2009 - 2014 Education Technology Plan

Monterey Peninsula Unified School District 2009-2014 Education Technology Plan
July 1, 2009 June 30, 2014
Monterey Peninsula Unified School District
Education Technology Plan Review System (ETPRS) Contact Information

County & District Code: 43- 69363 LEA Name: Monterey Peninsula Unified School District Salutation: Ms. First Name: Debbi Last Name: DAngelo Job Title: Director of Educational Technology, Information and Program Evaluation Address: 700 Pacific Ave City: Monterey Zip Code: 93940 Telephone: (831) 392-3905 Fax: (831) 899-2165 E-Mail: ddangelo@ mpusd.k12.ca.us Please provide backup contact information. 1st Backup Name: Kari Yeater 1st Backup E-Mail: kyeater@ mpusd.k12.ca.us 2nd Backup Name: Dan Albert 2nd Backup E-Mail: dalbert@mpusd.k12.ca.us
2009-2014 Education Technology Plan
MPUSD EDUCATION TECHNOLOGY PLAN
Table of Contents
PREFACE AND PLAN DURATION 1a. The plan should guide the districts use of education technology for the next 3-5 years. INTRODUCTION AND STAKEHOLDERS ........................................................................ 2a. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process CURRICULUM ......................................................................................................................... 12 8 6
3a Description of teachers and students current access to technology tools both during the school day and outside of school hours ........................................................................... 12 3b Description of the districts current use of hardware and software to support teaching and learning. .......................................................................................................................... 14 3c Summary of the districts curricular goals and academic content standards as spelled out in various district and site comprehensive planning documents ......................................... 17 3d Goals and implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards. ....................... 21 3e Goals and implementation plan for how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace ........ 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 ........................
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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. ................. 35 3h Goals and implementation plan to utilize technology to enable teachers and administrators to be more accessible to parents. ........................................................................................ 36 3i Benchmarks and a timeline for implementing planned strategies and activities. ............ a. b. c. d. e. f. g. h. 40
Goals 1, 2, and 3 ................................................................................................... 23-30 Goal 4 .................................................................................................................... 32-33 Goal 5 .................................................................................................................... 34 Goal 6 .................................................................................................................... 35 Goal 7 .................................................................................................................... 36-39 Goal 8. ................................................................................................................... 40-45 Goal 9. ................................................................................................................... 47-48 Goal 10. ................................................................................................................. 49-50
3j Process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timelines. ........... a. b. c. d. e. f. g. h.
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Goals 1, 2, and 3 ................................................................................................... 23-30 Goal 4 .................................................................................................................... 32-33 Goal 5 .................................................................................................................... 34 Goal 6 .................................................................................................................... 35 Goal 7 .................................................................................................................... 36-39 Goal 8. ................................................................................................................... 40-45 Goal 9. ................................................................................................................... 47-48 Goal 10. ................................................................................................................. 49-50
3k Process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities 48 PROFESSIONAL DEVELOPMENT ...................................................................................... 4a Summary of teachers and administrators current technology skills and needs for professional development. .............................................................................................. 51
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4b District goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timelines .............................................................................................. 53 Goal 1. ............................................................................................................................. 56-58 Goal 2. ............................................................................................................................. 59-61 Goal 3. ............................................................................................................................. 62-64 4c List of benchmarks and a timeline for implementing planned strategies and activities56-64 4d Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timelines ............................... 58,61,64 INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE.....................................................................................................................
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5a Technology currently being used by teachers, students, and administrators in support of the activities in the Curriculum and Professional Development Components for. 1. Current Hardware ................................................................................................ 65 2. Internet Access, Networking and Telecommunications ...................................... 66 3. Electronic Resources (software) .......................................................................... 67 4. Technical Support ................................................................................................ 68 5b Technology needed by teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components. .............................................. 69 1. Hardware needs ................................................................................................... 69 2. Internet Access, Networking and Telecommunications ...................................... 69
3. Electronic Learning Resources ............................................................................ 4. Physical Plans Modifications .............................................................................. 5. Technical Support ................................................................................................
70 70 70
5c Benchmarks and Timeline for Obtaining Hardware, Infrastructure, Learning Resources and Technical Support ........................................................................................................... 70-73 5d Process for Monitoring Goals and Benchmarks Within Timeframe ............................... 70-73 FUNDING AND BUDGET ....................................................................................................... 74
6a. List of established and potential funding sources and costs savings, present and future 76 6b. Estimate implementation costs for the term of the plan (3-5 years)................................ 6c. Description of the level of ongoing technical support the district will provide .............. 6d. Description of the districts replacement policy for obsolete equipment. ....................... 78 79 79
6e. Description of the feedback loop used to monitor progress and update funding and budget decisions. ......................................................................................................................... 80 MONITORING AND EVALUATION .................................................................................... 81
7a. How technologys impact on student learning and attainment of MPUSDs curricular goals, as well as classroom and school management, will be evaluated 1. Goals 1, 2, and 3 ................................................................................................... 23-30 2. Goal 4 .................................................................................................................... 32-33 3. Goal 5 .................................................................................................................... 34 4. Goal 6 .................................................................................................................... 35 5. Goal 7 .................................................................................................................... 36-39 6. Goal 8. ................................................................................................................... 40-45 7. Goal 9. ................................................................................................................... 47-48 8. Goal 10. ................................................................................................................. 49-50 7b. Schedule for evaluating the effect of plan implementation ............................................ 7c. How the information obtained through the monitoring and evaluation will be used. .... 81 83
EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS..............................................................................................................................
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8a Description of how the program will be developed in collaboration with identified adult literacy providers. ........................................................................................................ 84
EFFECTIVE RESEARCHED-BASED METHODS AND STRATEGIES .........................
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9a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on a through and thoughtful examination of relevant research on education technology models, strategies, and effective practices. 85 9b. References description of thorough and thoughtful examination of externally or locally developed education technology models and strategies .................................................
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9c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance learning technologies..88
APPENDICES............................................................................................................................ Appendix A: Organizational Arrangement ................................................................................. Appendix B: Student Proficiency Standards, Grades K-12 ......................................................... Appendix B2: Proposed Aligned Student Proficiency Standards, Grades 6-8 ............................ Appendix B3: Educational Standards for Teachers ..................................................................... Appendix B4: Educational Standards for Administrators ........................................................... Appendix C: Criteria for EETT-Funded Education Technology Plans....................................... Appendix D Education Technology Plan Benchmark Review..
89 89 90-96 97-118 119-121 122-124 125-132 133
Appendix E District Technology Survey.Attachment in PDF or accessible at http://www1.edtechprofile.org/graphs/report-1840612976.pdf Appendix F Acceptable Use / Internet Safety Policies, Student and Staff 135-147
PREFACE, PLAN DURATION, INTRODUCTION AND STAKEHOLDERS PREFACE AND PLAN DURATION
1a. The plan should guide the districts use of educational technology for the next three to five
years. In the spring of 2001, the California Department of Education announced new requirements for school districts in regards to technology planning. The CDE, in referencing the importance of comprehensive school improvement plans, quoted Education Code Section 51871.5(a), which requires every school district seeking education technology funding to have, as a prerequisite of funding, a local technology plan in place by January 1, 2002. This requirement consolidates various technology planning requirements: It is the intent of the Legislature that education technology planning be accomplished in the most comprehensive manner possible. To that end, the current practice of developing education technology plans for each funding program should be replaced with a comprehensive local planning process that will enable school districts to apply for grants on an ongoing basis and assist in utilizing available education technology programs. The technology plan must be for a length of three to five years and must be in a newly defined CDE format. This plan is a major rewrite of the plan first submitted for approval in 2002. It has been expanded to include additional requirements as requested of all districts and county offices of education by the State Board of Education and is for a five-year period, July 1, 2009 through June 30, 2014. Though not part of the benchmark years of this plan it is noted that July 1, 2008 to June 30, 2009 year was a planning year for the delivery of this 2009-2014 MPUSD Plan. Some goals and benchmarks had begun in 2007 and these are indicated accordingly. Monterey Peninsula Unified School District (MPUSD) is located in the mid-southern portion of Monterey County along the Monterey Peninsula, which includes a diverse range of communities of the communities including the cities of Marina, Seaside, Sand City, and Monterey and some unincorporated segments of the county. MPUSD includes an early childhood education program, eleven elementary schools (grades K-5(6)), two K-12 schools, two middle schools (grades 6-8), three comprehensive high-schools (9-12) and one adult school/ROP program. Our students form a richly diverse population of cultural, linguistic, and economic backgrounds. MPUSD has an enrollment of over 11,000 students in Kindergarten through Twelfth Grade 27.6 percent Caucasian, 40.8 percent Hispanic, 6.6 percent Asian, 8.4 percent African American, 4.3 percent Filipino, 2.8 percent Pacific Islander, and .4 percent American Indian. A little over 27 percent of MPUSD students are English learners, with Spanish being the predominant primary language. In fact, more than 54 different languages are spoken among the districts total population. Approximately one-half of our students come from economically disadvantaged homes and qualify for federal assistance programs. MPUSD receives Title I funds for nine of its elementary and middle schools. Using multiple measures (STAR, CST and District Assessments), student achievement is increasing overall both math and has decreased slightly in reading. There is also a significant achievement gap between English Learners and English Only Students. The district has a total of 366.5 teachers and 7 paraprofessionals (all of which meet NCLB requirements for paraprofessionals). Teacher certification data from 2005-06 school year revealed that 93 percent possess a Cross cultural Language and Academic Development (CLAD)/SB 395 or Language Development Specialist certificate, and 6 percent of teachers possess an additional Bilingual Cross-cultural Language and Academic Development (BCLAD) certification. 4.5 percent of our teachers are holding emergency credentials.
MPUSD has a cadre of instructional support staff. These support staff consist of psychologists, speech and language pathologists, special education teachers, counselors, and nurses. During the course of this document, we will be frequently referring to teachers. It is understood that when we use the term teachers, we are also referring to the support staff listed. In addition, MPUSD has a strong staff of classified employees including instructional aides, technicians and data-processing staff who will be included when we use the term support staff. The needs of the Gifted and Talented Education (GATE) students in most of our schools are met within a regular classroom setting utilizing appropriately differentiated activities by the regular classroom teacher. Teachers work in collaboration, often clustering classes and rotating students at the grade level through lessons that go above and beyond the basic curriculum.
Technology Mission Statement

The Monterey Peninsula Unified School District believes technology is an essential tool to enable students and staff to understand and interact with the world.
Mission Statement
To achieve this mission, Monterey Peninsula Unified School District will work to provide leadership in the technology arena, including the development of suitable District policies and procedures. We envision all staff and students as technologically literate in a variety of settings and will accomplish this by providing: equitable access to an adequate supply of technology tools; staff development in the use of those tools; systematic monitoring and evaluation of emerging technologies; continual upgrading, maintenance and support when problems arise and data-warehousing of student, staff and program information for continual program evaluation and improvement
Background
With input from classroom teachers, site administrators, district curriculum and instruction departments, the district is able to refocus and emphasize the support of integrated technology development in support of the curriculum. Professional development will result in more coherent technology integration and the District Technology Department will provide the necessary technical and equipment support. This plan has been written to address supporting the needs of learning and sustained achievement in the classroom along with supporting various other technological needs of the district. The primary components of this plan are: Curriculum Professional Development Infrastructure, Hardware, Software, and Technical Support Funding and Budget Monitoring and Evaluation Assessment Collaborative Strategies with Adult Literacy Providers Effective, Researched-based Methods and Strategies Moving Forward The Monterey Peninsula Unified School Districts vision for instructional technology is: Through dynamic, engaging learning experiences and collaborative partnerships within our diverse coastal community, MPUSD ensures that each student will attain the intellectual, social and personal knowledge to passionately seek the challenges of the future. This vision statement includes student access to well-prepared teaching professionals and schools with appropriate instructional resources in every learning environment.
The Monterey Peninsula Unified School District (MPUSD) believes that the integration of technology throughout all aspects of a school setting is not only a necessary tool, but essential for the following reasons: To prepare students for success as they compete for jobs in a technologically advanced marketplace developing problem solving, communication of ideas, critical-thinking skills and collaborative work skills. To allow for greater efficiency in the day-to-day business operations of the district including the integrity and security of data To facilitate the continual improvement of students through on-going evaluation and reporting of student achievement and cost-benefit analysis of programs To enable better communication between staff, parents, community members and students. To ensure equitable access to the tools of technology for all students and teachers To support teachers with continuous staff development, coaching, and technical assistance. The Monterey Peninsula Unified School District is committed to the task of creating 21st century classrooms. We are further committed to the idea of embracing new, proven strategies and technologies which will assist us in creating a school population of 21st century thinkers. Technology can no longer be seen as an "option" if we are to succeed as a school district. Rather, technology is essential for all operations. The Monterey Peninsula Unified School District recognizes the need for a comprehensive technology plan in order to provide direction to our school district.
2a. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.
Stakeholders An Accountability Task Force has been formed at the District level. This group, composed of representatives from all of the major stakeholder groups within the MPUSD community, provides input to design and content of curriculum, meets to review the district-wide technology plan and provides comments for further revision. The Monterey Peninsula Unified School District School Board will review and ratify the plan as representatives of the community. Technology Advisory Team and Accountability Task Force Members MPUSD Primary Technology Planning Team: Kari Yeater, Associate Superintendent, Secondary Education and Program Improvement Debbi DAngelo, Director of Educational Technology, Information and Program Evaluation Mary Greenfield, 6-8 teacher and Enhancing Education Through Technology (EETT) Specialist MPUSD Representatives: Mariphil Cole, Director of Educational Options Robert Cummings, California School Employees Association President Evelyn Garcia-Monge, Dual-Language Immersion Teacher / Seaside Learning Community Jerry Giamona, Assessment Teacher on Special Assignment (TSA) Linus Ikyurav, Coordinator of Grants and Evaluation Jill Low, MBTA President / Marina Learning Community Anna Macaluso, Local Area Network Technician Heath Rocha, Coordinator of Special Education Dan Albert, Assistant Superintendent of Facilities and Planning John Schilling, Assistant Principal / Monterey High School
Parents / Community Members: Frankie Greene, Seaside Learning Community Genelle Tringali, Monterey Learning Community Wendy Root Askew, Marina Learning Community Partners Raul Ebio, University of California, Santa Cruz Brian Denton, Clear Blue Studios Shelley Duits, Data-Integrity Consultant Gil Gonzales, California State University, Monterey Bay Commitment to Equity of Access Monterey Peninsula Unified School District is dedicated to providing the educational community with: Equity of access to educational and informational resources. Training and support necessary to use these resources to achieve academic excellence. The District is addressing the issues of equity by focusing its resources on equal access by students, teachers, and administrators. Therefore, the District is committed to the goal that technology resources will be made accessible in a fair and equitable manner.
Technology Organizational Structure

The support of technology in MPUSD is organized into three primary functional groups, which are managed by the Associate Superintendent of Secondary Education and Program Improvement (Associate Superintendent) and the Director of Educational Technology, Information and Program Evaluation (Director). See Appendix A for the Organizational Structure. These groups are: Instructional Technology Administrative Technology (Business and Student Systems) Technical Services (Networks, Field Services, and User Support) Instructional Technology Both the Instructional and Technology Services Department provide District leadership and direction for the area of educational technology. It plans, schedules, coordinates, and supervises personnel engaged in curriculum and instruction development using technology; evaluates hardware and software; provides technical assistance and ongoing support to all schools. The group also works to set standards for technology use for students, administrators, and instructional staff; assists school sites with the acquisition of technology grant awards; acts as a Mentor with District level support by attending instructional events and meeting with key decision-makers; develops instructional staff training and assessment programs; and coordinates and promotes participation in organizations and special events concerning instructional technology such as Computer Using Educator and the National Educational Computing Conference (CUE, NECC, etc.). The current Instructional Technology staff consists of the Associate Superintendent and the Director with support from the EETT Technology Integration Specialist (EETT Specialist).
Administrative Technology (Business and Student Systems) This group is separated into two functional groups, Business Systems and Student Systems. It is the goal of this plan to develop a Data-Warehouse to establish an MPUSD data-warehouse (MDW) to foster data integration, and facilitate cross-discipline analysis and reporting (student, staff and resource allocation information). Business Systems The Business Systems group supports a variety of computer systems designed to provide information needed by Business Services, Personnel, Insurance, Purchasing, Warehouse, Transportation, and Library Media. This information is provided to assist District staff in making proper business decisions to efficiently conduct District business; meet State, Federal, and local requirements; and insure that their functional areas perform well. The Business Systems group is supported by the Technology Department with the installation, maintenance, and upgrade of the necessary software and hardware as needed. The Director, Data-Processing and Local Area Network (LAN) technicians provide support to the Business Systems group. Student Systems The Data-Processing department which is managed by the Director of Educational Technology, Information and Program Evaluation, is also part of the Instructional Technology structure. Data-Processing maintains the Districts Student Information System (IRIS) to provide information to teachers, administrators, parents, and students. The department consists of a Lead Programmer, and two Data-Integrity Specialists (DIS). The Director and Data-Integrity Specialists (DIS) also provide training and support for IRIS users at school sites and other District sites. The Director in partnership with the Lead Programmer provides analytical services to District office departments through the management of Data-Director and SQL, SPSS databases. In addition, support is provided to District departments in the preparation of required State and Federal reports, grant proposals that require student data, and performance analysis. Support is also provided to the Business Services Division in such areas as attendance accounting for State reporting purposes, enrollment projections and Open Enrollment. The Director, Assessment Coordinator and Site Technology Mentors also assist with professional development. Technical Services (Network and Technician Services) The Network group provides dual platform expertise for local and wide-area network technology to schools and District departments. The network group is managed by the Director of Educational Technology, Information and Program Evaluation. The Network group plans, schedules, coordinates and supervises personnel engaged in network planning, hardware evaluation, implementation, network software evaluation, and support. It also provides and directs technical assistance and support and sets standards for District network technology. There is one Lead LAN III, three LAN technicians and one software technician. In addition, the Office of Educational Opportunities and After-School Programs is supported by one LAN technician who serves as a back-up for the District Office support team. The Technician Services mission is to provide a professional level of installation and repair services for hardware and software as upgrades, conversions, migrations and implementations occur. Each school site has a Site Technology Mentor, who is also a classroom teacher. Site Technology Mentors at school sites provide direct and immediate support with network application software, and keep the Network group apprised of site-specific technology issues. The Site Technology Mentors and Site Administrators notify the Network group of repairs, installations, and other technology or network issues. Site Technology Mentors also assist with professional development.
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CURRICULUM
The most important thing in science is not so much to obtain new facts as to discover new ways of thinking about them -Sir William Bragg
3a. Description of teachers and students current access to technology tools both during the school day and outside of school hours.
In the last five years, one of the District priorities has been to wire every classroom with Internet access. Today, virtually every classroom in the District (99%) is connected to a Local Area Network (LAN) that is part of a district-wide Wide Area Network (WAN) that links to the Monterey County Office of Education. This allows the teachers and/or students in these classrooms to connect to the Internet via a multimedia computer. All schools have dual platform use of Macintosh and PC computers of various models and age. Some schools have a central computer laboratory that students visit by class on a weekly basis. Most school sites have computers distributed in the classrooms. At the elementary level the current student to computer ratio ranges from a low of 2.6 students per computer to a high of 7.1 students per computer. At the middle and high-school level the current student to computer ration ranges from a low of 2.6 students per computer to a high of 4.6 students per computer. The current district average is 5.85 students per computer. The total number of computers at each school is shown on the CTE Data-Quest Website at http://www1.edtechprofile.org/ or found in Appendix E All teachers have a district workstation that is composed of a computer with internet access, printer, overhead projector, television, VCR, and telephone. While some teachers are still in the beginning level of technology skill acquisition, many are successfully utilizing technology to increase learning in their classroom. All teachers and support staff use a computerized daily attendance system (IRIS). Teachers enter data using their classroom workstation. Grading and records are also computerized at the middle school. A new data system (Data-Director) that allows teachers to build formative assessments based on the essential standards of ELA and Math and a teacher developed pacing calendar is in its second year of implementation. Teachers are encouraged to use other technologies to promote high academic achievement such as multimedia presentations in their instruction. All students have access to computers through classroom use, Library Technology, and computer labs used before, during and after-school. The student time on computers is linked to the teachers technological ability and school-wide priority with technology. In order to increase student access and student use of computers, the District will focus on professional development for teachers, administrators, and other support staff, that incorporates technology-based projects and lessons within the core curriculum directly related to the language arts and mathematics essential standards. Students have access to the tools of technology outside of the school day through our 21st Century After School Programs, inter-sessions, extension services, after school homework centers and Saturday school at
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the middle and high-schools. The after school programs and inter-sessions have been designed to be a part of our intervention system by using curriculum that gives further support to our students who are not proficient in the math and language arts standards. Special Education students attend all the schools in MPUSD. Each Special Education student is evaluated individually for Assistive Technology that is specific to his/her disability in conjunction with the Individualized Education Plan (IEP). To support the testing of our students, the District Psychologists were issued laptops and Nextel enabled cell phones by the District to assist them in their duties. The Special Education Department works individually with the students IEP goals to identify software that will assist in the academic development of the student especially in the content areas of language arts and mathematics. Although in its infancy stage, online learning via the Monterey County Office of Education has been experiencing a growing success as a deployment strategy for administration, teachers, and classified staff in Monterey Peninsula Unified School District. A wide-range of courses is currently available through the countys online professional development program. Our next step is to establish an IntraNet to support staff internally in their professional growth. Our professional learning community wants and expects our students to receive the best education available, including the use of technology as an integral part of the learning experience. We are very aware of the need to provide equal access to technology for all students, including EL (English Learners), socio economically disadvantaged, and Special Education. All MPUSD students do not have equal access to technology in their homes, however. An informal survey of students in the District revealed that most students in affluent (low residential density and higher income) areas of the District have access to home computers. Students from impoverished areas (high residential density and low income) have little access to home computers. The District is exploring ways in which we can provide access for families that do not have personal computers and Internet access.
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Chart 1: Current Computer Use By School

