teachers and administrators will consistently use the district communication system to
communicate with parents and students regarding attendance, class requirements and grades.
Benchmark 2: By June 2014, 50% of all teachers and administrators will consistently use the district communication system/portal to
communicate with parents and students regarding attendance, class requirements and grades.
Benchmark 3: By June 2015, 70% of all parents will use the district portal to improve two-way communication between school and
home.

Goal 11

All district staff members will increase their knowledge of technology skills needed to be proficient in their position.

Objective 11.1

By June 2015, 80% of district office staff and classified staff will indicate on the district technology survey an increase in the
proficiency of technology skills used in their positions.

Benchmark 1: By June 2013, 40% of district office staff and classified staff will indicate on the district technology survey an increase
in the proficiency of technology skills used in their positions.

Page 40

4b. Providing Professional Development Opportunities (Measurable Objectives, Benchmarks)
Responsible Support
Provide instructional technology support at school site and district level
a. Provide training for instructional technology May 2011- DITC x
coordinators Ongoing
b. Provide training for school site instructional September DITC-ITC x
technology team. 2011 - Ongoing

.
Create digital clearinghouse for best practices and resources for curriculum, instruction and assessment.
a. Teacher team, data coordinators and technology August 2011 - DITC - ITC x x Google Apps for
support staff determine best format for Ongoing Education
clearinghouse Domain
b. Technology staff create location of September 2011 DOT - DITC x x Google Apps for
clearinghouse and format Education
Domain
c. Provide training for teachers who are interested October 2011 - DOT - DITC x Google Apps for
in contributing projects and lessons ongoing Education
Domain
d. Train teacher teams in resources available to November 2011 DOT - DITC x Google Apps for
meet standards Education
Domain
e. Provide professional development on the use of January 2012 DOT - DITC x Google Apps for
the digital clearinghouse Education
Domain
Implement plan for integration of information literacy skills into current curriculum
a. District instructional technology coordinator) April 2012 DITC - ICT x x
creates training for school site technology
coordinators on information literacy skills and
resources
b. Technology Coordinators meet to create May 2012 DICT - ICT x x
technology professional development for teacher
leads.
c. Teacher lead from each content area trained in June 2012 DICT – ICT - x x
Information literacy skills and resources for Teachers
supporting teachers in the use of technology skills

Page 41

Responsible Support

e. Professional development overview for all August, DICT - ICT x
teachers in information literacy skills September
October 2012
f. Student literacy skills included in class syllabus January 2013 Teachers x

g. Teacher teams create rubrics to measure literacy December 2012 DICT – ICT - x
skills Teachers
h. Rubrics piloted in at least 10 classrooms per January 2013- DICT – ICT - x
subject area June 2013 Teachers
j. Professional development Training created by August- DICT – ICT x
technology coordinators on information literacy December 2012 – Teachers
skills
k. Professional development offered for teachers in January 2013- DICT - ICT x
6 of the information literacy skills August 2013
l. Teacher team in each content area reviews skills June 2013 API - DICT - x x
to be mastered in each grade span and recommends ICT
lessons and activities which would enhance
learning of 2 additional information literacy skills.
School site technology coordinators provide
support.
m. Professional development training created by August 2013 DICT - ICT x x
technology coordinators on information literacy
skills identified by teacher teams.
n. Rubrics used in 50% of all classrooms to August 2013- API x x
evaluate selected literacy skills. June 2014
o. Professional development offered for teachers in August 2013- DICT - ICT x
6 additional areas of the information literacy skills. July 2014
p. Teacher team in each content area reviews skills June 2014 DICT - ICT x x
to be mastered in each grade span and recommends
lessons and activities which would enhance
learning of 2 additional information literacy skills.
School site technology coordinators provide
support.

Page 42

Responsible Support
q. Professional development Training created by July 2014 DICT - ICT x
technology coordinators on information literacy
skillsidentified by teacher teams.
e. Provide training for students, teachers and August 2013 DICT - ICT x x
parents in the use of home equipment in school
r. Professional development offered for teachers in August 2014- x
6 additional areas of the information literacy skills. July 2015
Train education staff on how to use assessment data and how to create formative assessments
a. Establish and define Data and Assessment ASI-DCA x
Coordinator role at the school level
b. Data and assessment coordinators review June 2011 ITS x
assessment data available in current forms.
c. Data and assessment coordinators create August 2011 DCA-DAC- x
training for staff in the analysis of assessment data ITS
and creation of formative assessments
d. Professional development is provided for August 2011 DCA x
administrators in the use of assessment data and
the creation of formative assessments
e. Ongoing professional development for teachers August 2011- DCA-DPDC- x
and other support staff in the use of assessment June 2012 DITC
data and creation of formative assessments
Teachers will effectively use assessment data and data analysis tools to analyze student needs and inform instruction
l. Technology coordinators train staff on the use of August 2012 DITC-ITC x
single sign on
j. Teachers and administrators use single sign on August 2012 ASI-PRN x