Data from 2005 California Schools Technology Survey
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3b. Description of the districts current use of hardware and software to support teaching and learning.
It is Monterey USDs commitment that every student will meet and or exceed the state content standards in English Language Arts and Mathematics. The district Blueprint for Success commits all employees to work towards this overarching goal. Technology is used to support this goal in the following ways: For teachers: The frequency that hardware and software are used at each grade level and in each content area is most often determined by the access to technology (hardware and software) and the technological abilities of the individual teacher. For example, several classes at one school site will use technology on a weekly basis to create multimedia projects, while other students at the same site and grade level continue to produce handwritten reports. Many teachers integrate the use of technology into their classroom centers or intervention time. Many others continue to teach students as a whole class and use technology infrequently, often as a reward. Based on an informal survey of 100 teachers, approximately 10 percent of teachers integrate technology into the curriculum every day, 25 percent integrate technology into the curriculum weekly, 25 percent integrate technology into the curriculum monthly, 10 percent integrate technology only a few times a year, and 30 percent never integrate technology into the curriculum. The District will continue to provide additional staff development and encourage teachers who do not currently integrate technology into the curriculum through the District Professional Development Series (see Professional Development section). Helping to facilitate teacher use of the software, the district has standardized a common set of software tools, which are platform-neutral and of high educational value. In addition to the recommended software titles, each site may select software which best meets the individual needs of the sites students. Teachers have begun to use technology resources for supplemental instruction. Through an EETT grant at four 6-8th grade schools and now at all of our Elementary Schools, laptop computers are used to augment math curricular standards. Students are using the laptop computers to create graphs and charts in Excel, increasing their typing skills, and organizing higher-order thinking using Inspiration and Larson Learning for Math. Additionally, a relatively new technology such as video streaming has given students and teachers opportunity to pilot the application of video to the districts exit assessment for student exhibition. Discovery Streaming, a product of Discovery Learning, provides a clearinghouse for downloadable video and graphic resources for teachers and student use. Through the use of Discovery Streaming, teachers and students have the ability to add video clips to multimedia presentations.
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The District utilizes Achieve!Data Solutions Data-Director and IRIS student information systems. School staff can access student test and attendance data through Data-Director and IRIS both at school and from home. This application gives teachers access to schedule and testing information, in addition to period-by-period attendance for their students. MPUSD also utilizes Data-Director to build formative assessments based on the essential standards of ELA and Math and a curriculum-council developed pacing calendar are in its second year of implementation. Many middle and high-school teachers (and even some elementary teachers) use technology to record grades. Every teacher has access to a computer during the school day. Beginning with a pilot in the Spring of 2008 and school year 2008-2009, with the goal of full implementation in Fall, 2009 teachers will have access to use an electronic grade reporting system to report student assignments and grades. Through the use of this system, students and parents will have real time access to grades and assignments for each class. Parents will be assigned a confidential login and password at the beginning of each year. The data, drawn from this grading system is updated daily. Parents can see period-by-period attendance, view grades, and print unofficial reports. Additional professional development opportunities for teachers include: Through MCOE, online support in our Beginning Teacher and Assessment (BTSA) program, new teachers are required to take courses in classroom management and equity. All of our teachers receive opportunities for summer technology courses that use technology accompanied with appropriate activities to teach the essential standards.
For students: In order to assess student competency in their application of what has been learned, all HighSchool students must demonstrate the integration of the Technology Performance Standards through their coursework. These standards are used to measure students knowledge of the core content standards and technology application. Please refer to the Student Proficiency Standards referenced in Appendix B. Currently, all new classroom computers and laptops (PC) come preloaded with Microsoft Office 2007, Novell Groupwise for email, Internet Explorer and McAfee Virus protection. In addition, site software licenses such as Read Naturally, Rosetta Stone, Type to Learn and Larson Learning are used. All classrooms are wired for access to the Internet using T1 lines. Each school has its own server for data storage and retrieval for staff and students. At one middle school and in the Technology / ROP courses in the high-school, each student is given access to the server through a login and password. Students currently use the Internet for research, save word-processed documents to the local server and create multimedia presentations using PowerPoint and HyperStudio.
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In addition, each site has a multi-media center and with Internet access at T1 speeds. Students are given the opportunity to use these centers, before, during and after school. Most schools have computer labs and at least one wireless laptop cart to further facilitate the implementation of afterschool tutoring centers. During lab time, students practice keyboarding skills, create multimedia presentations, use the Internet to search for class research reports, and word process class assignments. Some upper elementary classes utilize the computer lab in conjunction with library time and the libraries are also equipped with four to thirty-two computers for student research. Before and after school, the centers, labs and laptop carts are used for tutorial and curriculum enrichment purposes, depending on the class requirements and/or assignments. During school hours, the multi-media centers and labs are used not only to enrich curriculum, but as a tool to aid in the total learning process. At the middle school and high-school level, students are enrolled in technology courses as the schedule permits with 7th and 8th graders completing a 12-week technology exploratory in a lab setting. As of Winter, 2008, one of a our high-schools is using technology to create and broadcast a live, student-produced, newscast and use video editing tools to create special video sections for the broadcast. Other schools are investigating the opportunity of live broadcast / video editing capabilities. At each high-school, technology is also interwoven into the drama and music productions at the school. MPUSD provides interventions for students who are not proficient in the standards. Students who are scoring at basic and below may attend after-school programs to improve their academic skills. Many elementary schools are utilizing software such as Read Naturally, Scholastic Reading Inventory, Reading Counts! and Rosetta Stone to assess student comprehension in reading. Special Education students' technology needs are addressed through Individual Education Plans (IEP) that includes use of technology as appropriate. Other opportunities for students include: The district received the EETT competitive grant with a focus on increasing our Fourth thru Eighth Grade students currently at below basic in the STAR CST mathematics results by providing professional development for teachers in the use of lap top technology, LCD projectors and various software programs. Homework clubs use computer labs to reinforce word processing skills and mathematics review. Our GATE program is currently piloting on line resources both in and out of school as a means to further differentiate instruction and advance proficiency levels in the core content standards. MCOE, the district partner in developing MPUSD technology, is working with the district to develop online student book printing that will further build student skills in both English Language Arts and technology.
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For all: All MPUSD schools library/media centers are fully automated with Follett software. The Follett system allows electronic circulation and search capabilities. With this automation the District is able to generate reports that address circulation, patron information (staff & student), bibliographies, and collection development. The library/media centers also have student search stations that give access to genres and specific books or books within a library collection. Patrons are taught basic library skills such as how to locate books via subject, author, and/or title. These stations also have Internet access and serve as a reference for online databases (periodicals) and other resources. They also have CD-Rom access. All classrooms are equipped with phones with inside and outside access. The district IPtelephony system provides the opportunity for messages to be left for the teacher. Data Director, the district assessment program, is a web based information system that uses technology to benchmark student progress in the essential core standards of English Language Arts and Mathematics.
3c. Summary of the districts curricular goals and academic content standards in various district and comprehensive planning documents.
Monterey Peninsula Unified School District has established clear curricular goals tied to the academic content standards monitored by various district and site-based assessment systems, and referenced in comprehensive planning documents and efforts. The common underlying purpose of all our district improvement plans is to improve student achievement as it relates to the state content standards of English Language Arts and Mathematics. Our 2007-2008 student achievement data indicates that our academic goals and objectives, aligned to both the content and cognition levels identified in the California Adopted Academic Content Standards and Frameworks for language arts and math, are having a positive impact at our schools yet we are experiencing achievement gaps with special needs populations. Currently, MPUSD targets for student achievement are met, yet inconsistently across the District with 40 percent of students meeting standards in Language Arts and 45 percent in Mathematics. (see chart on next page) In the areas of Language Arts and Math, specific groups continue to make slow progress. According to 2007-2008 California Standards Tests (CST), 26 percent of Hispanic students, 28 percent of socio-economically disadvantaged students, 18 percent of English language learners, and 14 percent of students with disabilities show proficiency or beyond in Language Arts. Math proficiency shows a similar trend with 34 percent of Hispanic students, 35 percent of socio-economically disadvantaged students, 26 percent of English language learners, and 18 percent of students with disabilities showing proficiency in math. These results further magnify the number of our EL, Title I and Special Education students that are non-proficient and results in a larger achievement gap amongst our targeted sub groups. Using these test scores and other evaluation tools, the Department of Curriculum and Instruction has targeted specific areas in which students require extra help.
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Adequate Yearly Progress Report for Monterey Peninsula Unified School District
2006-2008 API and AYP Data English Language Arts Participation Rate 2006 Districtwide African American American Indian or Alaska Native Asian Filipino Hispanic Pacific Islander White Socio-economically Disadvantaged English Learners Students with Disabilities 2006-2008 AYP Results 98 98 99 100 99 98 99 98 98 99 95 2007 99 99 100 100 99 99 99 99 99 99 95 2008 99 99 100 99 99 99 100 98 99 99 98 2006 42.1 35.1 53.1 60.9 51.9 25.1 39 63.3 29 18.3 20.5 Proficient Rate 2007 40.4 33.5 47.8 60.4 47.4 25.7 38.3 61.7 28.1 17.8 13.7 2008 43.1 39.9 54.0 61.0 56.5 26.4 40.2 29.8 29.8 20.5 17.9 2006 98 98 97 100 99 99 99 98 99 99 96 Participation Rate 2007 99 99 99 100 99 99 100 99 99 99 98 2008 99 99 100 100 100 99 99 98 99 99 98 2006 44.6 32.6 47.9 68.1 56.5 31.7 34.2 61.2 33.3 28 23.7 Mathematics Proficient Rate 2007 44.9 33.5 51.1 68.3 51.2 33.8 39.9 61.6 35 30 17.6 2008 46.4 38.3 42.0 68.1 55.8 35.1 42.7 61.9 35.6 32 19.7 API Met? Proficient Rate Met? 2006 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes 2007 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes 2008 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes 2006 Yes 2007 Yes 2008 Yes 817 768 635 690 797 654 812 771 652 711 797 663 829 789 660 723 809 674 -5 3 16 21 0 9 17 18 8 12 12 11 2006 Base 2007 Base 712 667 716 673 2008 Growth 728 697 Base Change 4 6 2007-08 Change 12 24 API
English Language Arts Participation Rate Met? 2006 2007 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes 2008 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes Proficient Rate Met? 2006 No Yes N/A Yes Yes Yes Yes Yes Yes No No 2007 No Yes N/A Yes Yes Yes Yes Yes Yes No No 2008 Yes Yes N/A Yes Yes No Yes Yes No No No
Mathematics Participation Rate Met? 2006 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes 2007 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes 2008 Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes
Districtwide African American American Indian or Alaska Native Asian Filipino Hispanic Pacific Islander White Socioeconomically Disadvantaged English Learners Students with Disabilities
Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes
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Curricular Goals Monterey Peninsula Unified School District school board adopts key goals annually, which are tied to and support the adopted, state approved, content standards in all academic areas. These key goals support the LEA plan on the district level. Each of our schools ties its site-based curricular goals directly to the districts LEA Plan and school boards key goals in site-based comprehensive school plans and School Accountability Report Cards (SARC). Based on our student data, federal and state mandates, and research-based best practices, our districts current key curricular goals are: 1. All schools in the district will meet or exceed the NCLB Annual Measurable Objectives (AMOs) for student proficiency, including all ethnic/racial, socio-economically disadvantaged and students with disabilities subgroups with the state content standards in English / Language Arts and Math. By 2013-2014, all students in the district will be proficient or better with English Language Arts and Math grade level content standards. 2. All schools in the district will meet or exceed the states Annual Performance Index (API) growth target as well as the API growth targets for each numerically significant ethnic/racial, socio-economically disadvantaged and students with disabilities subgroups at the school. 3. By 2008-09, all students are taught by No Child Left Behind compliant, highly qualified teachers. 4. Site administration will collect and analyze school and student data and develop continuous cycles and plans for school improvement to target and select: students who have not met the standards in English Language arts and mathematics, research based curriculum that supports the core adopted curriculum for math and language arts best instructional and intervention practices student support continuous monitoring of student achievement through district written formative assessments home, school, and community partnerships. 5. All students will be educated in learning environments that are safe, drug-free, conducive to learning, and build students internal and external resources all leading to successful readiness for meeting A-G requirements at the secondary level. The Monterey Peninsula Unified School Districts Blueprint for Success represents a working document to guide the improvement of student achievement and the quality of instruction for all students. The Blueprint for Success includes measurable district strategies that call for the integrating of state standards and assessment, improving teaching and learning, providing high quality professional development, providing equitable access to digital age skills and technology; nurturing linkages among district schools, parents, families, and communities, providing
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governance, funding, evaluation, and accountability. To meet the Districts Blueprint for Success goals and objectives, each school site develops a School Accountability Report Card (SARC) that targets specific achievement goals for their school. An action plan and evaluation component has been developed to measure success. Beginning with the 2003-2004 planning cycle, each school site included a technology component in their SARC that identifies the sites focus in relation to technology integration, implementation, and professional development. Other district and site comprehensive planning documents and data that establish and/or guide our standards-based curriculum include: The district adopted State Content Standards for K-12. The district LEA plan and Current Technology Plan. No Child Left Behind compliance / implementation documentation. CDE and Federal district-wide school achievement data from annual AYP, API, and STAR results. The CDEs Academic Performance Survey (APS) and District Assessment Survey (DAS) The Districts Master Plan for English Learners (EL) describes the policies for identifying, assessing, and reporting students who have a primary language other than English. This EL Master Plan provides details on the reclassification procedure and the English Language Development and instructional programs to be provided for EL students to assist them in meeting and/or exceeding district content standards and graduation requirements. The Districts Gifted and Talented (GATE) Plan provides challenging curriculum and instruction to gifted and talented students capable of achieving significantly beyond the level of their peers. The GATE plan supports the provision of services that are integrated into the regular school day as differentiated learning experiences that are based on the core curriculum. The Policy and Procedures handbook which details the Districts philosophy and goals, and policy and procedures regarding students, instruction, promotion and retention, equity, administration, personnel, community relations, business, and much more. District Safety and Disaster Plan Sitebased Single Plans for Student Achievement, which include School Improvement Block grant, Gifted and Talented program and other categorical programs The district has developed guiding documents for K-12 grades which incorporate the NETS-S (National Educational Technology Standards for Students) entitled Student Proficiency Standards (Appendix B). These documents inform all grade levels of progressive skills, performance indicators and integrated tasks which, when implemented, prepare eighth grade students for high-school.
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3d. List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.
3d. Goals and Implementation Plan Using Technology to Improve Teaching and Learning Prior to completion of Grade 12, all students will have opportunities to demonstrate, through required yearly projects, mastery of content matter in English language arts and mathematics. (See Appendix B2 on pages 100-121) Goal 1: All schools will use technology as an instructional tool to support the district curricular goal of ALL students attaining proficiency or better with ELA content standards by the 2013-14 school year. Goal 2: All schools will use technology as an instructional tool to support the district curricular goal of ALL students attaining proficiency or better with Math content standards by the 2013-14 school year. Goal 3: All schools will increase the use of technology to aid instruction for special need students including English Learners, and Special Education groups. Goal 1 and 2 Students will participate in technology-infused lessons in classrooms in support of curricular standards and performance goals. All students will be expected to utilize the tools of technology to improve their mastery of the core curriculum. To support these goals: Teachers will design, implement and evaluate the effectiveness of lessons via student performance indicators. Teacher will be trained to discern appropriate technology use and tools, which support students understanding and demonstration of content standards. As teachers recognize effective uses of electronic resources and tools, classroom lessons will be designed to reinforce both technology skill development and targeted content standards for students. Teachers will develop model lessons for using technology to improve teaching and learning in language arts, mathematics, social science, and science which will be made available across the district via the MPUSD IntraNet. Student will demonstrate their technology and information literacy skills through quizzes, ability to retrieve and present topical information, multimedia presentations, interactive software assessment programs (e.g., Read Naturally, SRI, Rosetta Stone, Reading Counts), etc.
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Technology outreach at the school site level will increase beginning in 2009-10 with the further development of Site Technology Mentors for technical and curricular coaching. Site Technology Mentors are classroom teachers who exhibit exemplary skills and abilities for technology-integrated curricular implementation. Mentors, who are classroom teachers, will conduct technology professional development at their school sites. EETT Teachers will be trained and begin coaching teachers in the development of lessons in Math in Grades 4 and 5 and in Middle School, along with the newly adopted Social Studies curriculum. Site Technology Mentors will also provide training and support for Data-Director and IRIS Student Information Systems as part of the district commitment to provide easy access to data reports in the area of English Language Arts and Mathematics and development of classroom benchmarks.
By June 2009, a significant increase in the appropriate use of technology by teachers and students for improved learning will be evident by reviewing teacher responses on the Ed Tech Profile Technology Assessment Survey, student work products, teacher produced assessments, classroom observations, and data from our district wide STAR results of our identified sub groups (socio economically disadvantaged and English Learners). Goal 3 Strategies for addressing the needs of English Learners, along with selection of CLRN approved electronic instructional materials suitable for supporting these students learning, will be incorporated into the technology-integrated lessons. Professional development for teachers of EL students will be coordinated by the Curriculum and Instruction departments by the Associate Superintendent in Fall 2009. The use of technology further supports the district commitment to differentiation of instruction. Technology such as LCD projectors and computers supports the use of research-based instructional strategies that show the most success in working with our second language learners. (e.g. cooperative learning and frontloading academic vocabulary.) Throughout the plan timeline, articulation will be encouraged to communicate the needs and abilities of students at the sites and to create cohesive lessons. The Special Education Department will continue to evaluate individual students needs. From those assessments the Special Education Department will determine what technology will best assist each student in the educational setting. Since the Special Education Department is bound by Federal and State guidelines as well as the goals and objectives of the Individualized Education Plans, implementation and revision are ongoing. The Technology and Curriculum Departments will continue to research best practices and evaluate recommendations for learning software to enhance the educational experiences of special-needs students. STAR data and teacher results from the Ed Tech Profile survey will be used to measure core content growth.
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District Technology Action Plan July 1, 2009 June 30, 2014 (sections 3d, 3i-h)
Goal 1 - District Curriculum Goal Supported by Technology - E/LA & Technology Goal 1: Our schools will use technology to support the district curricular goal of ALL students attaining proficiency or better with ELA content standards by the 2013-14 school year. Target Group: All students including special education, English Learner and Title I students. Specific Measurable Objective by June 30, 2012 Objective: 1a: By the 2013-14 school year, a minimum of 100% of all students will score proficient or above on the EnglishLanguage Arts portions of the STAR: CST / CAHSEE test supported by state and district approved instructional resources, technology-based supplemental resources, professional development, student achievement data analysis, and collaboration time. Annual Benchmarks (This goal began in the 2007-2008 school year with the implementation our Accountability Plan.)
Year 1: minimum of 42% of students in the 2009-10 school year Year 2: minimum of 50% of students in the 2010-11 school year Year 3: minimum of 75 % of students in the 2011-12 school year Year 4: minimum of 83% of students in the 2012-13 school year
Year 5: minimum of 100 % of students in the 2013-2014 school year.
Evaluation Instrument(s) & Data

Instruments: Quarterly Benchmark assessments; Annual CST/CAHSEE/CAPA/CMA test results in English/Language Arts / Graduation Rates Data: Percentage scoring proficient or above / Number of students who succeed and are promoted Instrument: Grade/subject level district professional development and collaboration meeting times / agendas / and outcomes. Data: % of teachers participating: Calibrated and articulated standards-aligned Grade/subject level objectives and assessments across the district and standardized list of District supported research based programs and practices. Instrument: Ongoing Classroom Observations by site admin./principal aligned to teachers evaluation schedule Data: Teachers use of standards-aligned learning objectives, instructional and intervention time, research based programs and practices Instrument: Annual Ed Tech Profile Technology Assessment Survey / Annual Site Academic Software Survey Data: Teachers self assessed technology and integration skills and Curriculum-based state / district and productivity approved software survey Instrument: A variety of assessments and performance indicators - student assignments, grade level rubrics, teacher-generated assessments, quizzes, tests, culminating projects, and assessments from state-adopted text series Data: Multiple measures provide a more complete picture of students knowledge and skill abilities Data reviewers -District Program Evaluator and school admins. will analyze on an annual basis in late August / September after state releases data.
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Goal 1: Objective: 1a - E/LA & Technology Implementation Action Steps

1. Annually, purchase and ensure state adopted instructional materials (K-12), standards-aligned textbooks and supplemental curriculum-based technology resources (adopted and/ or CLRN approved) are being used in the classroom. 2. Annually, provide professional development on adopted curriculum and technology resources (such as AB 466 E/LA for teachers, AB 430 training for site administrators.) 3. Beginning in fall 2009 and every year thereafter, provide systematic professional development and collaboration time for site administration and teachers to align standards-based instruction and quarterly assessments horizontally and vertically through grade levels in the district, review data, learn and share best practices including the use of technology. 4. Beginning in fall of 2006, all teachers have been annually updating their Ed Tech Profile Technology Assessment Survey. 5. By fall 2009, design and distribute an annual district academic software usage survey 6. By fall 2009, create and distribute a matrix of CLRN approved E/LA curriculum and intervention software that is supported by the district. Track usage with annual survey. 7. Beginning in the fall 2009 and annually thereafter, provide professional development on district/ CLRN approved curriculum software and online resources as needed. 8. Continue to research and provide access to best instructional practices and technology integration 9. Continue to leverage funding to increase access to technology resources, hardware, and peripherals 10. Continue to provide district technology productivity training as needed. 11. Ongoing district support and professional development opportunities for the appropriate use of technology across the curriculum in support of the integration of E/LA skills and standards across the curriculum including in technology courses. 12. Students will write and increase their reading comprehension skills through desktop publishing programs, multi-media projects and presentation opportunities. (Refer to Appendix B) 13. Students in the upper grades will through multi-media projects, design, develop, publish, present using Microsoft word, power point, and other software/hardware in their core and elective classes (refer to Appendix B) 14. Continue to monitor targeted intervention time and evidence of different instructional strategies within state adopted materials. 15. Students will utilize available electronic resources.
Use of Technology
Adopted Text Supplemental Tech resources including publisher software and websites. CLRN and district approved curriculum software such as Read Naturally, Reading Counts, Rosetta Stone, Inspiration, PhotoShop, Dreamweaver, MyGradebook, Plato Microsoft Office and other productivity software. Internet Resources (Wired / Wireless) Peripherals such as LCD projectors, laptops, digital cameras, video cameras, and printers. Ed Tech Profile Technology Assessment Survey Web-based student assessment platform such as Data-Director.
(Objective 1a- Continued on next page)
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Monitoring
Associate Superintendent, Director and school site administrators will track the development and implementation of all activities and accomplishments monthly and report progress at monthly district/ site admin meetings. Modifications to district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: Those actions above that are not underway began in a planning stage in Spring, 2008 and then will be reviewed annually in the district at all grade levels. Planning and implementation will occur after annual data driven needs assessments and data analyses take place for each school, no later than October 1 of each year. Person(s) responsible: District and school site administrators, Network Administrator, Technology Site Mentors, and teachers are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Teachers are responsible for completing all necessary professional development and ensuring their instruction is based on standards-aligned objectives and research based programs, practices and arrangements.
Goal 2- District Curriculum Goal Supported by Technology Math & Technology Goal 2: Our schools will use technology as an instructional tool to support the district curricular goal of ALL students attaining proficiency or better with Math content standards by the 2013-14 school year. Target Group: All students including Special Education, English Learner, and Title I students. Specific Measurable Objective by June 30, 2014 Objective 2a: By the 2013-14 school year, a minimum of 75% of all students will score proficient or above on the Math portions of the STAR: CST / CAHSEE test supported by state and district approved instructional resources, technology-based supplemental resources, professional development, student achievement data analysis, and collaboration time. Annual Benchmarks (This goal began in the 2007-2008 school year with the implementation of our Accountability Plan.)

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Evaluation Instrument(s) & Data Instruments: Quarterly Grade level assessments; Annual STAR/CST /CAHSEE /CAPA/ CMA test results in Math Data: Percentage scoring proficient or above Instrument: Grade/subject level district professional development and collaboration meeting times / agendas / participation records and outcomes. Data: % of teachers participating: Calibrated and articulated standards-aligned Grade/subject level objectives and assessments across the district and standardized list of District supported research based programs and practices. Instrument: Ongoing Classroom Observations by site admin./principal aligned to teachers evaluation schedule Data: Teachers use of standards-aligned learning objectives, instructional and intervention time, research based programs, practices and arrangements. Instrument: Annual California School Technology Survey: Data: Curriculum-based state and district approved software and productivity software being used at each site. Instrument: Annual Ed Tech Profile Technology Assessment Survey: Data: Teachers self assessed technology and integration skills Instrument: Student work and classroom assessments Data: Student projects, teacher created and adopted textbook assessment test results Instrument: Variety of student assignments, quizzes, tests and culminating projects Data: Grade level, rubrics and standardized tests Data reviewers After state release of data, district curriculum and data administrators, technology designee, and school administrators will annually analyze and review STAR/CST results and teacher review of student work to holistically score and norm student projects and assessments. (Objective 2a- Continued on next page)
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Goal 2: Objective: 2a - Math & Technology Implementation Action Steps

1. Annually, purchase and ensure state adopted instructional materials (K-12), standards-aligned textbooks and supplemental curriculum-based technology resources (adopted and/ or CLRN approved) are being used in the classroom. 2. Annually, provide professional development on adopted curriculum and technology resources (such as AB 466 Mathematics for teachers, AB 430 training for site administrators.) 3. Beginning in fall 2009 and every year thereafter, provide systematic professional development and collaboration time for site administration and teachers to align standards-based instruction and quarterly assessments horizontally and vertically through grade levels in the district, review data, learn and share best practices including the use of technology. 4. Beginning in Fall of 2006, and each year thereafter, all teachers have been annually update their Ed Tech Profile Technology Assessment Survey. (New teachers are trained by their Technology Mentors). 5. By fall 2009, design and distribute an annual district academic software usage survey 6. By fall 2009, create and distribute a matrix of CLRN approved Mathematics curriculum and intervention software that is supported by the district. Track usage with annual survey. 7. Beginning in the fall 2009 and annually thereafter, provide professional development on district/ CLRN approved curriculum software and online resources as needed. 8. Continue to research and provide access to best instructional practices and technology integration examples 9. Continue to leverage funding to increase access to technology resources, hardware, and peripherals 10. Continue to provide district technology productivity training as needed. 11. Continue to monitor targeted intervention time and evidence of differentiated instructional strategies within state adopted program (K-12) and standards-aligned text, targeting the lowest performing students. 12. Students needing intervention will work with calendars and symbolic language to learn the concept of number and its symbolic relationship and practiced while using software on the computer. 13. Students in upper grades will use Excel spreadsheets to perform operations on decimals and percentage in an applied activity (refer to attached Student Proficiency Standards) to master the related math standards. 14. Students will continue to utilize electronic and web-based resources and tools to support and demonstrate their understanding of the math skills and concepts within the California Math Standards. 15. Students will review descriptive mathematical language that is appropriate to their specific level of mathematics.
Use of Technology
Adopted Text Supplemental Tech resources including publisher software and websites. CLRN and district approved curriculum software such as Renaissance Learning, Larson Learning, Dreamweaver, and MyGradebook Microsoft Office and other productivity software. Internet Resources Peripherals such as LCD projectors, digital cameras, video cameras, and printers. Ed Tech Profile Technology Assessment Survey Web-based student assessment platform such as Data-Director.
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Monitoring
Associate Superintendent, Director and school site administrators will track the development and implementation of all activities and accomplishments monthly and report progress at monthly district/ site admin meetings. Modifications to district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: Those actions above that are not underway began in a planning stage in Spring, 2008 and then will be reviewed annually in the district at all grade levels. Planning and implementation will occur after annual data driven needs assessments and data analyses take place for each school, no later than October 1 of each year. Person(s) responsible: District and school site administrators, Network Administrator, Technology Site Mentors, and teachers are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Teachers are responsible for completing all necessary professional development and ensuring their instruction is based on standards-aligned objectives and research based programs, practices and arrangements.
Goal 3- District Curriculum Goal Supported by Technology Special Education, EL & Title One Goal 3: Our schools will increase the use of technology to aid instruction for Special Need students including English Learners (EL), Title I and Special Education groups Target Group: All Special Education, English Learner, and Title I students. Specific Measurable Objective by June 30, 2014 Objective 3a: By the 2013-14 school year, a minimum of 75% of Education, English Learner, and Title I will score proficient or above on the English-Language Arts portions of the STAR: CST test supported by state and district approved instructional resources, technology-based supplemental resources, professional development, student achievement data analysis, and collaboration time. Annual Benchmarks (This goal began in the 2007-2008 school year with the implementation our Accountability Plan.)

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Goal 3: District Curriculum Goal Supported by Technology Special Education, EL & Title One Evaluation Instrument(s) & Data
Instruments: Quarterly Grade level assessments; Annual STAR/CST / CAPA / CMA / CAHSEE test results in English/Language Arts, CELDT Data: Percentage scoring proficient or above Instrument: Grade/subject level district professional development and collaboration meeting times / agendas / participation records and outcomes. Data: % of teachers participating: Calibrated and articulated standards-aligned Grade/subject level objectives and assessments across the district and standardized list of District supported research based programs and practices. Instrument: Ongoing Classroom Observations by site admin./principal aligned to teachers evaluation schedule Data: Teachers use of standards-aligned learning objectives, instructional and intervention time, research based programs, practices and arrangements. Instrument: Annual Site Academic Software Survey: Data: Curriculum-based state and district approved software and productivity software being used at each site. Instrument: Annual Ed Tech Profile Technology Assessment Survey Data: teachers self assessed technology and integration skills Instrument: Graduation Rates Data: Number of students successfully graduating using technology Instrument: Teacher developed rubrics, tests and assessments from state adopted materials Data: Variety of student assignments and culminating project throughout K-12 grades Data reviewers District administrators, school administrators Will analyze annually in late August / September after state releases data.
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Goal 3: Objective 3a Significant Subgroups Implementation Action Steps 1. Annually in the fall, the classroom teacher, special needs and EL student and parents will review individual student
results from previous spring and fall assessments, identify academic areas of strength and weakness, set goals for the year using the Student Success Plan, Individualized Learning Plan (ILP) and / or Individualized Education Plan (IEP) to indicate any areas of need where technology integration could be implemented. Annually in the fall, teachers will make recommendations for interventions for special needs students, English and recommend areas that should be reinforced with technology integration. Annually in the fall, technology intervention resources will be investigated specifically for special needs and EL students. Annually, the district technology designee will provide resources to Special Education, English Learner, and Title I, planning teams. Annually provide professional development for staff in the area of differentiation and curricular technology integration. Students needing intervention will with teacher assistance explore literary and science web sites using the internet and linked CLRN websites. Students using the NETS-S technology standards will use the data applications to participate in class discussion about information learned from searching and sorting a variety of databases. Students using the NET-S technology standards will use appropriate software, internet skills and multi-media to complete projects in the upper-grades.
Use of Technology
Adopted Text Supplemental Tech resources including publisher software and websites. CLRN and district approved curriculum software such as Read Naturally, Rosetta Stone, Reading Counts, Accelerated Reader, Accelerated Math, Dreamweaver, and MyGradebook Microsoft Office and other productivity software. Internet Resources Peripherals such as LCD projectors, digital cameras, video cameras, and printers. Ed Tech Profile Technology Assessment Survey Web-based student assessment platform such as Data Director
2. 3. 4. 5. 6. 7. 8.
Monitoring Associate Superintendent, Director and school site administrators will track the development and implementation of all activities and accomplishments monthly and report progress at monthly district/ site admin meetings. Modifications to district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: Those actions above that are not underway began in a planning stage in Spring, 2008 and then will be reviewed annually in the district at all grade levels. Planning and implementation will occur after annual data driven needs assessments and data analyses take place for each school, no later than October 1 of each year. Person(s) responsible: District and school site administrators, Network Administrator, Technology Site Mentors, and teachers are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Teachers are responsible for completing all necessary professional development and ensuring their instruction is based on standards-aligned objectives and research based programs, practices and arrangements.
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3e. List of clear goals and a specific implementation plan detailing how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.
Technology
is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important. Bill Gates
3e. Student Acquisition of Technology and Information Literacy Skills Goal 4 All district students will meet the NETS-S grade level Performance Indicators to support achievement of the academic standards in the classroom, district curricular goals, Information Literacy, and ultimately for lifelong learning and success in our digital society. MPUSD has developed Student Proficiency Standards for K-12th grades (see Appendix B) which describe a progression of technology skills expected of students at the various grade levels. The K5th grade standards document references electronic resources and technologies in support of Math and English Language Arts content standards. Student Proficiency Standards for the secondary grades (6-12) have gone a step farther by aligning the NETS-S (including performance indicators) and the California Content Standards with integrated tasks and assessments. The assurance that technology is truly integrated into the districts K-12 program derives from the knowledge that technology skills are embedded within the California Content Standards, as well as, the districts adoption of the NETS-S. The inclusion of the NETS-S provides benchmarks for technology integration with prescribed grade level performance indicators and exemplary scenarios. The NETS-S incorporates the skills for Information Literacy within its performance indicators for technology-literate students, thereby assuring that the district is satisfactorily addressing this essential learning component within its curriculum. The district is presently looking to develop a K-5 and 9-12 Learning Outcomes document along the same lines as its 6-8th grade sample document enclosed. Using this as the guideline, it is the goal of the Educational Technology team to investigate steps necessary to reinforce the use of the Student Proficiency Standards documents by all staff by providing adequate training and support, as well as, development of grade level and curriculum integration lessons (scope and sequence) in support of all students mastering the content standards that will ultimately be posted on the MPUSD IntraNet. As lessons are piloted within the classrooms, students will have an opportunity to show continuous academic improvement in meeting the core content standards, with the utilization of technology to both support learning, as well as, monitor and assess their learning progress. The Technology Site Mentors and EETT teachers are working closely with the Instructional Department to develop additional technology-infused model lessons to promote the implementation of the Board-adopted technology literacy standards into the classroom curriculum. As these lessons are completed, they will be added to the MPUSD Intranet. This Intranet will act as a clearinghouse for standards, technology-infused lessons, and related resources, which will afford teachers more success in implementing the MPNET Standards. Students will have an opportunity to utilize technology and show continuous improvement in meeting the core content standards while enhancing classroom activities and learning experiences as the lessons are piloted and implemented.
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District Technology Action Plan July 1, 2009 June 30, 2014 (sections 3e, 3i-h)
Goal 4 - District Technology Skills and Information Literacy Goal, Global Learning in the Digital Age All students in our district will acquire grade level proficiency based on student profile standards using NETS-S to support achievement of the academic standards in the classroom, district curricular goals, Information Literacy skills, and ultimately for lifelong learning and success in our digital society. Target Group: All students including special education, English Learner, and Title I students. Specific Measurable Objective by June 30, 2014 Objective 4a - All students will incorporate coherent NETS-S standards-based performance levels by 2013-2014 school year. Teachers will learn to integrate the student NETS-S skills in their academic curriculum assignments. Students will learn the NETS-S skills (including technology productivity tools and information literacy) as appropriate, during their curricular assignments. Student proficiency will be tracked through regular classroom assignments, district created student technology assessment, and annual teacher survey. The intention of NETS-S standards have been redefined to focus on higher level thinking and 21st Century skills and this objective is focused as such.
Annual Benchmarks Year 1: minimum of 25% of students in the 2009-10 school year Year 3: minimum of 65% of students in the 2011-12 school year Year 2: minimum of 45% of students in the 2010-11 school year Year 4: minimum of 80% of students in the 2012-2013 school year Year 5: 100% of students in the 2013-14 school year

Instrument classroom portfolio assessment Data: Percentage meeting performance indicator benchmarks Instrument: Annual district-created student assessment Data: students self assessed technology skills Instrument: teacher designed assessments Data: review of student work portfolio and exhibition results Data reviewers Director, Network Administrator, School site administrators and school site Tech Mentor will analyze end of school year results annually in June.

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Goal 4: Objective: 4a - Technology Skills & Information Literacy, Global Learning in the Digital Age- Implementation Action Steps
1. In the Fall 2008, the district adopted the National Educational Technology Standards for Students (NETS-S) to include the NETS-S performance indicators for K-12 student technology skills and information literacy for the 21st Century and Global Learning in the Digital Age. 2. During the 2008-2009 school year, the district is incorporating the NETS-S within the MPUSD curriculum for K-12 grades. 3. During the 2008-09 school year, the Technology Mentors assisted in developing grade level student NETS-S curriculum integration and assessments for K-12 technology and information literacy skills. 4. To be introduced in the summer/fall of 2009, and annually thereafter, the district will provide Professional Development opportunities to K-12 teachers on integrating the student NETS-S grade level skills and standards in their curriculum. Incentives for completion of professional development deliverables will be provided. 5. By fall 2009, students will begin systematically learning the NETS-S skills including technology productivity tools and information literacy, as appropriate, during curricular assignments. 6. During the fall 2009, students will begin completing an annual district-created technology survey to assess student technology use. 7. Beginning with EETT teachers and Technology Mentors, students will use media peripherals such as cameras, LCD projectors, printers, computers etc. at all grade levels in performance assessments culminating graduation, successfully demonstrating both the NET-S and California Content Standards expected at the completion of high-school. (Refer to Student Proficiency Standards Appendix B).
Use of Technology
NETS-S materials from ISTE. Adopted Text Supplemental Tech resources including publisher software and websites. CLRN and district approved curriculum software such as Read Naturally, Accelerated Math, Dreamweaver, and MyGradebook Microsoft Office and other productivity software. Internet Resources District-created technology survey Web-based student assessment platform such as Data-Director. Peripherals such as LCD projectors, digital cameras, video cameras, and printers.
Monitoring
The District Administrators, school site administrators, and Site Technology Mentors will track the development and implementation of all NETS-S activities and accomplishments monthly and report progress at our monthly district/ site admin, Mentor meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: The timeline for the aforementioned actions are included in the Action Steps listed above. Person(s) responsible: District and site administrators, EETT Integration Specialist, the Site Technology Mentors, EETT teachers and are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Teachers are responsible for completing the training, integrating the NETS-S skills, and assessing the students.
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3f. List of goals and implementation plan describing how the district will
address the appropriate and ethical use of information technology in the classroom.
Goal 5 Students will demonstrate the ethical use of technology. Objective 5a By 2014, a minimum of 90% of all student work will demonstrate the ethical use of technology and legal principles as they relate to the use of copyrighted works, downloading, and file sharing digital information, and plagiarism. Site and district administrators will work with grade level teachers to evaluate quality of student work, looking for evidence of ethical and legal information technology use, such as the proper citing of copyrighted works. Teachers will monitor students knowledge of the technology standard(s) relating to the ethical and legal use of information technology, and will provide assistance as needed. Teachers will integrate instruction relating to the ethical and legal use of information technology into the regular curriculum, and provide students with assignments where students can demonstrate mastery of the regular curriculum and appropriate technology skills related to ethical and legal technology principles. Teachers will incorporate lessons explaining legal downloading and peer-to-peer file sharing in the beginning of the year, as well as, computer use orientations which will be reviewed as necessary throughout the year. At the beginning of each school year, parents/guardians receive a copy of the districts policy and the administrative regulations regarding access by the students to the internet and on-line sites. Students accessing the internet and on-line sites must have a signed Student Network Use Agreement Form on file each year. The principal or designee oversees the maintenance of each schools technological resources and may establish guidelines and limits on their use. He/she shall ensure that all students using these resources receive training in their proper use. (AR 6385) Monitoring The District administrators (Technology, DIO, Business Office), school site administrators and data and assessment specialist will track the development and implementation of the ethical use of technology monthly through the activities described above and report progress at monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: The timeline for the aforementioned actions begins during the first year of our fiveyear tech plan July 2009 June 2014 and annually Person(s) responsible: District and site administrators and/or designee are responsible for the planning, development, implementation, and evaluation of students knowledge of this technology standard. Teachers are responsible for attending professional development and tracking student data around this standard, analyzing data and using data to differentiate instruction to meet student needs.
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3g. List of goals and an implementation plan that describes how the district
will address Internet safety, including how to protect online privacy and avoid online predators.
Goal 6 All Students will understand issues surrounding Internet safety, cyber-bullying, online privacy, and online predators. Objective 6a By 2014, a minimum of 90% of all student technology activity and work will exhibit the use of safe and responsible online practices as they relate to the use of Internet safety, cyber-bullying, online privacy, and online predators, as outlined in the districts Student Use of Technology Policy.(BP6163.4, AR6163.4) Teachers will monitor students knowledge of technology standard(s), specifically as they relate to digital citizenship, online safety, and online predators, and will provide assistance as needed. Teachers will also monitor students conformance to the districts Student Use of Technology Policy. Teachers will integrate instruction with respect to technology skills regarding digital citizenship and online safety into the regular curriculum, and provide students with assignments where students can demonstrate mastery of the regular curriculum and the appropriate technology skills related to digital citizenship and online safety. Principals and administrators will provide teacher and/or community training opportunities as needed regarding Internet safety, cyberbullying, online privacy and online predators. For example, principals/administrators could provide newsletters, or training events to promote digital citizenship. District and site administrators and teachers will be responsible for the planning, development, implementation, and evaluation of teacher training of online safety, cyber-bullying, online privacy and online predators. Teachers will be responsible for participating in appropriate, available professional development and evaluation of student work products. Students will be responsible for applying appropriate digital citizenship and online safety behavior in the completion of assignments as directed, and employing proper digital citizenship behavior in their online activities.
Monitoring The District administrators (Technology, DIO, Business Office), school site administrators and data and assessment specialist will track the development and implementation of the internet safety policy monthly through the activities described above and report progress at monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: The timeline for the aforementioned actions begins during the first year of our five-year tech plan July 2009 June 2014 and annually Person(s) responsible: District and site administrators and/or designee are responsible for the planning, development, implementation, and evaluation of students knowledge of this technology standard. Teachers are responsible for attending professional development and tracking student data around this standard, analyzing data and using data to differentiate instruction to meet student needs.
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3h. List of clear goals and a specific implementation plan for programs and methods utilizing technology that ensures appropriate access to all students.
3h. Appropriate Access to Technology for All Students: Goal 7 All district students will have equal access to technology to support achievement of the academic standards in the classroom, district curricular goals, Information Literacy, and ultimately for lifelong learning and success in our digital society. The district is striving to ensure that all students will have access to up to date computers and other technologies. The California School Technology Survey, annually recommended by the California Department of Education (Spring), will assure the yearly monitoring and assessment of classroom inventory. The district is committed to a minimum of one internet-connected student computer station per each classroom. Site administrators will work with the MPUSD Technology and Modernization departments to identify those classrooms lacking needed equipment and connectivity to assure this standard. By Fall 2009, every classroom in the district will have at least one Internet-connected student workstation. The California School Technology Survey was reviewed in Spring 2008 to determine which classrooms lack a student workstation with Internet access. After evaluating this survey, administrators of schools, along with the technology and modernization departments will target those classroom lacking the necessary equipment and resources. A plan was developed to acquire needed hardware and software by June 2007. It is hoped that the upcoming K-12 Voucher Program and modernization monies will provide these resources. As more portables are placed at existing school sites and more schools are updated, the Technology Department will rely on the data from the California Technology Survey (School and District) to continue monitoring the various sites and make recommendations to rectify any deficiencies. The current ratio of students to computers is 3.7:1 however nearly 2,000 of these computers are over 4 years old. The current ratio of students to up-to-date computers is 7:1. The District will explore other strategies to acquire enough funding to begin replacing computers over 4 years old and bring the K-12 student to up-to-date computer ratio to 5:1. More up-to-date equipment will increase access to school computers throughout the day and after school hours. These strategies will target the general student population, as well as specific groups such as at-risk students, EL, Special Education and Title I students. During 2009-10, the Director will work with the Assistant Superintendent of Facilities and Planning to investigate all available funding sources. The Mentors will make equipment, software, and professional development training recommendations to the Instructional Department for increasing the level of technology integration within the core subjects. During 2009-10, the Director, Network Coordinator (proposed) and EETT Integration Specialist and Site teams will explore and identify programs at school sites, at the adult school and within the community where technology is available to students and their parents after school hours. These strategies will target the general student population as well as specific groups such as at-
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risk, Special Education, EL and Title I students. Between March 2010 and June 2010, the Task Force will develop recommendations for leveraging existing resources and/or expanding existing programs. Between September 2010 and June 2011, the District will be piloting various professional development model programs for the purpose of developing a variety of successful models for teachers and administrators throughout the district to visit and observe. These models will specifically profile students and student activities that use technology tools to support learning and research in English Language Arts and Mathematics. In June 2011, the Task Force will evaluate the effectiveness of the pilot programs and make recommendations by September 2011, to implement effective programs. Programs will be revisited on an annual basis and the Task Force members will continue to make annual recommendations. The Task Force will seek ways to increase the availability of technology access for families of the school district that may not have access to technology in their homes. This may include the developing partnerships with foundations and industry representatives that sponsor programs to increase parent and student access to technology. Students through the Student Proficiency Standards designated in Appendix B will demonstrate through yearly culminating activities the ability to design, develop and publish their standardsbased, technology integrated assignments and projects. They will collaborate with peers and outside experts to investigate and demonstrate their knowledge of curriculum-related topics in English Language Arts and Mathematics ultimately culminating in Graduation.
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District Technology Action Plan July 1, 2009 June 30, 2014 (sections 3h, 3i-h)
Goal 7 - District Goal for Appropriate Access to Technology All students in our district will have equal access to technology 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 students including special education, English Learner and Title I students. Specific Measurable Objective by June 30, 2013 Objective 7a By June 30, 2014 our district average student to computer ratio will be 5 to 1 or better. (CDE defines up to date multimedia computer four years old or newer as per annual California School Technology data and district records).
Annual Benchmarks Year 1: 7 students to 1 computer by June 2010. Year 3: 6 students to 1 computer by June 2012 Year 2: 6.5 students to 1 computer by June 2011 Year 4: 5.5 students to 1 computer by June 2013 Year 5: 5 students to 1 computer by June 2014
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, Title I and GATE students. The technology goals and objectives for these student sub groups are the same as for all other students 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 in Title One Schools will have access points throughout the school for students and their families. Students identified as Gifted and Talented (GATE) will have appropriate access to technology hardware, peripherals, and software needed to support their advanced curriculum.