g. Train school and district staff in the use of the August 2011 DITC – ITS - x
query and report library and ongoing ITC
h. Assist sites with additional queries and reports. September ITS – SDS - x
2011- SDA
September 2014
Determine common information to share through the district portal (current portal is SchoolLoop)
e. Teachers are provided with professional August 2012 DITC - ITC x
development on the use of the portal and on
advanced features available.

Page 43

Responsible Support
f. Teachers and administrators begin to use portal August 2012 PRN - API x

g. Parents are provided training on the use of the August 2012 PRN – DITC x
portal. Training could include back to school night and ongoing - ITC
presentation, parent group presentations, DELAC
presentations, written manual, and online training
with video instruction
Provide information for parents on how to support student and parents provide information on how they can support school site.
a. Provide professional development on how August 2011- PRN – API – x
parents can support their student. June 2014 DITC - ITC
b. District staff and school staff discuss and create September PRN – API – x x
list of resources which could help parents support 2012 DITC - ITC
their student

4

c. Implementation and Monitoring of Professional Development

New teachers, as they enter the SMUHSD, go through a two year Beginning Teacher Support and Assessment program (BTSA),
specifically to meet Standard 16. As part of this program, teachers develop personalized plans to guide their professional
development. Integration of technology into their teaching repertoire is a requirement of this program.

At the end of each school year, SMUHSD teachers complete the district technology survey, which provides valuable feedback in the
need for additional professional development activities. The district Technology Coordinator, who is responsible for technology
professional development, can use the data generated from these surveys to address success of the current professional development
program and the needs for future activities of district teachers.

The district technology committee will monitor implementation and progress of the entire technology plan including professional
development.

Page 44

5. Infrastructure, Hardware, Technical Support and Software Component

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.

The SMUHSD is comprised of seven schools interconnected to a district network operations center (NOC). Each campus connects to
the district NOC through a variety of leased lines at 50 mbps. The District NOC is connected to the Internet through a 100 mbps OPT-
E-MAN connection to the County Office of Education. The district is currently in the initial fact-finding stages to identify current and
future bandwidth needs for all district schools. All modernized facilities have Category 6 cable installed and the required
infrastructure to install wireless access points in the future. Presently, the district is entering a second round of modernization and will
be upgrading the network access in areas that were not addressed in the initial round of modernization.

All of the schools in the SMUHSD have a variety of technology assets available to students and staff. Each campus has at least two
servers to manage data for Administrators, Teachers, Staff and Students. Everyone using the technology assets of the SMUHSD must
authenticate themselves through a Novell NetWare system. At the present time, the District is in the initial stages of migrating user
data to a server system using Microsoft’s Active Directory system. The current student to computer ratio is 4.1 to 1, yet this number
fluctuates between 2.9 to 1 and 5.0 to 1 depending upon the school. As you can see from the Computer Age chart below, the
technology assets of the SMUHSD have reached an age where a large scale overhaul of district computers is necessary. Each
comprehensive high school is supported through a full-time Technology Support Specialist and a period per day release time by a
Instructional Technology Coordinator. At the present time the district formulating a plan to retire and replace aging technology assets.

Page 45

The latest District Bond, Measure O, will make $500,000 a year available for technology replacement and new purchases.

Each school has the autonomy to employ different electronic learning resources to meet the learning needs of their students. Currently, the
District is moving away from sever – client based electronic learning resources and toward Internet-based resources. The district has also
invested in applications, like: MyCoach – EDGE training, Compass Learning, and APEX learning systems. The District is also in the
process of piloting Google Apps for Education at several of the schools. Google Apps gives students access to a variety of online tools that
are available to students any time.

Each SMUHSD school employs traditional computer applications in their subject areas. Teachers at all schools require students to word
process formal reports and use other applications for students to apply the skills taught in class.

Table 6

A
Academic Discipline Word Processing / Report Authoring Spreadsheets / Databases Message Boards / e-mail Search
W S M
S
Strategies and Evaluating Web Sites Web Pages / Presentation Software Art X X X X English X X X X X Mathematics X X X
W
X Physical Education X X X X Science X X X X X Social Science X X X X X World Languages X X X X

Page 46

Smuhsd technology plan draft aug 11

Smuhsd technology plan draft aug 11

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