Instrument: Annual California School Technology Survey (CSTS) Data: average student to computer ratio by school and district wide Four years old or newer Instrument: Annual CST Survey (District/School) including IEP, EL, Title I, and GATE program directors and educators in the district. Data: Technology Accessibility to all students including special technology needs (IEP, EL, Title I, and GATE) and feedback on new district communication and collaboration strategies. Data reviewers District administrators, school site admin., and school site Tech Mentors will analyze end of school year results annually in June.

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Goal 7: Objective7a - Appropriate Access to Technology Implementation Action Steps

1. 2. Annually leverage technology funding and grants to replace and provide new technology to schools and teachers participating in district Ed Tech professional development and to district schools with the highest student to computer ratio Annually in the spring, complete the California Technology School Survey to monitor and asses school technology hardware and software accessibility and inventories including adaptive equipment, EL support software, and GATE technology resources. Data is used to develop a matrix of site technology obsolescence, purchase, installation priorities and schedules. Annually install new computers and remove outdated computers at sites on a rotating schedule during designated breaks in the school year depending upon financial resources. Beginning in the 2009-10 school year, cultivate ongoing two-way communication between district Special Education program coordinators and educators, site administrators, and the district technology designee (Director or Network Coordinator (proposed) ) via e-mail/phone and meet annually to determine appropriate technology access and assistive technology needs of IEP students. Beginning in the 2009-10 school year, cultivate ongoing two-way communication between district English Learner program administrator and educators, site administrators, and district technology designee (via e-mail/phone) and meet annually to determine appropriate access to technology hardware and software needed to support EL students English language acquisition as well as their achievement of the academic standards. Beginning in the 2009-10 school year, cultivate ongoing two-way communication between district Title I administrator(s) and educators, site administrators, and district technology designee (via e-mail/phone) and meet annually to determine appropriate access to technology hardware and software needed to support Title I students achievement of the academic standards. Beginning in the 2009-10 school year, cultivate ongoing two-way communication between district 21st Century Director, site administrators, and the district technology designee (via e-mail/phone) and meet annually to determine appropriate access to technology hardware, peripherals, and software needed to assure that all students enrolled in district after school programs will have access to Internet connected computers and curricular technology integration / homework support. 4th grade students in EETT classrooms will pilot on line web based differentiation software using internet access both at home and school. Students K-12 will use computers in class to assist in mastering NETS-S standards in information literacy and development of academic vocabulary using the adopted software such as Read Naturally, Reading Counts and other supplemental materials. Teachers and the Technology Mentors will monitor student use and skill acquisition by tracking and evaluating data from Accelerated Reader, Accelerated Math, Read Naturally, Reading Counts and/or other available assessments provided within the state adopted text supplemental materials for English Language Arts and Mathematics.
Use of Technology
Adopted Text Supplemental technology resources including publisher software and websites for IEP, EL, and GATE students. CLRN and district approved curriculum software for IEP, EL, and GATE students. Microsoft Office and other productivity software. Internet Resources Peripherals such as LCD projectors, digital cameras, video cameras, and printers. Site 21st Century After-School Program Laptop Carts / Technology District IT work order management system and equipment inventory databases
3. 4.
5.
6.
7.
8. 9. 10.
Monitoring
The District administrators, school site administrators, and the technology designee will track the development and implementation of all appropriate access activities, inventories and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: The timeline for the aforementioned actions begins during the first year of our five-year tech plan July 2009 June 2014 and annually. Person(s) responsible: District and site administrators, district Special Ed, EL, Title I, and Gifted and Talented (GATE) program directors are responsible for the planning, development, implementation, and evaluation of all the aforementioned Teachers are responsible for attending professional development.
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3i. List of clear goals and a specific implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers efforts to meet individual student academic needs.
3i. Making Student Record Keeping & Assessment More Efficient, Accurate and Useful Goal 8 Our district will support district and site use of technology to improve student achievement data collection, analysis, reporting, and research/ data driven decision-making.
In order for all students to meet standards and become academically proficient, access to student records and up-to-date, accurate data is vital to student achievement and decision-making. MPUSD continues on the road to technology innovation by using several key programs to keep all staff and school community aware of student needs and progress. The district has purchased and is fully implementing IRIS / Data-Director, a web-based student information system (SIS) from Achieve!Data Systems, with the goal of simplifying data-driven decision making by providing real-time information to all staff-members over the Internet. Administrators get the most accurate information to make more effective decisions. Teachers gain timesaving administrative tools and by 2009-10 parents will be able to gain immediate access to their childrens grades and students can track their own progress. Because IRIS / Data-Director is platform independent, it can be accessed from any Windows or Mac computer with a web browser and supports Windows and Mac server platforms. It is the intention of this plan for 100% of the districts teachers to implement and integrate student assessment and data management systems including IRIS / Data-Director and Microsoft Excel by 2012. Efforts will be made to maintain this 100% teacher utilization benchmark in 2013 and 2014. The ability of teachers and administrators to acquire on-demand, disaggregated student data is essential to making informed decisions about student academic needs. To this end, the Associate Superintendent, Director and Assessment Coordinator are all investigating methods to provide teachers and administrators access to current testing data. The Data Management team has developed a number of on-demand queries in Data-Director, our student information system, in order to give teachers and principals direct access to testing data. The District Task Force is presenting to the Governing Board the development of a live Data Management Warehouse program. Upon Board Approval, this application will be piloted and betatested by the Data-Processing Department. The pilot participants will work with the developer, to further refine the application. In summer 2009, a larger training group will utilize the updated application. The Technology Department will work with the Data Processing Department to develop and deliver a systematic data-warehouse by fall 2009. After finding that the integrity of the multiple data-systems that the district currently deploys do not communicate, it is the goal of the District Task Force to utilize a new Accountability System to ensure data-integrity and to make student and district record keeping and assessment more efficient and supportive of teachers efforts to meet individual student academic needs and to create accessibility to stakeholders based on the four sub-strategies: Data Warehousing, Student Performance Results, Student Record Keeping / Grading and Attendance Monitoring.
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District Technology Action Plan July 1, 2009 June 30, 2014 (sections 3i, 3i-h)
Goal 8 - District Goal for Using Technology for Student Data Collection, Analysis, Reporting, and Decision Making District will support administrative and site use of technology to improve student achievement data collection, analysis, reporting, and decision-making. Target Group: All district schools. Specific Measurable Objectives by June 30, 2012 Objectives 8a: By June 2014, 100% of district teachers will have implemented and integrated student assessment and data management systems including IRIS / Data-Director and Microsoft Excel. Annual Benchmarks: (This goal began in the 2007-2008 school year with the implementation our new Student Information System.)
Year 1: 50% of teachers in the district by June 2010. Year 3: 100% of teachers in the district by June 2012 Year 2: 75% of teachers in the district by June 2011. Year 4: 100% of teachers in the district by June 2013. Year 5: 100% of teachers in the district by June 2014.

Instrument: IRIS, Data-Director, Excel spreadsheets, District integrated student assessment and data management system training participation records and usage records Data: Percentage of school sites and teachers using integrated student assessment and data management system to inform instruction. Instruments: District IRIS, Data-Director training participation records and Data-Director usage records Data: Percentage of teachers completing Data-Director training Instruments: Goal setting document Data: 100% of students setting goals during the first trimester / semester will be based on informed data Data reviewers District administrators, school site administrators, and data and assessment specialist will analyze end of school year results annually in June.
(Goal 8, Implementation Action Steps- Continued on next page)
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Goal 8, Implementation Steps: Accountability Note: (Assessment System began 06-07, New SIS, Oct. 08)
1. Since 2006-07 school year and every year thereafter until the district meets the 2013-14 school year objective, the district will continue its rollout of an integrated student assessment platform across all school sites. Participating teachers will receive necessary training for successful utilization. 2. Annually, provide systematic 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. 3. IRIS / Data-Director Student Suite integration is underway. All schools currently are using the student information system to report attendance. Beginning in Spring, 2009, new MPUSD staff and those needing review will annually receive professional development as needed by IRIS / Data-Director coaches. 4. Beginning in the fall of 2009, teachers will incorporate students data in goal setting conferences in the academic core areas of Mathematics and English Language Arts. 5. Students will use data collected from different assessments to write their own goals at the parent, teacher, student conference in Mathematics and English Language Arts. 6. Students needing intervention will attend after school programs as needed to receive additional tutoring and assisted support using computers to individualize the instruction based on their mastery of Mathematics and ELA standards.
Use of Technology
Data-Director IRIS MyGradebook Excel
Data Warehousing (MDW began June, 08) 1. Establish an MPUSD Data Warehouse (MDW) by June, 2009. Formalize the Data Integration Office (DIO, formally Data-Director / IRIS
Data-processing) to redefine job-descriptions to match data-warehousing; approve (MDW) Data Architecture at local, state and federal levels; and build a prototype executive relational dashboard (student, financial and human resources information) to present to a representative task force. 2. By Summer 2009, design, purchase, implement the technology and security layer components of roles and security, and metadata to include Network Administrator. Enhance and expand current Information Systems and databases to develop the MDW and reporting systems timelines as local, state, federal and grant requirements demand 3. By Fall, 2009, choose/license data-base intelligence tool (including cost-benefit analysis and projections tool) and train DIO on relational database 4. By Fall, 2009, Establish a system of checks and balances to ensure data-integrity and cleanliness of the data sources. Implement consistent and common data-systems (grading and reporting, SIS, attendance, etc.). Clearly communicate current meaningful data to all stakeholder groups Financial Management System (FMS) Gradebook Systems SELPA / KSMISS HR Database SPSS / SQL Relational CBEDS CSIS Data-systems MDW Platforms above
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Goal 8, Implementation Steps:

Student Performance Results 1. Administer State Mandated Student Standardized Assessments (CAHSEE, CELDT, CAPA, CMA, STS, CST etc.) to appropriate students with accurate documentation and according to district and state timelines. Using the DataWarehouse, students will be accurately designated by October 1, 2009 and annually following. Appropriate test materials will be ordered each fall. Adhering to state and local deadlines, Pre-ID and hand entered test documents will be completed accurately based on information in the MDW meeting state and local deadlines. Staff will be trained in handling of test materials and in administration of testing of Test materials will be securely distributed, stored, and returned District and Site Test Site Coordinators will be held accountable for the accuracy and security of the monitoring and return of testing materials. 2. Make State Mandated Student Standardized Assessments (CAHSEE, CELDT, CAPA, CMA, STS, CST etc.) results accessible Scored materials will be returned to state within set deadlines Returned results will be posted and accessible in district data systems within seven days of receipt By Fall, 2009, Staff will have appropriate access to and training for use of data systems (Fall SBCP Day, BTSA, Collaboration) Parents will be informed in writing of test results within 30 days of District receipt 3. Administer District common assessments (benchmark tests) to appropriate students following benchmark timelines in appropriate intervals matching the pacing guide and assessment calendar Students enrolled in designated academic subjects will take benchmark tests Make-up opportunities will be provided for students as needed 4. Make District common assessment (benchmark) accessible in a timely fashion Completed assessments will be entered into data system within 7 days Administrators will verify benchmark deadlines on the 7th day and take appropriate actions Results will be immediately accessible to staff within 24 hours of entry Parents will be informed of results within parameters of the grading/reporting system
Use of Technology
MDW IRIS STAR / CELDT / CAHSEE Pre-ID Database
IRIS
Data-Director
Data-Director
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Goal 8, Implementation Steps: Data Student Record Keeping (MDW Fall, 2008; SIS Oct. 2007)
1. Centralize and make operational a Data Warehouse by Fall 2009 2. By June, 2009, Establish new protocols for Data Warehouse management and procedures for input updated annually Develop checklist for data input by teachers and school admin staff All student information will be verified and entered by October of the academic year 3. By June, 2009 (and each June following), develop a timeline for Scheduling, grading and reporting in conjunction with the Board master calendar and following staff work schedules and college deadlines. (June 2009) Teachers and counselors will receive timeline on first district training day Timeline will include deadlines for grading and student record keeping 4. By June, 2009 (and each June following), design each year a Master Schedule conducive to the needs of the students at their individual schools using the District Course Catalog and Open Enrollment guidelines (the site admin team) By May, 2009, District Course Catalog will be developed to reflect new course mapping, updated annually. By February, 2009, transition plan for Elementary to Middle and Middle to High will be in place By, March, 2009, School Scheduling Staff will be trained to build the Master Schedule and enter students 5. By June, 2009 (and following up each Fall) staff will be trained on implementation procedures for grade input All teachers will be trained by Site and District Technology Mentors Mid-Quarter Progress Reports, Quarterly, Trimester and Semester Grades will follow District timeline. All grades not entered by District deadline will be mass published by Data Processing Teachers who have missing grades will work with School Administrators to follow deadlines Incomplete grades and grade changes will follow District / Board Policy 6. By August, 2009, establish a system to provide parents with information regarding district reporting timelines via mailer, parent orientation, Back to School Night, phone message and school district website. 7. Beginning October, 2007, and each year after, teachers input student progress in accordance with District policies and timelines and verify grades inputted correctly in Student Information System. 8. Beginning October, 2007, and each year thereafter, each quarter (and mid-quarter) following, School Admin Personnel and office staff verify grades using the Missing Grades report and present to the School Administrator for Action. School Admin staff work with Office Tech Mentors to be trained on grade reporting 9. Beginning October, 2007, and each year thereafter, each quarter (and mid-quarter), School Office Staff run student report cards and transcripts following District Timeline after all grades have been entered . 10. By Fall, 2009, parents will receive progress assessments reports and mail according to district timeline.
Use of Technology
MDW IRIS Data-Director IRIS Excel
IRIS
MDW School Messenger Dreamweaver IRIS
IRIS IRIS
Iris Iris
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Goal 8, Implementation Steps: Attendance Accountability (New SIS, implemented Oct. 2007)
1. Beginning October 2007, and each year thereafter, per Education Code and teacher job description, teachers have entered daily (for self-contained) and/or period by period attendance (for secondary) into the electronic system and copies are stored in lesson plan books. All teachers will be trained by Site and District Technology Mentors when hired Substitutes will enter attendance on paper and submit to School Office based on site protocols o Sites will submit their attendance protocol procedures to the DIO Office 2. Beginning October, 2007, and each year thereafter, School Office Attendance staff verify attendance using the Teachers who have not Taken Attendance report and present to the School Administrator for Action according to Administrative Regulations School Office staff will work with Office Tech Mentors to be trained on attendance reporting 3. Beginning October, 2007, and each year thereafter, once all classes have been verified and substitute attendance has been entered, school office attendance staff will run the Attendance reconciliation report Known absences will be cleared The Auto-dialer program or clerk will contact parent/guardian to clear absences Parent/guardian will file and maintain current contact information and emergency card with the school office Reconciled absences will be cleared by the end of the school day Processes for dropping a student from school will follow district protocols 4. Beginning October, 2007, and each year thereafter, following District Attendance calendar, School Office Attendance staff will run SA4200 Reports and match to paper reporting for monthly and quarterly reporting Monitoring
Use of Technology
IRIS Excel
IRIS
IRIS Excel
IRIS
The District administrators (Technology, DIO, Business Office), school site administrators and data and assessment specialist will track the development and implementation of all activities and accomplishments monthly and report progress at monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. By June, 2009, stakeholders (counselors, teachers, school admin, parents, and students) will convene to assess success of accountability system to include separate areas of: Data Warehousing, Student Performance Results, Student Record Keeping, Attendance Monitoring Timeline: The timeline for the aforementioned actions are included in the Action Steps listed above. Person(s) responsible: District and site administrators and/or designee are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Teachers are responsible for attending professional development and inputting student data, analyzing data and using data to differentiate instruction to meet student needs based on student performance data from Warehouse
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3j. List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents.
3j. To Increase Teachers and Administrators Accessibility to Parents Goal 9 MPUSD district and schools will use technology to improve two-way communication between home and school. Currently, all MPUSD certificated staff have an e-mail account through the District Mail server. All staff receives training in email and sign an acceptable use form (Appendix F) prior to the activation of their account. It is expected that teachers communicate with parents through e-mail. However, due to disparities in socioeconomic status of students families, not all parents utilize teacher e-mail on a regular basis. All schools have a school web page linked to the District web site. Due to a previously inconsistent webpage, beginning in November, 2007, the District website and all school web pages have been re-designed at the District Level and maintained at the site level. The goal of the new webpage, in March, 2009 is to make use of a program that is a template-based webpage-development tool, which allows teachers and site webmasters to quickly and easily post biographical and course information, as well as resources, announcements, and assignments. The program also allows HTML access for teachers who develop more sophisticated web pages with other web authoring tools. All pages have a common frame and link to the District web-site, the teachers e-mail address, and the district-wide directory of teachers. Training for the new webformat is Spring, 2009. In Spring, 2009, the District Web Master and Director will work with the Site Technology Mentors to provide in-service training on the new webpage. Regularly scheduled training will continue throughout the 2009-2010 academic year and principals will be encouraged to utilize a staff meeting or professional development day to encourage all teachers on their campus have a web presence. Beginning in Fall 2009, each teacher will be expected to, at minimum, have their email address, phone number and course information on the school website. In alignment with the new website, the Task Force has recommended a grading program that allows 6-12th grade parents secure access to their childs student information. It is the goal of the new program that by Fall 2009 parents will be able access grades, daily schedule, and hour-byhour attendance. In addition to e-mail communications, MPUSD has an automated communications system at all schools. This service provides school site principals with the ability to quickly send a voice message to all of their students homes. The principal or designee records a brief phone message that is sent to students' home phone numbers via the automated system. Messages can be used for emergency situations; reminding students and parents of upcoming events at the school such as Back-to-School Night; notifying or reassuring parents of safety issues at sites, etc. Several schools have established computer kiosks in their library or office and through the 21st
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Century After-school program. Parents with no computer access are encouraged to use these kiosks to view district and school web pages. We would like to expand the kiosk program to all schools to support more cohesive communication between home and school. School sites through home school clubs, site councils and other parent groups will work to advertise other computer and internet access in the community such as the adult school, library, and other public sites. School sites send weekly newsletter through electronic and hard copy, translated to meet the language needs of the families. Monitoring The District administrators (Technology, DIO, Business Office), school site administrators and data and assessment specialist will track the development and implementation of all activities and accomplishments monthly and report progress at monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. By June, 2009, stakeholders (counselors, teachers, school admin, parents, and students) will assess the success of the accessibility of technology to parents, teachers and students. Timeline: The timeline for the aforementioned actions begins during the first year of our fiveyear tech plan July 2009 June 2014 and annually Person(s) responsible: District and site administrators and/or designee are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities.
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.
Please refer back to each section for evaluation and monitoring of goals, objectives, benchmarks and planned implementation activities listed in 3d 3j including roles and responsibilities. Working with our District Assistance and Intervention provider, Springboard, Monterey Peninsula Unified School District has adopted the Cycle of Inquiry model for all evaluation and monitoring. This cycle reflects a continuous, data-based improvement process. The Cycle of Inquiry model focuses on conducting a needs assessment to identify the problem; pose questions about the causes of the problem; implement strategies to address these gaps and then analyze data to determine the effectiveness of their strategies. The process is ongoing and involves all stakeholders (students, site and district staff, community members and parents.)
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District Technology Action Plan July 1, 2009 June 30, 2014 (sections 3j, 3i-h)
Goal 10 - District Goal for Improving Parent Access to Teachers and Administrators The district office and schools will use technology to improve two-way communication between home and school. Target Group: Parents of all students including special education, English Learner and Title I students. Specific Measurable Objective by June 30, 2014
Objective: 10a By June 2014, all schools will increase usage of the District webpage by parents to 75% of total enrollment to check class assignments, school and district calendar and current events. Beginning Fall 2009, parents will access the Web-based Student Information System to check student grades, attendance and assessment results. Annual Benchmarks (Note: New Web Page implemented Aug. 4, 2008)
Year 1: 25% of parents will access the MPUSD Web Page by Aug,10 Year 2: 35% of parents will access the MPUSD Web Page by June,11 Year 3: 45% of parents will access the MPUSD Web Page by June 2012. Year 4: 65% of parents will access the MPUSD Web Page by June 2013.
Year 5: 75% of parents will access IRIS / Data-Director by June 2014.
Objective: 10b By June 2014, all district site administrators and teachers will provide parents with timely school /class information via websites or other online resources (translated in Spanish as needed.) Annual Benchmarks Year 1: 50% of schools will provide computer kiosk access in the Year 3: 70% of schools will provide computer kiosk access in the school school to parents by June 2010. to parents by June 2012. Year 2: 60% of schools will provide computer kiosk access in the Year 4: 80% of schools will provide computer kiosk access in the school school to parents by June 2011. office to parents by June 2013. Year 5: 100% of schools will provide computer kiosk access in the school office to parents by June 2014. Objective: 10c By June 2014, 100% of teachers will have a presence on the school web site, either by their own class web site or a group web site with other teachers. Annual Benchmarks Year 1: 25% of teachers will have a presence on the school web site Year 3: 65% of teachers will have a presence on the school web site by by Aug, 2010. June 2012. Year 2: 45% of teachers will have a presence on the school web site Year 4: 85% of teachers will have a presence on the school web site by by June 2011. June 2013. Year 5: 100% of teachers will have a presence on the school web site by June 2014.
(Objectives 10 a, b, c - Continued on next page)

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Instruments: Ongoing District how to access communications and/ or trainings, parent password requests, and usage records. Data: Percentage of parents trained; % of parents requesting passwords; Percentage of parents using District Web-Page Instrument: School website and communication artifacts, Website training, and Parent Survey Data: evidence of efforts to improve two-way communication Data reviewers: District administrators, school site administrators and Director will analyze end of school year results annually in June.
Goal 10: Objectives: 10a, b, c - Improving Parent Access to Teachers and Administrators Implementation Action Steps
1. Annually in the Fall, training in IRIS / Data-Director, Voicemail, Email and Intranet will be provided for all new employees. 2. By Spring 2009, a district wide template for web pages will be developed. 3. Continue to fund and maintain, district and school websites where news, announcement, staff contact information, teacher class information, events, etc. are communicated with students and parents. 4. Annually, provide MPUSD Webpage web publishing software training opportunities for teachers to learn to publish / communicate on their school web site. 5. Teachers new to the district receive mentoring on the IRIS / Data-Director system by a Peer Support Provider or teacher coach. Training is ongoing for any teacher needing assistance. 6. Pilot MyGradebook with EETT Teachers and then for full implementation in Fall, 2009. Volunteer teachers will maintain online grade books through the MyGradebook program. Each site has site mentors to provide on-site training of staff as needed. Parents will then be able to access their middle school childs grades using the district issued confidential login and password. 5. In Fall 2009, investigate the success of current computer kiosks and develop a timeline for providing kiosks at all school sites. 6. Annually provide Word and Desktop publishing training to teachers and classified staff to learn to publish professional attention getting documents to improve communication between home, school, and community. 7. Conduct parent surveys in several languages to ascertain how well and if the district is meeting the needs of parents for successful two-way communication between home and schools/district.
Use of Technology
Web-based district student reporting system, IRIS / DataDirector. Web publishing software training. MyGradebook Word, desktop publishing, and email. Online Survey tool.
Monitoring
District administrators and school site administrators will track the development and implementation of all activities and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: The timeline for the aforementioned actions are included in the Action Steps listed above. Person(s) responsible: District administrators and site administrators are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Teachers are responsible for attending professional development and inputting student data.
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PROFESSIONAL DEVELOPMENT
Technology: opening minds with a new set of keys. Anonymous
4a. Summary of the teachers and administrators current technology skills and needs for professional development.
Before September 2004, all teachers were asked to complete the CTAP2 technology selfassessment. Since 2004, CTAP2 has become EdTech Profile Technology Assessment Survey. In reviewing our current district data, over 70% of teachers had taken the CTAP2 assessment before September 2004 but less than 1% of current staff have completed the EdTech Profile since 2004. Because eligibility for various state and federal educational technology programs and grants are now tied to the completion of various Ed Tech Profile surveys (e.g., Technology Assessment Profile Survey and AB 430 surveys), the District is annually committed to supporting teachers and administrators complete the necessary surveys. (See EdTech Profile requirements http://www.edtechprofile.org/requirements.php.) An informal survey was conducted with 100 certificated staff. Over half reported using word processing (79.2%) and Internet (55.2%) daily or weekly for personal use at home or in class. However, only 10% reported using presentation software for personal use at home or in class. In reviewing the data for technology use with students, only 37% reported using word processing and only 25% utilize the Internet in either a lab or classroom setting on a daily or weekly basis. Teachers and administrators were queried as to their ability and knowledge level in a variety of technology skills. Both teachers and administrators were somewhat knowledgeable about file management, word processing, e-mail, and Internet. Teachers were least knowledgeable about using spreadsheets, databases, and multimedia. Administrators were more knowledgeable about copyright than teachers. However, neither teachers nor administrators reported they were adept at solving computer maintenance problems. Teachers and administrators currently have a wide range of technology skills and needs for professional development. Most teachers and administrators are becoming proficient in using a wide variety of digital tools to communicate with students, parents, and community members. Some teachers have begun to publish web pages on their school websites, however, the majority of teachers do not have web pages. Most teachers do not have their students or themselves interact with others using computer-based collaborative tools. There is little evidence of teachers using appropriate communication tools (e-mail, Listserv, shared network folders, etc.) to collaboratively design lesson/activity plans Many teachers, especially at the middle school level, use computer applications to keep track of grades. However, few teachers use technology in a variety of ways (projects, web-based testing, computer-aided instruction) to assess student learning especially in the core content areas of
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language arts and mathematics. Teachers will develop a portfolio of progressive lesson plans that indicate more effective use of technology in alignment of best practices and research findings. The essential standards for each curricular area are the driving force behind all instruction in the Monterey Peninsula Unified School District. Teachers are currently being trained to skillfully unwrap each essential standard as a basis for daily classroom instruction. While it is true that technology can play an important role in this process, technology must be used as an additional instrument by which instructional staff may teach and reinforce the essential standards and not an outcome unto itself. In the recent district survey on technology use, teachers indicated the following needs for professional development:
Time to learn, pilot, reflect, modify, and implement skills covered in staff development. Need to learn how to: o Be proficient (Intermediate to Advanced) in the various technology skills addressed within EdTech Profile for teachers and administrators. o Implement technology-infused content area lessons into their classrooms that target the essential standards (including EL, socio-economically disadvantaged, GATE, and Special Education classes). o Manage technology in the classroom so that all students (including EL, Title I, GATE, and Special Education) have access to the technology in an equitable manner. o Increase the use of assessment tools via off-line and online tools, e.g., IRIS / Data-Director, Data-Director and Excel. o Evaluate the effects of technology integration on student learning. o Increase the efficiency of everyday tasks such as grade keeping and attendance through technology.
In the same local district survey, Administrators indicated the following needs for professional development:
Time to learn, pilot, reflect, modify, and implement skills covered in professional development. Need to learn the variety of skills required for the TSSA (Technology Standards for School Administrators). o Implement and evaluate the use of technology-infused content area lessons into the classrooms. o Evaluate how technology is managed in the classroom. o Evaluate the effects of technology integration on student o Utilize the MPUSD Individualized Data Management Systems (Data-Director) o Use technology to increase the efficiency of everyday tasks such as record keeping and attendance. o Implement online formative assessments.
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4b. List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and Curriculum Component goals, benchmarks, and timeline.
Our three main Education Technology professional development goals over the next five years are: Goal 1: District administrators and teachers will become proficient with the same general technology skills, technology integration skills, technology safety skill, and information literacy skills required of students, as well as proficient with work specific productivity tools in order to advance the alignment with the core content standards of Mathematics and Language Arts. Goal 2: District administrators and teachers will become proficient in the use of technology to improve student achievement data collection, analysis, reporting, and decision-making as it relates to the mastery of the English Language Arts and Mathematics essential standards and the identified sub groups in order to identify student achievement and performance gaps. Goal 3: District/site administrators and teachers will become proficient in the use of technology to improve two-way communication between home and school and to improve monitoring skills of student technology use. The accomplishment of these goals will be met through the following: Our Education Technology Professional development will encompass a three-tiered professional development approach based on teachers individual technology training needs. 1. Annually as needed, MPUSD will offer proficiency training on the various NETS-S skills including: Creativity and Innovation, Communication and Collaboration, Research and Information Fluency, Critical Thinking, Problem Solving, and Decision Making, Digital Citizenship and Technology Operations and Concepts 2. Annually as needed, we will offer professional proficiency training on NETS-S skills integration including information literacy, curriculum-based software, adopted materials software resources, online resources such as California Department of Educations SETS Project (http://www.cde.ca.gov/ls/et/rs/sets.asp), and job specific productivity and assessment tools. (Refer to the K-12 Student Proficiency Standards and Application for English Language Arts and Mathematics Standards.) These standards will align with the NETS-T, Educational Technology Standards for Teachers. (Appendix B3). 3. Annually as needed, we will offer Technology Leadership/Coach Proficiency Training, training interested teachers as site-based Mentors offering support to teachers as they work toward proficiency in tiers one and two. Our coordinated professional development plan is based on the analysis of our teachers and administrators technology skills and needs as well as our districts curricular goals for English Language Arts and Mathematics. The district will offer a variety of training options such as the
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CTAP Region 2 Online Learning Portal (http://www.ctaponline.org), MCOE Online on-line courses, face-to-face training and collaboration time, and one-on-one coaching that will target English Language Arts and Mathematics standards with technology integration. We will maximize the use of technology and site resources to support the districts goals and objectives for curriculum, instruction, intervention, and assessment, including but not limited to the following: Site-based technology Mentors available to each school site. District, as well as, site based annual face-to-face technology skill professional development opportunities that target sub group data related to Mathematics and English Language Arts standards. Anytime, anywhere online district technology professional development opportunities using CTAP Online Personal and Professional Proficiency technology classes and supported by site based technology Mentors. District content and grade-band specific technology integration face-to-face professional development supported with district professional development resources. Direct Support and Coaching from CTAP Region 5 to mentor District and site mentors in the form of coaching, train the trainer and providing tools and resources CTAP Region 2Online technology integration training. Broad-based pre/post completions of the EdTech Profile Technology Assessment Survey and professional development data analysis to track improvements and training needs. Annual professional development offerings / priorities based on student, teacher, and administrator EdTech Profiles Teacher Technology Assessment, AB430 and Student survey data and district curricular goals. Student assessment and intervention, student information system, web publishing, e-mail, and voice-mail training opportunities for all stakeholders as needed to support student achievement and improve home/school communications and interventions. Identification, training, and use of low and no cost Internet, video-conferencing and face-to-face learning opportunities and resources.
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National, State and local online research-based strategies and resources will be leveraged and integrated during faculty meetings, collaboration time, and professional development such as: the U.S. Department of Educations web site What Works Clearinghouse (http://www.whatworks.ed.gov/). We will regularly examine and use relevant data from the What Works Clearinghouse (WWC), which was established in 2002 by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education. We will also rely on the Monterey County Office of Education (MCOE), CTAP Region 5, and CTAP Online resources, and the Statewide Education Technology Services (SETS) projects which include: California Learning Resource Network (CLRN) which identifies CDE approved supplemental electronic learning resources that both meet local instructional needs and embody the implementation of California curriculum frameworks and standards; the Technology Information Center for Administrative Leadership (TICAL) which helps administrators find technology resources to assist in the day-to-day needs of their jobs; and the Technical Support for Education Technology in Schools (TechSETS) which provides technical professionals in California schools improved access to training, support and other resources; and Ed Tech Profile tool, an on-line, self-assessment tool that allows school and district educators and administrators the ability to gather data for staff technology professional development and technology planning. All of the Professional Development Criteria 4b-d elements are included in the teachers and administrators professional development action plan charts in the Component 4 pages that follow.
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District Professional Development Plan July 1, 2009 June 30, 2014 (sections 4b-4d)
Professional Development, Sections 4b 4d
Goal 1 - District Professional Development Goal District Administrators and Teachers will become proficient with the same general technology skills, technology integration skills, technology safety skills and information literacy skills required of students as well as proficient with work-specific productivity tools. Target Group: Certificated teachers and administrators Supports Curriculum Driven Technology Goals and Objectives 1, 2, & 3 in Component 3 of our Ed Tech Plan Specific Measurable Objectives by June 30, 2014 Objective: 1a: By June 2014, 100% teachers and administrators who participate in district sponsored educational technology professional
development will become proficient with general technology knowledge and skills, classroom productivity tools, and information literacy skills aligned to the NETS-T for teachers, NETS-A for administrators, and NETS-S for students. (Appendix B) All district ELD, Special Education, Title I, and GATE teachers will become proficient in technology skills and assistive tools for their subgroup populations.
Annual Benchmarks
Year 1: minimum of 35% of teachers in the 2009-10 school year Year 2: minimum of 45% of teachers in the 2010-11 school year Year 3: minimum of 65% of teachers in the 2011-12 school year Year 4: minimum of 80% of teachers in the 2012-13 school year
Year 5: minimum of 100% of teachers in the 2013-14 school year.
Objective: 1b: By June 2014, 100% ELA and Math teachers, who participate in educational technology professional development focused on technology integration including CLRN and/ or SBE approved curriculum based technology resources will become proficient. Annual Benchmarks Year 1: minimum of 35% of teachers in the 2009-10 school year Year 3: minimum of 65% of teachers in the 2011-12 school year Year 2: minimum of 45% of teachers in the 2010-11 school year Year 4: minimum of 80% of teachers in the 2012-13 school year r
Year 1: mini Year 2: mini
Objective: 1c: By June 2014, 100% of teachers will be supported by a trained site technology coach/Mentor in a Train the Trainer Model Annual Benchmarks Year 1: minimum of 35% of teachers in the 2009-10 school year Year 3: minimum of 65% of teachers in the 2011-12 school year Year 2: minimum of 45% of teachers in the 2010-11 school year Year 4: minimum of 80% of teachers in the 2012-13 school year
Year 1: mini Year 2: mini
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(Objectives 1a,b, c - Continued on next page) Goal 1: Objective: 1a, b, c Evaluation Instrument(s) & Data Instrument: EdTech Profile completed for all district sponsored Education Technology professional development programs Data: Administrators and teachers self assessed technology and integration skills Instrument: District and site-based training agendas and records Data: Professional development participation correlated with proficiency in EdTech Profile survey Data reviewers District curriculum admins., technology designee, and school admins. will analyze benchmark data annually in late August / September and make any necessary modifications in order to meet our objectives. Goal 1: Objective: 1a ,b, c - Implementation Action Steps Use of Technology 1. Annually, all MPUSD staff will complete the EdTech Profile assessment survey. Microsoft Office Suite, 2. Annually, in June, the EdTech Profile Assessment administrator and teacher technology and integration skill e-mail, Internet, Atomic 3. 4. 5. 6. 7.
data will be analyzed to plan for professional development offerings during the summer and following year. Annually, provide professional development training to teachers, administrators, and site administrators in the use of MPUSD adopted software (such as Microsoft Office, Inspiration, iLife, Discovery streaming and hardware peripherals (such as digital cameras, video cameras, printers, scanners). Annually, schedule and promote district sponsored professional development for administrators and for teachers, aligned to the essential standards, NETS-S, NETS-T, and assistive technology. Annually, schedule and promote district sponsored technology integration and CLRN approved curriculumbased software and resource workshops for Math and ELA teachers, aligned to the essential standards, NETS-S, NETS-T and to identified professional development needs. Annually, the district will train site-based technology integration Mentors to support district technology participants at the site level. Annually, provide systematic professional development and collaboration time for site administration and teachers to analyze student achievement data, align essential 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. Learning Peripherals such as LCD projectors, digital cameras, video cameras, and printers. MPUSD Professional Development MCOE Online Online resources including SETs EdTech Profile Iassessment
(Monitoring of Goal 1 - Continued on next page)
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Goal 1: Monitoring
District curriculum, school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Data-Director / Iris will be used to assist in record keeping. Timeline: The timeline for the aforementioned actions are included in the Action Steps listed above. Person(s) responsible: District administrators, school site administrators, and site media specialists / Mentors are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Site administrators and teachers are responsible for completing all necessary professional development and ensuring student instruction is based on standards-aligned objectives and research based programs, practices and arrangements. Continuous Improvement Model: Please refer back to each section for evaluation and monitoring of goals, objectives, benchmarks and planned implementation activities listed in 4b including roles and responsibilities. Working with our District Assistance and Intervention provider, Springboard, Monterey Peninsula Unified School District has adopted the Cycle of Inquiry model for all evaluation and monitoring. This cycle reflects a continuous, data-based improvement process. The Cycle of Inquiry model focuses on conducting a needs assessment to identify the problem; pose questions about the causes of the problem; implement strategies to address these gaps and then analyze data to determine the effectiveness of their strategies. The process is ongoing and involves all stakeholders (students, site and district staff, community members and parents
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Goal 2 - District Professional Development Goal Goal 2: District site administrators and teachers will become proficient in the use of technology to improve student achievement data collection, analysis, reporting, and decision-making. Target Group: Certificated teachers and administrators Supports Curriculum Driven Technology Goals and Objectives 1,2,3,5, & 6 in Component 3 of our Ed Tech Plan Specific Measurable Objectives by June 30, 2014 Objective 2a: By June 2014, 100% of teaches will use technology to analyze assessment data make data-driven decisions to meet individual student academic needs and target student intervention needs. Annual Benchmarks
Year 1: 75% of teachers and administrators by June 2010. Year 2: 80% of teachers and administrators by June 2011. Year 3: 90% of teachers and administrators by June 2012. Year 4: 95% of teachers and administrators by June 2013
Year 5: 100% of teachers and administrators by June 2014
Objective 2b: By June 2014, 100% of district administrators and teachers, who attend professional development, will be proficient with the implementation and integration of a student assessment and data management system such as Data-Director. Annual Benchmarks
Objective: 2c: By June 2014, 100% of district administrators and teachers will be proficient with the complete district student information/attendance suite IRIS / Data-Director offering parents password protected, online access to their students attendance, and MyGradebook, offering parents of middle school students assignments, grades, and progress reports. Annual Benchmarks
Year 1: 75% Year 2: 80%
(Objective 2a, b, c - Continued on next page)

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Evaluation Instrument(s) & Data Instrument: Annual EdTech Profile Technology Assessment Survey Consider using log-in data from your SIS servers Data: teachers self assessed technology and integration skills Instrument: District sponsored training records, usage records and site-based mentor support records Data: % of teachers trained and proficient. Data reviewers District curriculum administrators, data and assessment specialist, technology designee and school administrators will analyze benchmark data annually in late August / September and make any necessary modifications in order to meet our objectives. Goal 2: Objective: 2a,b,c Implementation Action Steps 1. Annually, all MPUSD staff will complete the EdTech Profile. 2. Annually, in June, analyze EdTech Profile results on data driven instructional decision-making and student data
reporting systems to plan for professional development offerings
Use of Technology
IRIS / DataDirector, MyGradebook, Data-Director Web-based district student reporting system developed by Diverse Network Associates. Integrated student data assessment platform/system such as DataDirector EdTech Profile Technology Assessment Survey
3. Annually, plan professional development opportunities for the year focused on essential standards-aligned 4. 5. 6. 7.
classroom assessments and data-driven decisions that meet individual student academic needs and target student intervention needs. Promote opportunities to teachers through all available communication conduits. Annually, schedule and promote professional development for administrators and for teachers during the school year on all IRIS / Data-Director components. Annually, schedule and promote professional development for administrators and teachers on the districts webbased student reporting system, Data-Director. Annually, schedule and promote professional development for administrators and for teachers on an integrated student assessment platform/system such as Data-Director. Annually, provide systematic professional development and collaboration time for site administration and teachers to analyze student achievement data, align essential 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.

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Goal 2: Monitoring
District curriculum, data administrators, school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: The timeline for the aforementioned actions are included in the Action Steps listed above. Person(s) responsible: District administrators, school site administrators, and site media specialists / mentors are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Site administrators and teachers are responsible for completing all necessary professional development and ensuring student instruction is based on standardsaligned objectives and research based programs, practices and arrangements. Continuous Improvement Model: Please refer back to each section for evaluation and monitoring of goals, objectives, benchmarks and planned implementation activities listed in 4b including roles and responsibilities. Working with our District Assistance and Intervention provider, Springboard, Monterey Peninsula Unified School District has adopted the Cycle of Inquiry model for all evaluation and monitoring. This cycle reflects a continuous, data-based improvement process. The Cycle of Inquiry model focuses on conducting a needs assessment to identify the problem; pose questions about the causes of the problem; implement strategies to address these gaps and then analyze data to determine the effectiveness of their strategies. The process is ongoing and involves all stakeholders (students, site and district staff, community members and parents
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Goal 3 - District Professional Development Goal Goal 3: District administrators and teachers will become proficient in the use of technology to improve two-way communication between home and school and improve skills needed to monitor students online safety Target Group: Certificated teachers and administrators Supports Curriculum Driven Technology Goals and Objectives 1, 2, 3, 5, & 6 in Component 3 of our Ed Tech Plan Specific Measurable Objectives by June 30, 2014 Objective: 3a By June 2014, 100% site administrators and teachers, who attend professional development, will be proficient with the
districts web publishing software.
Annual Benchmarks (Note: New Web Page implemented Aug. 4, 2008)

Year 1: 75% of teachers and administrators by Aug. 2010. Year 2: 80% of teachers and administrators by June 2011. Year 3: 90% of teachers and administrators by June 2012. Year 4: 95% of teachers and administrators by June 2013.
Year 5: 100% teachers and administrators by June 2014.
Objective: 3b By June 2014, 100% site administrators and teachers, who attend professional development, will be proficient with using
Word and Desktop Publishing software to produce timely print communications for parents and the community.
Annual Benchmarks (Note: Goal began in 06-07 school year as rolled over from past Tech. Plan).
Year 1: 75% of teachers and administrators by June 2008. Year 2: 80% of teachers and administrators by June 2009. Year 3: 90% of teachers and administrators by June 2010. Year 4: 95% of teachers and administrators by June 2011.
Objective: 3c By June 2014, 100% teachers and administrators, who attend professional development, will be proficient with the districts
email service, intranet and other technological developments.
Annual Benchmarks (Note: Goal began in 06-07 school year as rolled over from past Tech. Plan).
Year 1: 75% of teachers and administrators by June 2008. Year 2: 80% of teachers and administrators by June 2009. Year 3: 90% of teachers and administrators by June 2010. Year 4: 95% of teachers and administrators by June 2011.
(Objective 3a, b, c - Continued on next page)
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Goal 3: Objective: 3a,b,c Evaluation Instrument(s) & Data Instruments: District records of the number of teachers trained to use IRIS / Data-Director Data: % of teachers trained; % of parents requesting passwords and instructions; % of parents using IRIS / Data-Director Instrument: District and site based equipment and e-mail account records Data: % of teachers with access Instrument: Communication artifacts from School and classroom websites. Data: evidence of efforts to improve two-way communication. Instrument: Communication artifacts from technology task force meetings. Data: evidence of efforts to improve student achievement with new technologies. Data reviewers District curriculum administrators, technology designee, and school administrators will analyze benchmark data annually in late August / September and make any necessary modifications in order to meet our objectives. Goal 3: Objective: 3a,b,c Implementation Action Steps Use of Technology
1. Annually, all MPUSD staff will complete the EdTech Profile. 2. Annually, in June, analyze EdTech Profile administrator and teacher student information/ data analyses results to plan for professional development offerings during the next school year, including online programs. 3. Annually, schedule and promote district sponsored technology workshops for administrators and for teachers, parents and guardians on all IRIS / Data-Director components during the school year. 4. Annually, schedule and promote district sponsored technology workshops for administrators and for middle school teachers on all MyGradebook components during the school year. 5. Annually, schedule and promote district sponsored email training for administrators and for teachers during the school year. 6. Annually in the fall schedule webpage design workshop (MPUSD Webpage) EdTech Profile IRIS / DataDirector, MyGradebook, Data-Director Web publishing software e-mail online access and client software Online resources including SETs MCOE Online
7. Ongoing over the next five years, develop online courses as appropriate to use with administrators and teachers. 8. Ongoing over the next 5 years, district technology task force, will research, explore, and pilot current technologies that will support the district goals for improving student achievement and enhancing professional development.
Online Task Force

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Goal 3: Monitoring
District curriculum, data administrators, technology designee, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. Timeline: The timeline for the aforementioned actions are included in the Implementation Action Steps listed above. Person(s) responsible: District administrators, school site administrators, and site media specialists / mentors are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Site administrators and teachers are responsible for completing all necessary professional development and ensuring student instruction is based on standardsaligned objectives and research based programs, practices and arrangements. Continuous Improvement Model: Please refer back to each section for evaluation and monitoring of goals, objectives, benchmarks and planned implementation activities listed in 4b including roles and responsibilities. Working with our District Assistance and Intervention provider, Springboard, Monterey Peninsula Unified School District has adopted the Cycle of Inquiry model for all evaluation and monitoring. This cycle reflects a continuous, data-based improvement process. The Cycle of Inquiry model focuses on conducting a needs assessment to identify the problem; pose questions about the causes of the problem; implement strategies to address these gaps and then analyze data to determine the effectiveness of their strategies. The process is ongoing and involves all stakeholders (students, site and district staff, community members and parents
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INFRASTRUCTURE
The first rule of any technology used in a business is that automation applied to an efficient operation will magnify the efficiency. The second is that automation applied to an inefficient operation will magnify the inefficiency. Bill Gates
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.
Current Hardware School inventories are updated annually as part of the site technology use plan revision process. The revised inventory lists are returned to Director / Network Coordinator and the database is updated. This gives the district an overall perspective of hardware at the school sites. All technology equipment that is now being purchased will be inventoried via a barcode system and the specific information is entered into the central database. Updated Technology inventory data can be found at www.cde.ca.gov/dataquest by choosing District Level Technology. The current student to computer ratio is 7:1. District departments and school sites have either PC or Apple Macintosh computers or a combination of both. At present, 99% of all school sites and classrooms have Internet access via the Ethernet network. The Ethernet network is operated and maintained by Technology Department with physical wiring support from Maintenance and Operations. The MPUSD Network Operations Center (NOC) is the central point for the Districts computing services. The Districts NOC houses servers and network equipment that is used throughout the district. The Network Operations Center connects to the Internet through Monterey County Office of Education (MCOE) via 100Mbps fiber optics. The Wide-Area-Network (WAN) that connects schools sites and District facilities to the NOC consists of a combination of 1Gbps fiber and bonded T-1 lines. Individual school sites access the Districts computing services daily for attendance reports, purchasing, Internet access, file storage, etc. The District has set many new standards to align with its vision on where technology currently is and will be in the future. The District is equipping schools with high performing business class desktops and notebooks. The current computer specifications were established to provide computers that perform well under current technological demands and will continue to perform well several years into the future. The current minimum standard Windows configuration is:
Desktop: Small Form Factor Core 2 Duo E8400 / 3 GHz RAM 2 GB Hard Drive 80 GB DVDRW (R DL) / DVD-RAM GMA 4500 Gigabit Ethernet Intel vPro Technology 3 year warranty Notebook: Core 2 Duo P8600 / 2.4 GHz RAM 2 GB Hard Drive 160 GB DVDRW (+R DL) / DVD-RAM GMA 4500MH Gigabit Ethernet WLAN 802.11 a/b/g/n (draft) Bluetooth 2.0 EDR 3 year warranty
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The minimum standard Apple configuration is:

Desktop: 2.4GHz Intel Core 2 Duo 1GB memory 250GB hard drive 8x double-layer SuperDrive ATI Radeon HD 2400 XT with 128MB memory OS 10.5.6 Gigabit Ethernet Notebook: 2.0GHz Intel Core 2 Duo 1GB memory 160GB hard drive 8x double-layer SuperDrive NVIDIA GeForce 9400M graphics OS 10.5.6 Gigabit Ethernet WLAN 802.11 a/b/g/n
Special needs students (Special Education, EL, Title I, GATE) currently have access to hardware and peripherals as identified in IEPs and program plans. Access to the assistive technologies for Special Education students is specifically designed for the needs of the Special Education students and may not lend itself to accessibility by general education students. Students access to technology during the school day varies from site to site with the overall ratio of students to computers at 7 to 1. Computers are available in classrooms, computer labs, and library media centers. Teachers and administrators have access to technology at each school site. Administrators and designated teachers and staff have access to school information systems for recordkeeping and administrative tasks. Not every teacher has the same access as the administrator or designated employee. Using data gathered from the state, EdTech Profile and the discussions at site leadership meetings, the needs of all sites are communicated to the Instructional Services Department. Through this two-way communication, staff development, hardware purchases, and systems are tailored to the needs of the school sites. Internet Access, Networking and Telecommunications At present, Cisco networking equipment and HP servers are at the core of every school site LAN. The local network provides the following services: Internet Protocol (IP) addresses for every workstation (DHCP) DNS services for Internet/intranet web browsing Account validation/network authorization to access network resources Host file and print services for local users NOC servers will provide the following services District wide: MacAfee Anti-Virus Software for the Windows computers on the network, Unisys Unixbased server, and Novell email server Back-up software for daily data backup to the NOC Internet access Intranet File storage E-mail Serve various educational applications such Read Naturally, Rosetta Stone, etc. Follett check-in/out and browse library resources applications for all schools
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The minimum standard server is: 2 x 2.4Ghz Intel Xeon Processor, 3GB RAM, 500 GB Hard Disk space Total Number of district schools = 21 Total Number of district schools connected to the Internet by a permanent (non-dial-up) connection = 21 Total Number of district schools connected to the Internet by full T-1: 21 Total Number of district schools connected to the Internet by fiber: 4 Average # of network drops per classroom: 2 100% of schools are served by the Districts NOC and connected to the internet through the NOC 100% of classrooms in the district have a phone service in the classroom. 100% of classrooms in the district have voicemail service. Electronic Learning Resources The frequency that hardware and software are used at each grade level and in each content area is most often determined by the access to technology (hardware and software) and the technological abilities of the individual teacher. Examples include: Creation of multimedia projects using HyperStudio, KidPix, PowerPoint Practice of keyboarding skills using Mavis Beacon Teaches Typing, Type to Learn Use the Internet to search for research Word process using Microsoft Word Create and broadcast a live, daily newscast and use video editing tools to create special video sections for the broadcast Video streaming using Discovery Streaming Teachers have begun to use technology resources for supplemental math instruction: Laptop computers use to augment math curricular standards through Microsoft Excel Increasing typing skills using Mavis Beacon Teaches Typing, Type to Learn Organizing higher-order thinking using Inspiration MPUSD provides interventions for students through the use of: Accelerated Reader Scholastic Reading Inventory and Reading Counts School library/media centers make use of: Follett software Internet access
Online databases Some CD-Rom access
Student Information System and Record Keeping using: Apple Computers IRIS / Data-Director Instructional/ Assessment Data Management Systems (Data-Director) MyGradebook at the middle and high-school level
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All schools have websites linked to the District website using MPUSD Webpage software. Technical Support District Support includes a Director, a Network Coordinator, a Data-Processor, two Data Integrity Specialists, a combination of 4 full-time District Computer Technicians and a Software Technician / Program Secretary. The Director serves as full-time administrator of all Educational Technology, Information Systems and Program Evaluation needs including the implementation and oversight of the Accountability Blueprint, systems, processes and procedures and evaluation as well as oversight of all programs / services listed in this plan. The Network Coordinator is responsible for Information Technology (IT), E-Rate, the Technology department, and day-to-day IT operations. District Support is broken up into two categories and support is handled by their perspective department. The Data Processing department oversees the student information system (SIS), data-warehousing, state and district accountability and all state and federal mandates. The Data Processing department consists of a Programmer and two Data Integrity Specialists. The Technology department handles support for all other aspects of the Districts WAN, LAN, NOC, and general user support. The Technology department consists of a Network Coordinator, four full-time District Computer Technicians and a Software Technician / Program Secretary. Technical support is available to sites five days a week. Technical assistance is also available from the County Office of Education Information Technology Support Department which provides infrastructure and hardware consultation free of charge. The 4 full-time district Computer Technicians duties are: Administrative Computers, Software, Infrastructure, & LAN Elementary School Computers, Software, Infrastructure, & LAN Secondary School Computers, Software, Infrastructure, & LAN Adult School, Extended Options, Software, Infrastructure, & LAN The Data Integrity Office duties are: Student Administrative Software specialists and Help Desk (IRIS / DataDirector) Data-Warehousing and Data-Processing (SQL, SPSS)
Type Of Site Support Provided Ongoing equipment maintenance, repair, and replacement Technical Support provided during school hours Technology Integration Support Student Information Systems Help Desk, Data-Integrity Programming, Data-warehousing, Program Evaluation and Information Systems Database Individuals Responsible District Computer Technicians (4 FTE) District Computer Technicians (.125 FTE per site), Site Tech Mentors District and Site administrators, Site Tech Mentors, and EETT Teachers Data Integrity Specialists (.10 FTE per site), Site Tech Mentors District Programmer, Director
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5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the districts teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.
Hardware Needs We will replace old computers and add to the numbers at each site to improve our student to computer ratios through new purchases that meet the districts minimum recommended standards for new desktops, laptops, and servers. The districts five-year plan strives to replace 25% of older computer inventory annually purchase. In order to meet the proposed student to computer ratios listed below, the following benchmark purchases will need to be made. 41 new computers (4 years or newer in Spring 2010) to meet 7: 1 student to computer ratio 44 new computers (4 years or newer in Spring 2011) to meet 6.5: 1 student to computer ratio 84 new computers (4 years or newer in Spring 2012) to meet 6: 1 student to computer ratio 308 new computers (4 years or newer in Spring 2013) to meet 5.5.: 1 student to computer ratio 369 new computers (4 years or newer in Spring 2014) to meet 5:1 student to student computer ratio. 1167 = Total number of new computers needed over the next five years: 2009-2014 Internet Access, Networking and Telecommunications Needs Complete the process of upgrading network at the site level by replacing existing hub system with modern switches. Increase wireless access across the district Upgrade data communication equipment in order to increase bandwidth at sites running less than 1.54 megabits Increase the bandwidth between the District and the County Office of Education Add servers at the District Office to provide District wide web-based student applications, office applications from the network, Pod-casting, and video streaming capabilities Upgrade telephone system to include district wide computer-based voice mail creation and retrieval.
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Electronic Learning Resources (software) Additional district standardized and CLRN approved curriculum and intervention software and online services for English/Language Arts and Math for all K-12 grade levels. Additional K-12 SBE adopted textbook publisher companion technology resources, particularly for English/Language Arts and Math. Ongoing subscriptions to online research resources such as EBSCO and SIRS CLRN approved assistive software as identified by Special Education teachers by the district Upgrades to existing software versions as needed. Further expansion of partnership with MCOE to offer more online courses aligned with core adopted materials Expansion of online services to include print application for student written books that are available as a service that is reasonably accessible to all families. Physical Plan Modifications In order to successfully implement this Technology Plan, the Governing Board of MPUSD has approved an upgrade to the WAN, LAN and security layers for the district and school sites. This will modify our physical plan over the next 5 years. Technical Support Create 3 to 5 year Blueprint for Success for the upgrading of current hardware and upgrading of district infrastructure including shared drives, web access, routing systems to accommodate the changing needs of technology. The Director and Network Coordinator will offer basic troubleshooting, WAN/LAN troubleshooting and Network standards training for site technology Mentors, data-integrity / evaluation and support in order to provide a rapid response team for each school site
5c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components.
(See next page)
5d. Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame.
Please refer to the next page(s) for evaluation and monitoring of goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. Working with our District Assistance and Intervention provider, Springboard, Monterey Peninsula Unified School District has adopted the Cycle of Inquiry model for all evaluation and monitoring. This cycle reflects a continuous, data-based improvement process. The Cycle of Inquiry model focuses on conducting a needs assessment to identify the problem; pose questions about the causes of the problem; implement strategies to address these gaps and then analyze data to determine the effectiveness of their strategies. The process is ongoing and involves all stakeholders (students, site and district staff, community members, and parents.
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5. c & 5. d: Benchmarks, Timelines, and Monitoring process for new hardware, infrastructure, and software acquisitions. Goal 1 - District Goal for Hardware and Software All students will have access to up-to-date computers and appropriate software to support achievement of the academic standards in the classroom, district curricular goals, and ultimately for lifelong learning and success in our Digital society. (Aligns to Curriculum Goals #1,2, 3, 4 & 5 in technology plan component #3) Specific Measurable Objective by June 30, 2014 Objective: 1a By June 30, 2013 our district average student to computer* ratio will be 5 to 1 or better.
(*based on CDE defined up to date multimedia computer - four years old or newer).
Annual Benchmarks
Year 1: 7 students to 1 computer by June 2010 Year 2: 6.5 students to 1 computer by June 2011 Year 3: 6 students to 1 computer by June 2012 Year 4: 5.5 students to 1 computer by June 2013
Year 5: 5 students to 1 computer by June 2014
Objective: 1b By June 30, 2014 100 % K-12 core curriculum classroom (E/LA, Math, History/Social Science, Science) will have access to
district approved CLRN and/or SBE approved curriculum based learning and intervention software and/or Internet subscriptions.
Annual Benchmarks
Year 1: 65% of classrooms will have access to approved curriculum Year 2: 75% of classrooms will have access to approved curriculum Year 3: 85% of classrooms will have access to approved curriculum Year 4: 95% of classrooms will have access to approved curriculum
Year 5: 100% of classrooms will have access to approved curriculum.
Monitoring and Evaluation Instrument(s) & Data

Instrument: Annual CBEDS: Data: average student to computer ratio by school and district wide Instrument: Annual California School Technology Survey Data: average student to computer ratio by school. Instrument: Annual district technology software survey Data: % of classrooms with access to approved curriculum based software Monitoring and Evaluation Process: The District and school site administrators will track the development and implementation of all appropriate access activities, inventories and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. District and school site administrators and school site tech Mentors will analyze end of school year results annually in June.
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5. c & 5.d Benchmarks, Timelines, and Monitoring process for new hardware, infrastructure, and software acquisitions. Goal 2 - District Goal for Infrastructure District will support administrative and site use of technology to improve student achievement data collection, analysis, reporting, and decision-making. (Aligns to curriculum goal #6 in component 3) Specific Measurable Objective by June 30, 2014 Objective: 2a By June 30, 2014 100 % of school sites will have the expanded bandwidth necessary for students and staff to use online resources to access and use approved curriculum based learning, intervention software and/or Internet subscriptions. Annual Benchmarks and Timeline:
Year 1: 50% of sites will have full fiber lines or better by 6/10 Year 2: 60% of sites will have full fiber lines or better by 6/11 Year 3: 70% of sites will have full fiber lines or better by 6/12 Year 4: 80% of sites will have full fiber lines or better by 6/13
Year 5: 100% of sites will have full fiber lines or better by 6/14
Monitoring and Evaluation Instrument(s) & Data Instrument: Annual California School Technology Survey Data: types of connection at each school Monitoring and Evaluation Process: The District and school site administrators, and Director will track the development and implementation of all appropriate access activities, inventories and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. District and school site administrators will analyze end of school year results annually in June.
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5. c & 5.d Benchmarks, Timelines, and Monitoring process for new hardware, infrastructure, and software acquisitions. Goal 3 - District Goal for Technical Support All school sites in district will have access to timely district technical support so teachers and students have access to technology needed to support standards in the classroom, district curricular goals, and ultimately for lifelong learning and success in our Digital society. (Aligns to curriculum goal #1, 2, 3, 4, & 5 in component 3) Specific Measurable Objective by June 30, 2014 Objective: 3a By June 2013, 100% of the district computers will have remote access so that district technicians can more adequately troubleshoot, upgrade and install software. Annual Benchmarks and Timeline:
Year 1: 60% of district computers will have remote access Year 3: 80% of district computers will have remote access capabilities by June 2010 capabilities by June 2012 Year 2: 70% of district computers will have remote access Year 4: 90% of district computers will have remote access capabilities by June 2011 capabilities by June 2013 Year 5: 100% of district computers will have remote access capabilities by June 2014
Monitoring and Evaluation Instrument(s) & Data Instrument: District inventory records Data: Standardized repair and troubleshooting process. Monitoring and Evaluation Process: The District and school site administrators, and site technology Mentors will track the development and implementation of all appropriate access activities, inventories and accomplishments monthly and report progress at our monthly district/ site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measurable objective. District administrators, school site administrators, and school site tech Mentors will analyze end of school year results annually in June.
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FUNDING AND BUDGET

Economic conditions in California and the nation may continue to impact K-12 education budgets and grants through the duration of the District 5-year technology plan. In developing the budget for EETT-Formula Tech Plan, we took into consideration the Monterey Peninsula Unified School District Strategic (long range) plan, and five-year curricular goals for MPUSD students by grade level range. Generally speaking, the District General Fund pays for: The salaries for the Technology Services staff, IRIS / Data-Director, MyGradebook, and Data-Director implementation & growth of application of components, Tech and IRIS help support Administrative and instructional computers and software, Other equipment/tools used by the Information Services department. In some cases, school site budgets also pay for site technical support, educational software, computers & peripherals, etc. Replacement of Core Equipment, Upgrades to teacher used work stations Upgrades of the district technology infrastructure ERate Basic Maintenance - portion not covered by E-Rate discounts Auto Loader Back-up Support McAfee Virus Protection Unisys Support Groupwise Support SmartNet Agreements (MCOE) MCOE Internet Access SPAM Filter Staff Training Copier for IS Office Supplies Modernization monies, discounts from the California Teleconnect Fund (DAS) and E-rate grants pay for infrastructure upgrades, electronics & data circuits. The EETT-Formula budget pays for facilitation, mentoring, and stipends for: Teacher technology staff development to meet curricular goals (basic and integration proficiencies) Standards-based achievement tracking Training for our elementary standards-based report card system Teacher & school webpage training Advanced training for our technical staff Extra technical help for special project deployment
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CTAP provides in-kind coordinator time to assist with Technology Plan implementation and pays subscription fees for all MPUSD schools and faculty to use the CTAP Online staff development system. CTAP also offers fall and spring after-school technology workshops (for a fee). Regarding the continued need for up-to-date student and teacher computers (4 years old or newer) and for site technical help, these are the biggest budget challenges for technology in our district. District and Site budgets and grants from various sources help pay for needed hardware. Budget Assumptions: District-paid and site-paid tech support will continue at the same level. DAS/CPUC/CA Teleconnect Fund and the Federal E-rate program will continue throughout the duration of the Ed tech plan. EETT Formula grant use will be reassessed as this federal budget is cut 45%. EETT Competitive grant continues to be available to grades 4-8 upon successful grant application approval. There will not be any state or district budget freezes for the duration of our Tech Plan. School site decentralized, categorical budgets and Title 1 funds will fund some of the site-specific hardware, software, professional development, and tech support outlined in the plan. Technology funding and budget planning will take place on an ongoing basis guided by the goals and objectives of this plan. Given the uncertainty of our educational technology sources of funding, we have established the following priorities list to guide allocation: Infrastructure upgrades to LAN / WAN School site technical support Updated student and teacher computers Staff development for IRIS / Data-Director/MyGradebook, Data-Director, elementary standards-based report cards, teacher web pages, where to find educational resources, and computer basics and integration training. Curricular software & associated service contracts elementary level Staff development for administrators web searching, basics including file management & how to work with attachments, where to find educational resources Voice mail & auto attendant communication systems
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6a. List of established and potential funding sources and cost savings, present and future.
The sources of funding to support the refurbishing and upgrading of our hardware and software will vary over the next five years pending the priorities of our one time and categorical monies as allocated from the state department. For the next five years, we are asking the MPUSD school board has allocated $100,000 of one-time monies to support a Network Coordinator. Over the next five year, this allocation will also replace or upgrade district office technology of both software and hardware. With the arrival of the Williams School and Voucher funds, the district plan is to continue to replace and upgrade at the school site the hardware and software giving us a quicker timeline for replacement and an opportunity to include staff and technical development as part of the replacement process. In this replacement beyond computer hardware is the replacement and addition of the LCD projectors and other electronic learning assessment resources. The overall criteria for replacement is based on number of outdated machines which are able to support the new information data system infrastructure, IRIS / Data-Director functions and ease of teacher use. Additionally, school sites allocate approximately 5 to 10% of their categorical monies for purchasing of equipment for more student access to technology such as computers, LCD projectors, video etc. This is aligned with our new technology plan to enhance student goal setting, the application of the language arts and/or mathematics standards as well as instruction of the NETS standards. (See chart on following page). NOTE: This budget is written in light of the current budgetary impact. Any further changes to the budget in light of recent state and district budgetary constraints will be submitted to the Governing Board for re-adjustment.
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CDE Approved 06/12/06 District
Monterey Peninsula Unified School
6a. Established and Potential Funding Sources

source
Dist Gen fund 7600 (Data Processing) Dist tech budget 7601 Student Record Keeping/ Assessment? Site budgets DAS Erate Title I district Title I site Title II Part A EETT-F
pays for
Dir. Salary, supplies, noncap equip, consultant Class,salaries, equip, diagnostics, tools, extra help, etc. annual maintenance fees, in-service Various including hardware & ELR Cal Teleconnect Fund 50% abated into acct Discounts only Multi-Fund Director PD, hardware, software PD, CSR for Attendance Tech Mentors
ongoing
x
1-time
potential
y1
Salaries 520,000 300,000
y2
Salaries 500,000
y3
Salaries TBD
y4
Salaries TBD
y5
Salaries TBD
20,000
20,000
20,000
20,000
20,000
x x x x x x x
Varies:
5-10% of categoricals
Varies:
5-10%of cat.
Varies
5-10%of cat.
Varies
5-10%of cat.
Varies
5-10%of cat.
100,000 15,000 5000 TBD . 15,000
100,000
100,000 TBD
100,000 TBD TBD TBD varies
100,000 TBD TBD TBD varies
TBD TBD Varies Depends on federal funding $300,000
TBD TBD varies
EETT-C Modernization Monies EdTech Profile Technology Assessment Online Survey e in kind Microsoft K-12 voucher pgm Other Grants 2 schools only
In-service, computers, tech help, tech infrastructure, comm sys & elec upgrades EdTech Profile Technology Assessment Online Survey, coordinator time, tech training Professional development, hardware, software, technician support etc. Professional development, personnel,
x x x
$300,000
TBD
TBD
TBD
Potential 150,000 x EETT 150,000
Potential 150,000 potential
*Funding amounts are estimates only

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6b. Estimate implementation costs for the term of the five year plan.
With funding limited and unpredictable, the budget plan is designed to project total costs of the implementation of the five-year plan in addition to the costs above.
Category
1000-1999 Certificated Salaries 2000-2999 Classified Salaries Employee Benefits 4000-4999 Books and Supplies
Description Item/category Cost Substitutes and stipends for staff development Network Coordinator and Techs Benefits for certificated and classified
Estimated cost Year One $5,000 $200,000 $21,000
Estimated cost Year Two $5,000 $200,000 $21,000
Estimated cost Year Three $5,000 $200,000 $21,000
Estimated cost Year Four $5,000 $200,000 $21,000
Estimated cost Year Five $5,000 $200,000 $21,000
Total cost estimate $25,000 $1,000,000 $105,000
Misc. Infrastructure: 5 year plan (supported by ERate, Modernization, MS Voucher and Williams) 300 Computers (total) 100 Printers (total) 20 LCD Projectors (total) ELRs (Electronic Learning Resources) ELARs (Electronic Learning Assessment Resources) Staff Development Training (EETT Supported) Capitol Outlay Wiring, Servers, WAN* ERate Multi-Funded $60,000 $4,000 $8,000 $1,000 $1,000 $60,000 $4,000 $8,000 $1,000 $1,000 $60,000 $4,000 $8,000 $1,000 $1,000 $60,000 $4,000 $8,000 $1,000 $1,000 $60,000 $4,000 $8,000 $1,000 $1,000 $300,000 $20,000 $40,000 $5,000 $5,000
5000 -5999 Services, operating expenses, travel 6000-6999
$5,000 $30,000
$5,000 $10,000
$5,000 $10,000
$5,000 $10,000
$5,000 $10,000
$25,000 $40,000
TOTALS
$305,000
$305,000
$305,000
$305,000
$305,000
$1,525,000
We will implement our five-year technology plan with our known annual technology budget and new funding opportunities that may arise. We plan to set aside a minimum of 25% of our annual technology plan budget for professional development with the remaining 75% going toward hardware, software, infrastructure, and technical support.
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6c. Description of the level of ongoing technical support the district will provide.
District Support includes a Director, a Network Coordinator, a Data Specialist and a combination of 4 full-time District Computer Technicians. The technicians are available to sites five days a week as well as assistance from the County Office of Education Information Technology Support Department which provides infrastructure and hardware consultation free of charge. The 4 full-time district Computer Technicians duties are: Administrative Computers, Software, Infrastructure, & LAN Elementary School Computers, Software, Infrastructure, & LAN Secondary School Computers, Software, Infrastructure, & LAN The Data Integrity Office duties are: Student Administrative Software specialists and Help Desk (IRIS / Data-Director) Data-Warehousing and Data-Processing (SQL, SPSS) The district has only 4 FTE computer technicians offering tech support to all schools. If funding becomes available, this is one of the areas that is in most need of support. As we increase the number of computers at the sites, upgrade the District Technology Infrastructure, additional technology support at the district level is a must. In addition to the District Technical Support information in Component 5 of this document, the Director will train and offer stipends to site-based technology Mentors to assist teachers participating in the districts education technology professional development opportunities.
6d. Description of the districts replacement policy for obsolete equipment.

The district policy for replacement of obsolete equipment is on a cycle of every five years. Some of our school sites have their own technology budgets and principals work with the District and School Site Councils to review tech inventories at the school and replace as needed. Each year, the Technology Department updates the California School Technology Survey based on changes in the technology inventory of the previous year. Once this data is recorded, the CST survey is reviewed and used as a basis for prioritizing the updating of equipment at the school sites. Currently, the district is replacing teacher workstations at several school sites. Once equipment has been deemed obsolete, the equipment is removed from the technology inventory, a list of equipment is presented to the board for declaration as obsolete and the equipment is sent to a recycling center.
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6e. Description of the feedback loop used to monitor progress and update funding and budget decisions.
Our district is committed to a dependable and sustainable technology plan that ensures funding for reliable infrastructure, hardware, technical support, professional development, and software for all district sites. The Director of Educational Technology, Information and Program Evaluation has the primary responsibility and access to appropriate budgets to meet goals and objectives specified in this plan. District budget and funding monitoring is the responsibility of the MPUSD Associate Superintendent who takes budget recommendations and revision requests to Cabinet-level meetings and the School Board as needed. Routine district budget analyses and funding opportunities are tracked to ensure optimal leveraging of funds. Site technology budgets are the domain of site principals and school site councils. District technology support and site-based technology staff provide the district Associate Superintendent ongoing data on technology replacement, upgrade, maintenance, and technical support needs including the annual California School Technology Survey data provided by all sites in the district.
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Monterey Peninsula Unified School District MONITORING AND EVALUATION
7a. Description of how technologys impact on student learning and attainment of the districts curricular goals, as well as classroom and school management, will be evaluated.
In order to maintain the accuracy and relevance of our Education Technology Plan, it is essential to monitor and if necessary revise each component of this plan on an ongoing basis. Ongoing collection of data and the use of that data to inform decision-making is embedded into each objective in our technology plan components under the monitoring and evaluation sections in our plan Criteria components 3, 4, & 5. Each identified objective in our Technology Plan will be reviewed and evaluated monthly by the Director, who has the overarching responsibility for ensuring that our goals and objectives are monitored, adjusted as necessary, and accomplished and by our Curriculum and Instruction Department. The districts Educational Technology, Information and Program Evaluation Department is comprised of the Technicians, Data Integrity Specialists, EETT Program Integration Specialist (full-time teacher supported by stipend). The Technology Site Mentor team will track the development and implementation of all site activities and accomplishments quarterly. Technology Planning issues, successes and setbacks will be communicated between the Technology Site Mentor team via e-mail and voice-mail on an ongoing basis. Data, progress, and any needed revisions to the plan will be reviewed during Technology Site Mentor team meetings during the school year (one each month except December and June). In addition, progress reports on the District Technology Plan objectives will continue to be a standing agenda item at our district/ site admin elementary and secondary school meetings. The Technology Steering Committee will meet on a bi-annual basis and each year, the Board of Education will receive a Presentation and vote on any budgetary
7b.
Schedule for evaluating the effect of plan implementation. (See below.)

J A S O N D J F M A M J Person/Position Responsible
Director
Task timeline Evaluation of Identified Objectives Adjustment (if necessary) of Curricular Imbedded Goals Development and Implementation of Site Activities and Accomplishments Technology Planning Issues Plan Adjustment / Revisions Plan Progress and Benchmarks review with Site Administrators Technology Steering Committee meeting for plan adjustment / revisions Board of Education Review
X X X X X X X X X X X X Director X X X X X X X X X X X X C and I
Director Site Mentors X X X X X X X X X X X X Director, Mentors Director, Mentors x x x x x x x x x x
x x x x x x x x x x x x x x
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x x
Director Administrators Director Steering Team
Director, Board
The following chart specifies which stakeholder is responsible for the monitoring and evaluation activities and an approximate amount of monthly work contract time to be spent on the activities. Stakeholders will be communicated to, based on the schedule of monthly meetings and based on the task timeline above. Job Title(s) of Responsible Individual(s)
Director of Educational Technology, Information and Program Evaluation (ETIPE) and Network Coordinator (proposed) Director of ETIPE Director of ETIPE/EETT TSA/curriculum council
Responsibilities
Provide overall Tech Plan management and coordination
Monthly FTE Time Estimate
25%
Director of ETIPE and Network Coordinator (proposed)
Director of ETIPE
Director of ETIPE Director of ETIPE and EETT TSA
Director of ETIPE and EETT TSA
Site based Mentors/assessment coordinator/classroom teachers Director of ETIPE and EETT TSA
Director of ETIPE, Associate Superintendent, Assessment coordinator EETT TSA, Site-based Technology Mentors Site Tech Support, Site Admin
Manage, coordinate, and assess curriculum-based technology staff development Assess, plan, implement, monitor, and evaluate technology integration staff development aligned to curriculum. Provide support to site-based technology coaches. Standardize, develop, manage, monitor, and revise as necessary network, hardware, infrastructure, software, and technical support specifications, policies, and procedures. Collect staff development data on technology proficiencies through the completion of the EdTechProfile. Coordinate ongoing partner involvement with community and private schools. Collect and analyze data regarding K-12 students computer skills and students academic achievement. Provide and / or facilitate necessary Ed Tech professional development for the district based on data. Collect data regarding staff development focused on teaching students computer and information literacy skills Collect data regarding staff development focused on integration of technology into the curriculum to improve academic achievement Use collected data to monitor and evaluate progress toward benchmarks and the timeline and to plan and make modifications. Collect annual California School Technology Survey data and assist with pre and post Iassessment completion.
10% 5%
10% / 80%
10% 1% 10% 10% 20% 15% 10% 10%
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7c. Process and Frequency of communicating evaluation results to stakeholders

Working with our District Assistance and Intervention provider, Springboard, Monterey Peninsula Unified School District has adopted the Cycle of Inquiry model for all evaluation and monitoring. This cycle reflects a continuous, data-based improvement process. The Cycle of Inquiry model focuses on conducting a needs assessment to identify the problem; pose questions about the causes of the problem; implement strategies to address these gaps and then analyze data to determine the effectiveness of their strategies. The process is ongoing and involves all stakeholders (students, site and district staff, community members and parents.) Annually in August, the plan is reviewed with the Technology Action Team and presented to the Governing Board and Community. In addition, the technology plan is posted on the District website at www.mpusd.k12.ca.us
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ADULT LITERACY
They who dare to teach must never cease to learn. John Cotton Dana
8a. If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers.
The Monterey Peninsula Unified School District is committed to building an effective school-family community partnership. As a school district we recognize that parents/guardians are their childrens first and most influential teacher and that continued parental involvement in the education is an integral part of student achievement and conduct. The district has an Adult School and EL Resource Teachers that formally involves parents of EL students and their community in school and district decisions. All schools currently have written parent involvement policies and EL parents are involved in developing site plans. All schools have a properly constituted English Learner Advisory Committee (ELAC). Each school has a parent and staff representative on the District English Language Learner Advisory Committee (DELAC). Leadership and parental involvement training is offered for ELAC and DELAC parent leaders and member. Adult literacy, ELD and computer classes are provided for parents at various locations in our district during the school year. During the summer, we offer an extensive Parent Academy focusing on relative issues related to our English Learner parents and ways to assist their children to be successful in their academic achievement.
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Monterey Peninsula Unified EFFECTIVE RESEARCH BASED STRATEGIES School District
9a. Summary of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices.
Our technology and instruction plans list clear goals and strategies for integrating technology into curriculum to improve student learning in the specific areas of English/ Language Arts and Math. The learning objectives are based on the California State Academic Content Standards. The following relevant research was examined and integrated into our plan. The research we selected emphasizes best practices for technology integration in the curriculum, total cost of ownership, and important factors that contribute to successful staff development. Monterey Peninsula Unified School Districts philosophy supports the use of technology integrated across the curriculum at all levels in order to improve student achievement. Technology is not a separate content taught for its own sake. Technology improves student performances when the application directly supports the curriculum objectives being assessed. Alignment of project or lesson content with state content standards is an important first step in infusing technology into the curricula. A survey of 465 teachers in California resulted in 92% affirming that the starting point in infusing technology into the curriculum is having information about the specific content of a program or use of an application that aligns with state-adopted curriculum standards. A number of respondents indicated that an online resource that profiles electronic learning resources with the specific skills and knowledge in areas that align with the content standards would facilitate the selection of programs enabling the integration of technology with the curriculum (Cradler & Beuthel, 2001) In an Apple Classroom of Tomorrow (ACOT) study, student engagement remained highest when technology use was integrated into the larger curricular framework, rather than being an add-on to an already full curriculum (Sandholz et al, 1997). Research suggests that when technology is integrated into the larger instructional framework, students will gain both technical expertise and content knowledge (Silverstain et al, 2000) Moreover, using technology within the curricular framework can enhance important skills valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (Sandholtz et al, 1997; Critical Issue, 1999) While our district does offer some basic technology courses, technology integration will not be taught in isolation. Staff development has, and will continue to emphasize the use of technology as a powerful teaching and learning tool that engages students while addressing content standards within the curricular, instructional framework and adopted curriculum.
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9b. References description of thorough and thoughtful examination of externally or locally developed education technology models and strategies
The Learning Return On Our Educational Technology Investment: A Review of Findings from Research, WestED (Ringstaff and Kelley, June 2002) is an extensive report that examines many studies related to educational technology and school reform. Several key factors are identified as crucial elements for successfully using technology: Technology is best used as one component in a broad-based reform effort Teachers must be adequately trained to use technology Teachers may need to change their beliefs about teaching and learning Technological resources must be sufficient and accessible Effective technology use requires long-term planning and support Technology should be integrated into the instructional framework
These key elements are addressed in several places in our Technology Plan. They are best found in the areas aligning technology with curricular and professional development goals emphasizing technology-enhanced, standards-based curricular lessons, units, and student projects. Our revised Education Technology Plan 2009-2014 includes the research-based best practices integrated in: The EETT Technology Plan research-based requirements for formula and competitive grant applications for Title II, Part D in No Child Left Behind. http://www.ed.gov/policy/elsec/leg/esea02/pg35.html#sec2414 Education Technology Planning: A Guide for School Districts. California's researchbased guidelines for district-level educational technology planning.
http://www.cde.ca.gov/re/pn/fd/edtechplngd.asp
COSN, Total Cost of Ownership (TCO) TCO Tool offers schools a formalized process for assessing the costs of managing their technology investments. Costs for wireless communications, voice/data integration and e-learning.
http://www.computerworld.com/hardwaretopics/hardware/story/0,10801,42717,00.html
In our district technology plan, professional development is a critical component. In September of 2002, the California Department of Education released the document: LearningTeachingLeadingReport of the Professional Development Task Force (http://www.cde.ca.gov/re/pn/fd/documents/learnteachlead.pdf) which contained 10 recommendations for developing a comprehensive, aligned, and integrated statewide system of professional development that will sustain the continued growth of a highly-qualified teacher and administrator workforce. Among the recommendations, CTAP Online web-based professional development portal was
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specifically identified as the primary example of a, Web-based support system for teachers and administrators that is available at all times and includes standards-based curriculum resources, professional development resources, and facilitated online training. (pp 37-38, LearningTeachingLeading.). While CTAP Online is a relatively new step into professional development for the Monterey Peninsula Unified School District, it is a model by which online professional development can be built. Becker, J.H., and Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use, Center for Research on Information Technology and Organizations. Retrieved September 23, 2002, online http://www.crito.uci.edu/tlc/findings/report_7/startpage.html This report describes a number of aspects of the professional engagement of American teachers. It also examines relationships between professional engagement and teaching practice, including instruction involving computer use. We defined professional engagement as a teacher making effort to affect the teaching that occurs in classrooms other than his or her own. Professional engagement was measured by (1) the frequency that a teacher had informal substantive communications with other teachers at their school, (2) the frequency and breadth of professional interactions with teachers at other schools, and (3) the breadth of involvement in specific peer leadership activities-mentoring, workshop and conference presentations, and teaching courses and writing in publications for educators. Our Education Technology Plan is consistent with the Becker research in the following ways: (1) Teachers collaborate with various staff to produce and practice technology integrated technology activities. (2) Teachers are provided with the opportunity to attend sessions every semester both online and face-to-face that cover basic-to-advance use of technology; and (3) Our key (technology proficient) teachers are involved in leadership activities such as coaching, facilitating, and modeling the effective use of instructional technology. Marzano, R, Pickering, D., and Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development. This book summarizes the research supporting a variety of instructional strategies with proven successes in improving student achievement. The research-based strategies include 1) identifying similarities and differences; 2) summarizing and note-taking; 3) reinforcing effort and providing recognition; 4) homework and practice; 5) nonlinguistic representations; 6) cooperative learning; 7) setting objectives and providing feedback; 8) generating and testing hypotheses; and 9) cues, questions, and advance organizers. A variety of instructional strategies and technologies will be used to assist teachers and students in acquiring Information and technology literacy skills in 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
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development goals include the use of Inspiration and other mind-mapping tools, the use of simulation software, and PowerPoint handouts to guide students in note-taking. Current research will be incorporated as appropriate to ensure that the education technology program in our district is consistent with current scientific-based research regarding technology, teaching, and learning. Software evaluation and selection in the area of literacy will be consistent with research from the Early Reading First initiative, which has identified five components essential to a child's learning to read: phonemic awareness, phonics, vocabulary, fluency, and comprehension. All software selected will be CLRN and/ or SBE approved, evaluated for its ability to support the five key literacy components, and will follow the assess, align, instruct, and evaluate model to target instructional activities based on students needs.
9c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance learning technologies.
Monterey Peninsula Unified School District is examining ways to deliver curriculum and professional development using new, innovative, technology-based tools. Our technology plan integrates the research, exploration, and development of innovative strategies for using technology including the use of standards-based report cards, easy to use school and teacher Web Publishing software, free or low cost Internet resources for students, teachers, and administrators and piloting wireless laptop programs at our middle schools. Our district is committed to increasing course offerings through the use of technology. The district is investigating online courses for GATE students. The district is also investigating video conferencing capabilities at school sites in order to enhance instruction through collaborative learning projects, to deliver courses from different sites, to allow for students and teachers to collaborate with peers and experts. We will continue to work with CTAP and our County Office of Education to explore use of the High Speed Network to deliver rigorous academic curricula online to our students. Through our partnership with MCOE Online we have access to an online coursework to provide our instructional staff with district specific extended high quality professional development on technology and curriculum integration expanding our current face-to-face district staff development offerings.
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Appendix A: Organizational Arrangement

Director Educational Technology, Information and Program Evaluation Reports to Associate Superintendent Director II Debbi DAngelo Funding Source Unrestricted General Fund (.25), Categorical (.75) Responsibilities Data Processing, Student Record Keeping, Student Information Systems, District Website, Site and District EETT Grants, Technology Mentors, Technology Professional Development, Database Management and Federal and State CBEDs Reporting, Pre-Id Services, District and State Assessments, Attendance Monitoring, Categorical Program Evaluation, Dwelling Management, State and Federal Accountability Reporting, Districtwide Communications, Open Enrollment, Transfers, Enrollment Center, Digital Media, Print Shop, Library Services Department Oversight Program Secretary (1); Elaine Nyunt (Previous position Registrar transition: October, 2008) Data Processing Programmer, Richard Adams (1); DPC Information / Data Specialists (Re-Named), Angela Escobar / Raz Saileanu (2) DPC Assessment (Previous oversight Associate Supt) DO Assessment Coordinator (1), Jerry Giamona; Assessment Secretary (.5), Ellen Brown Districtwide Communications - (Previous oversight Director Ed. Options) Communications Specialist (1), Chuc Le (Previously Print Shop); PS Digital Media Specialist (1); Emily Foss; IMC (Previously named Library Processing Supervisor - Job Description to be presented to Board) Enrollment Center/ Pupil Support Services - (Previous Oversight Director Ed. Options) EC Pupil / Support Services Coordinator, Roxanne Terrell (1); Transfer Clerk (1), Karla Diaz; Registrar (1), Gerardo Mundo; Homeless Liaison (1), Carlos Diaz Multi-Funded Unrestricted General Fund / Categorical (IT)- Oversight Maintenance Local and Wide Area Network, IP Telephony, PA Systems, Technology Software and Hardware, Back-up, Infrastructure (Electrical / Internal Connections), ERate Funding Internal Connections and Basic Maintenance, Microsoft Vouchers Instructional Technology Network Coordinator (1), Ryan Altemeyer LAN Techs 1 and 2 (5) - Gerardo Ceja, Huy Bui, Antonio Navarro (1) categorically funded, Dorian George, Anna Macaluso, LAN Tech 3 - Stephanie Baum; Software Technician (1), Carol Padilla
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Appendix B: Proficiency Standards

Early Grades. Learning at early ages is very student-centered. Developmentally appropriate activities provide young children with opportunities to explore their world through a rich variety of sights, sounds, tactile sensations, and even taste and smell. School subjects, especially in preschool and kindergarten, are not separated into disciplines but are integrated as they exist in real-world situations. Multidisciplinary learning is the natural and developmentally appropriate way that learning occurs in the early years. Early childhood education requires a rich array of hardware and software. For the young learner, the computer allows the child and teacher to create virtual realities that are both macro and micro in nature. Students observe and investigate many new and different virtual worlds through sight, sound, and tactile input and output devices. In the early years of education, the learner needs resources that can be physically and pictorially manipulated. What if I change the color of the wagon? What if I put the ball on an incline? What if I stick a pin in a balloon? The power of technology for young childrens explorations of their world stimulates learning and familiarizes them with tools that will support learning throughout their lives. Thematic, multidisciplinary instruction is increasingly being implemented in the elementary grades. Selfcontained classrooms at these grade levels provide an exceptional opportunity, unconstrained by rigid time schedules, to immerse children in deep study of a theme or topic. The elementary school setting can easily support the teachers ability to pursue units of learning with content from several subjects interwoven around a theme or problem. Technology resources enhance opportunities to locate resources on a theme, use communication skills, and publish and present results of student studies. Middle School. Because the belief that curriculum is the primary vehicle for achieving the goals for middle-level education, emphasis has been placed on a relevant curriculum. The National Middle School Association defines a relevant curriculum as one that involves students, addresses developmental diversity, and helps students make sense of their life experiences through an integrative, coherent approach focused on issues significant to the students themselves. The Carnegie Foundation has mandated that middle school teachers of different subjects engage in common planning in order to foster continuity of ideas and instruction. In her book Safe to Be Smart, Anne Wheelock (1998) agrees that even in the face of everincreasing pressure to conform to individual disciplines, curriculum standards educators must continue a dialogue and a purposeful effort to weave subject themes into a coherent, integrative instructional approach. Standards can be met only by connecting students to real-world experiences that cross the artificial boundaries of individual subject areas. Technology can and must be used to facilitate making these important connections. The use of technology in middle school classrooms can assist students in applying authentic data to real-world experiences in order to make meaningful connections to their own lives. Never before in our educational history have students had the opportunity to reach out to students in other geographic locations and to mentors throughout the working world, or to immediately retrieve up-to-date resources. In the face of newly required standards-based curricula and recent insights into how students learn, it is even more important that teachers work together to foster natural bridges across curricula and that they apply advances in technology to enhance the process and engage learners.
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Secondary Schools. Perhaps our greatest challenge in applying multidisciplinary learning exists at the secondary grade levels. Many high schools have yet to adjust their schedules, strategies, or educational philosophies to accommodate the need to connect learning to real-world contexts and problems. Learners will be required to do so when they enter the workplace or higher education. As increasingly powerful networking, communication, computing, and digital storage systems augment the resources of our high schools, students will experience the integration of technology and the curriculum. Information technology cuts across all disciplines. It is a powerful aid to addressing real-world multidisciplinary problems. The ability to access and store digitized information allows the student to research, collect, and share on a level hitherto unparalleled. Collaboration and consultation with fellow students, faculty, and experts near and far is fast becoming an everyday experience. Mobile computing and storage devices promise a future of anytime, anyplace learning. Increasingly powerful computers provide students with real-world problemsolving tools. They help students overcome handicaps, choose among learning strategies, perceive and create new relationships among subjects, and demonstrate their knowledge in words, pictures, moving images, and sound. The experience of these changes allows us to re-conceive the high school learning environment where disciplines cross-pollinate and students learning is truly integrated. Educational Technology Standards for Students To address the different grade levels above, Monterey Peninsula Unified School District has adopted the International Society for Technology in Education (ISTE)s Educational Technology Standards as outlined below: NETS FOR STUDENTS Global Learning in the Digital Age As foundational ICT skills penetrate throughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. ISTE's National Educational Technology Standards for Students (2007) help students prepare to work, live, and contribute to the social and civic fabric of their communities. The new standards identify several higher-order thinking skills and digital citizenship as critical for students to learn effectively for a lifetime and live productively in our emerging global society.
"What students should know and be able to do to learn effectively and live productively in an increasingly digital world
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The Technology Foundation Standards for students are divided into six broad categories:
1. 2. 3. 4. 5. 6.
Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts
Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators found within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills. A major component of the NETS Project is the development of a general set of profiles describing technology literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision-making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives. The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the following grade ranges: Grades Pre-K 2 Grades 3 5 Grades 6 8 Grades 9 12 These profiles are indicators of achievement at certain stages in Pre K-12 education. They assume that technology skills are developed by coordinated activities that support learning throughout a students education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individuals personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry. The standards and performance indicators are based on input and feedback from educational technology experts as well as parents, teachers, and curriculum experts. In addition they reflect information collected from the professional literature and local, state, and national documents.
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Profiles for Technology Literate Students All students should have opportunities to demonstrate the following performances. GRADES Pre-K 2 Performance Indicators: Prior to completion of Grade 2 students will: 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) Use a variety of media and technology resources for directed and independent learning activities. (1-6) Communicate about technology using developmentally appropriate and accurate terminology. (2, 3, 4) Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (2,3,4,6) Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2) Demonstrate positive social and ethical behaviors when using technology. (2,5) Practice responsible use of technology systems and software. (5) Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (1,4) 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. (3, 4, 5, 6) Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (2,4)
GRADES 3 5 Performance Indicators: Prior to completion of Grade 5 students will: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (6) Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (5,6) Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (5) Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (1,4)
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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. (1,2,4) Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (2) Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (2,3) Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (1,3,4) Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (1,3,4) Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (1,4)
GRADES 6-8 Performance Indicators: Prior to completion of Grade 8 students will: Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (6) Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (5) Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (5) Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (1,3,4) Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (1,4) Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (1-4) Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (2,3) Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (1,3,4)
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Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 4, 6) Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic sources concerning real-world problems. (1,3,4,5)
GRADES 9-12 Performance Indicators: Prior to completion of Grade 12 students will: Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (5) Make informed choices among technology systems, resources, and services. (5,6) Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (5) Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (5) Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (1,2,4) Evaluate technology-based options, including distance and distributed education, for lifelong learning. (3) Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (1-4) Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (2,3) Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (1,3,4) 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. (1-4)
MPUSD STANDARDS FOR STUDENTS In addition to the standards above, Monterey Peninsula Unified School District has established the following standards for students: By the end of second grade students will be able to: Access and manipulate age and educationally appropriate software. Utilize technology to participate in the production of group projects.
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Every year in grades three through five students will: Use a variety of technologies to access, process, and transmit information. Demonstrate responsible and ethical use of technology. Demonstrate proficiency in basic skills and uses of technology including, by not limited to keyboarding, word processing, and creating multimedia projects. Participate in various uses of technology culminating in keyboarding at 15 wpm, word processing multi-page documents, and creating individual or partnered multimedia projects by the end of fifth grade.
Every year in grades six to eight students will: Use and evaluate a variety of technologies to access, process, and transmit information. Apply strategies for identifying and solving simple software problems. Participate in increasingly diverse use of technology culminating in keyboarding at 25 wpm, word processing multi-page documents to include graphics, and creating individual multimedia projects by the end of fifth grade. Exhibit legal and ethical behaviors when using information and technology with full understanding of the consequences of misuse.
Every year in grades nine to twelve students will: Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. Apply strategies for identifying and solving software problems. Participate in increasingly sophisticated use of technology including keyboarding at 30 plus wpm, word processing multi-page documents to include graphics, and continuing to creating individual and or group multimedia projects. Use technology tools and resources for managing and communicating information such as finances, schedules, addresses, purchases, and correspondence. Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. Demonstrate and advocate legal and ethical behaviors regarding the use of technology and information with full understanding of the consequences of misuses.
Appendix B2 Below reflects the new NET-S standards aligned to the State Academic Standards in English-Language Arts and Mathematics for Grades 6-8 developed as a result of a Technology Mentor Project.
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APPENDIX B2: Aligned Student Proficiency Standards for Grades 6-8 EETT Developed
* National Educational Technology Standards: 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
MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE

California Essential Standards for ELA and Math Technology Student Proficiency Standards Technology Performance Indicators Standards What students will learn and be able (National Educational to do. Technology Standards references *) A. Information Acquisition 1. Internet and other Conduct Internet searches using electronic resources Boolean search operators. (1-4) Use variety of task-specific search engines (i.e. news, visual, audio). Download and save images and text from the Internet for assignments, using references. Extract information from electronic materials such as encyclopedias, atlases, and almanacs. Can participate in interactive on-line environments (simulations, virtual tours, and interactive lessons.) Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Students use downloaded images in reports Students use information from searches in reports Completed WebQuests.
ELA: Reading 1.0 Word Analysis, Fluency, and Vocabulary (1.3) 2.0 Comprehension of Informational Text (2.5) Writing 1.0 Strategies (1.4)
I. The student as information navigator.
2.Use Internet interactively. (1,2,4,5)
Use information from various electronic reference materials to research ancient civilizations for a report. Complete a WebQuest related to a classroom topic for enhancing other materials and knowledge in the area such China quest (ashttp://www.kn.pacbell.com/wired /China/ChinaQuest.html). Search internet for word origins and meanings on weekly word list. Use virtual tours and lessons available on the internet such as Pompeii Virtual Field Trip at http://www.burlington.mec.edu/me morial/Pompeii.htm. Complete a WebQuest on a science topic of study such as Ocean Quest San Diego (http://projects.edtech.sandi.net/chav ez/oceanquestsandiego/) Use Houghton Mifflin web site to review math concepts.
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MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE California Essential Standards for ELA and Math ELA: Reading 2.0 Comprehension of Informational Text (2.5, 2.6) MATH: Number Sense (1.1, 1.4, 2.1, 2.3, 2.4) Algebra and Functions (1.4, 2.1, 2.3) Technology Student Proficiency Standards II. The student as critical thinker and analyzer using technology. Technology Standards
(National Educational Technology Standards references * )
Performance Indicators What students will learn and be able to do.
Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Find and analyze information from 2 web sites that show evidence of fact and 2 web sites that show evidence of opinion on a piece of literature from a class literature list. Complete WebQuest on advertising and media such as Media Literacy (http://homepage.mac.com/suecollin s/school/media/media.html) Uses software application to reinforce math skills and understanding. Use keyboarding program to teach proper keyboarding skills and increase typing speed. Use images from various sources scanner, camera, and video in reports or presentations on Ancient Civilizations.
Assessment How students will demonstrate their proficiency. Class discussion. Use of information in projects. Completed WebQuest.
A. Source Verification 1. Evaluate electronic Use critical analysis skills to information (1,3,4,5) evaluate validity and accuracy of site information. Distinguish fact, opinion, bias, and point of view when using electronic information.
B. Knowledge enhancement and development

1. Learn, increase and remediate skills per CA State standards. (1,4,6)
Use application programs to enhance curriculum subject knowledge and skills.
Class discussion. Completion of software lessons. FOS evaluations. Student work Progress and growth are tracked within the keyboarding program for accuracy and words per minute.
ELA: Writing 1.0 Strategies (1.1, 1.3)
III. The student as creator of knowledge using technology.
A. Input and Output Devices Keyboard at least 25 words per minute 1. Devices, CDwith 95% accuracy. ROM, Keyboard, Use correct keyboarding to word Digital Camera, process a document. Scanner. (6)
Scan images. Operate digital camera. Operate video camera including recording with smooth tilt and zoom.
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MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE California Essential Standards for ELA and Math ELA: Writing 1.0 Strategies (1.1, 1.3, 1.4, 1.6) 2.0 Applications (2.1, 2.2, 2.4, 2.5) Written & Oral Conventions 1.0 Conventions (1.3, 1.4, 1.5) MATH: Statistics, Data Analysis, and Probability (1.1, 1.2, 1.3, 3.1) Mathematical Reasoning (2.4) MATH: Statistics, Data Analysis, and Probability (1.1, 1.2, 1.3, 3.1) Mathematical Reasoning (2.4) Technology Student Proficiency Standards III. The student as creator of knowledge using technology. Technology Performance Indicators Standards What students will learn and be able to do. (NETS-S references * ) B. Productivity Tools 1. Word Word process multi-page documents using: Processing style sheets, inserted dates, bullets, print (1-4, 6) preview, word count, customize preference settings. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Write essays, biographies, poetry, letters and reports using a Word Processing program. Include text, graphics, headers, and footers. Edit rough draft of writing on the computer. Create a spreadsheet and graph related to a topic studied in class. Analyze data sets collected for mean, media, and mode. Represent data collected from a project to show all possible combinations and outcomes. Create a database related to the 6th grade science project and use data in report. Analyze data sets collected for mean, media, and mode. Represent data collected from a project to show all possible combinations and outcomes. Present data from a database in a variety of ways such as charts, numbers, symbols, graphs, and tables. Assessment How students will demonstrate their proficiency. Student work Students use word processor to write reports, stories, letters, etc. Students use appropriate terms to describe spreadsheet. Spreadsheet and graph graded for required criteria. Student data base
2. Spreadsheet (1-4, 6)
3. Database applications (1-4, 6)
Add/Delete columns and rows. Format cells and perform simple calculations/formulas. Sort data. Add header and footer. Create graphs and charts. Plane and create a spreadsheet. Understand the use of databases to organize data, solve problems, and make decisions. Plan, create and edit a database using student-collected data. Define and add new fields. Sort records. Manipulate a database to find information.
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MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE California Essential Standards for ELA and Math ELA: Reading 2.0 Comprehension of Informational Text ( 2.1, 2.4, 2.8) Writing 1.0 Strategies (1.4) 2.0 Applications (2.2) Technology Student Proficiency Standards III. The student as creator of knowledge using technology. Technology Standards (National Educational Technology Standards references * ) B. Productivity Tools 4. Desktop Publishing (1-4, 6) Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Student work Apply special effects to graphics, such as rotate, flip, distort, etc. Add borders to a document. Add columns to a document. Understand graphic design principles. Identify forms of media and design a newspaper or other communication vehicle for covering school sports or drama activities. Design a flyer advertising the Code of Hammurabi to Babylonian people. Create a poster for recruiting sailors to be explorers in ancient times. Reproduce a simple layout of an advertising page related to a book on the AR system.
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MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE California Essential Standards for ELA and Math ELA: Reading 2.0 Comprehension of Informational Text (2.1, 2.4, 2.8) Writing 1.0 Strategies (1.4) 2.0 Applications (2.1, 2.2) Listening and Speaking 1.0 Strategies (1.4, 1.6) 2.0 Applications (2.1, 2.2) 2. Print, post, publish (1-4, 6) Publish to a Web Page, a multimedia project. Print to a chosen printer. Technology Student Proficiency Standards IV. The student as effective communicator through a variety of appropriate technologies. Technology Performance Indicators Standards What students will learn and be able (National Educational to do. Technology Standards references * ) A. Publishing 1. Multimedia Create a storyboard for a video (1-6) Plan produce, and present an interdisciplinary multimedia presentation on a specified topic. Present an oral report with multimedia visual aids. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Students present their multimedia projects to peers or adult audience Student project web page.
Scan or use a digital camera photo for creating a picture of an object for the cover of a report. Use multimedia to present an original story using plot, setting, and details. Prepare a multimedia presentation showing advertisements of different forms, pointing out biased information and propaganda examples. Plan, produce, and present a video lesson on a science topic taking into account grade level of students. Present an oral report with multimedia aides to persuade your audience that democracy began in ancient times. Create a multimedia project on one of the original colonies and publish on class web page. Choose an appropriate printer and print a given number of pages.
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MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE California Essential Standards for ELA and Math ELA: Writing 1.0 Strategies (1.4) Technology Student Proficiency Standards IV. The student as effective communicator through a variety of appropriate technologies V. The student as discriminating selector of appropriate technology for specific purposes. Technology Standards (National Educational Technology Standards references * ) Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Students show evidence of current communication taking place over e-mail with pen pal. Completion of WebQuest.
B. Electronic Communication 1. e-mail (2) Send and receive e-mail within a controlled environment. 2. Dialogue Understand Instant Messaging (IM) technologies (2) terminology and how it is used. A. Tool Selection and Use 1. Appropriate Locate different sources of resource choices.(1,4) information on a topic and compare and contrast. Select appropriate search engine for task. Select appropriate software application to complete a task.
Use a closed e-mail site for communication. Research and discuss in class devices for and use of IM. Follow a WebQuest on Ancient Olympic Games such as http://www.gkonstantinou.com/Web Quest/index.html and research different sources on the topic on the web for comparison and discussion. Use different search engines and compare results including opinions and facts for a literature topic. Choose a software application that works best with a given problem.
ELA: Reading 2.0 Comprehension of Informational Text (2.5, 2.8)
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MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE California Essential Standards for ELA and Math Technology Student Proficiency Standards VI. The student as technician. Technology Standards
Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum.
Discuss in class how the Internet works and the strengths and weaknesses of it.
Assessment How students will demonstrate their proficiency. Students use terminology appropriately. Student uses folders to organize files. Student is able to share files on the network.
A. Terminology and Usage 1. Terminology (6) Use Internet terminology: and understand how it applies to access of the Internet.
B. Basic Operations and Networking
1. Computer operation (6)
Log on to a network Organize files and folders Exchange files on a network Use documents and images from the network.
Create, organize, and retrieve individual student files for a research report on life in Colonial American. Share files with peers or teacher by saving to disk or using networked shared folder.
2. Resources from the network. (1,4)

C. Troubleshooting
1. Troubleshooting & maintenance (6) ELA: Reading 2.0 Comprehension of Informational Text (2.6, 2.8) Writing 2.0 Applications (2.5) VII. The student as responsible learner, community, member, and family member in a technological age.
A. Ethics
Describe hardware and software problems with correct terminology. Adhere to copyright laws. Correctly cite sources from the Internet. Practice responsible behavior for using and sharing technology Understand and abide by the MPUSD Technology Use Policy
Be able to locate and understand a basic technical note on an application in use. Understand, use, and cite references appropriately in projects. Discuss consequences of the reading, copying, deleting or altering other student or staff files without permission. Abide by the MPUSD Technology Use Policy.
1. Copyrights & referencing of materials (5) 2. Behavior and Respect (5) 3. MPUSD Technology Use Policy (5)
Class discussion References to electronic sources are included in work: author, Web address, date. Teacher observation
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MPUSD Essential ELA/Math and Technology Standards: SIXTH GRADE California Essential Standards for ELA and Math ELA: Writing 2.0 Applications (2.5) Listening and Speaking 1.0 Strategies (1.4, 1.6) 2.0 Applications (2.2) Technology Student Proficiency Standards VII. The student as responsible learner, community, member, and family member in a technological age. Technology Performance Indicators Standards What students will learn and be able (National Educational to do. Technology Standards references * ) B. Adapting to Changes in Technology 1. Relationship of Explain ways technology influences technology to world our lives at home. In business, and (5) at school Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Student Work Class discussion Teacher observation
Write an essay on ways technology influences as a global resource. Find technology jobs on the Internet, share them with the class, and discuss the importance of becoming an effective technology user.
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MPUSD ELA, Math, & Technology Standards: SEVENTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards I. The student as information navigator. Technology Standards
Assessment How students will demonstrate their proficiency. Students use downloaded images in reports Students use information from searches in reports Completed WebQuests.
ELA: Reading 1.0 Word Analysis, Fluency, and Vocabulary (1.3) 2.0 Comprehension of Informational Text (2.2, 2.5) Writing 1.0 Strategies (1.4)
A. Information Acquisition 1. Internet and other Conduct internet searches using electronic resources Boolean search operators. (1-4, 6) Use variety of task-specific search engines (i.e. news, visual, audio). Download and save images and text from the Internet for assignments, using references. Extract information from electronic materials such as encyclopedias, atlases, and almanacs. 2.Use Internet Can participate in interactive interactively. on-line environments (1,2,4,5) (simulations, virtual tours, and interactive lessons.)
Use information from various electronic reference materials to research medieval political and economic development. Complete a WebQuest related to a classroom topic for enhancing other materials and knowledge in an area such as China in Telling the Samurais Tale (http://edtech.suhsd.k12.ca.us/inprogress/ac t/dfickett/japan/samuraistale.htm Search internet for word origins and meanings (example: See WebQuest above activities on word origin). Use virtual tours and lessons available on the internet such as through National Geographic in Ghosts in the Castle (http://www.nationalgeographic.com/castle s/enter.html . Complete a WebQuest on a science topic of study such as Genetically Caused Diseases http://edtech.suhsd.k12.ca.us/inprogress/rd m/jwalker/gcd.html). Use Houghton Mifflin web site to review math concepts.
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MPUSD ELA, Math, & Technology Standards: SEVENTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards Technology Standards (National Educational Technology Standards references *) A. Source Verification 1. Evaluate electronic information (1,3,4,5) Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Class discussion. Use of information in projects.
ELA: Reading 2.0 Comprehension of Informational Text (2.1, 2.4, 2.6) MATH: Number Sense (1.2, 1.4, 1.6, 1.7, 2.3) Algebra and Functions (1.1, 1.2, 1.3, 4.2) ELA: Writing 1.0 Strategies (1.1, 1.3, 1.7))
II. The student as critical thinker and analyzer using technology.
Use critical analysis skills to evaluate validity and accuracy of site information. Distinguish fact, opinion, bias, and point of view when using electronic information.
Evaluate a list of Web sites on the fall of Rome as to their usability and validity. Find and analyze information from 2 web sites that show evidence of fact and 2 web sites that show evidence of opinion on a piece of literature from a class literature list.
B. Knowledge enhancement and development 1. Learn, increase and remediate skills per CA State standards. (1,4,6) III. The student as creator of knowledge using technology. Use application programs to enhance curriculum subject knowledge and skills. Uses software application to reinforce math skills and understanding.
Class discussion. Completion of software lessons. FOS evaluations.
A. Input and Output Devices 1. Devices, Keyboard at least 25 words per CD/DVD-ROM, minute with 95% accuracy. Keyboard, Digital Use correct keyboarding to Camera, Scanner. (6) word process a document. Scan images. Operate digital camera. Operate video camera including recording with smooth tilt and zoom.
Use keyboarding program to reinforce keyboarding skills and increase typing speed. Use images from various sources scanner, camera, and video in reports or presentations. Type a letter to a character in a core literature novel.
Student work Progress and growth are tracked within the keyboarding program for accuracy and words per minute.
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MPUSD ELA, Math, & Technology Standards: SEVENTH GRADE California Essential ELA & Math Standards ELA: Writing 1.0 Strategies (1.1, 1.3, 1.5, 1.7) 2.0 Applications (2.1, 2.2, 2.4, 2.5) Written & Oral Conventions 1.0 Conventions (1.4, 1.6) MATH: Algebra and Functions (1.5, 3.1) Data Analysis (1.1, 1.2) Mathematical Reasoning (2.3) Technology Student Proficiency Standards III. The student as creator of knowledge using technology. Technology Standards (National Educational Technology Standards references * ) B. Productivity Tools 1. Word Processing (1-4,6) Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Student work Word process multi-page documents using: text wrapping, hyperlinks, integration of other Office components, outline generator and customize preference settings. Write essays, biographies, poetry, letters and reports using a Word Processing program. Create a test study guide in outline form. Create a resume for a fictional or historical character. Create a spreadsheet and generate graphs related to science lab measurements and data. Display data sets in various graphical and table forms. Create a spreadsheet to track the mile runs times in your class over time. Estimate results for another grade level and represent them. Complete WebQuest on spreadsheets such as Data Quest (http://coe.west.asu.edu/students/sa lverez/dataquest/index.htm). Student work Students use appropriate terms to describe spreadsheet. Spreadsheet and graph graded for required criteria. Completed WebQuest. Student data base
Add/Delete columns and rows. Format cells and perform simple calculations/formulas. Sort data. Add header and footer. Create graphs and charts. Plane and create a spreadsheet.
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MPUSD ELA, Math, & Technology Standards: SEVENTH GRADE California Essential ELA & Math Standards MATH: Data Analysis (1.1, 1.2) Mathematical Reasoning (1.2) Technology Student Proficiency Standards III. The student as creator of knowledge using technology. Technology Standards
Performance Indicators What students will learn and be able to do. Understand the use of databases to organize data, solve problems, and make decisions. Plan, create and edit a database using student-collected data. Define and add new fields. Sort records. Manipulate a database to find information. Apply special effects to graphics, such as rotate, flip, distort, etc. Add borders to a document. Add columns to a document. Understand graphic design principles.
Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Create a database to collect information such as a survey of whether classmates like or dislike foods from medieval times. Formulate conjectures and show data in various forms.
Assessment How students will demonstrate their proficiency. Student work Students use appropriate terms to describe spreadsheet. Spreadsheet and graph graded for required criteria. Completed WebQuest. Student data base Student work
3. Database applications (1-4,6)
ELA: Reading 3.0 Literary Analysis (3.2) Writing 2.0 Applications (2.5)
4. Desktop Publishing (1-4, 6)
Design a flyer for an ancient Aztec festival. Create ancient newsletter for the fall of the Roman empire with reasons.
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MPUSD ELA, Math, & Technology Standards: SEVENTH GRADE California Essential ELA & Math Standards ELA: Reading 2.0 Comprehension of Informational Text (2.1, 2.2, 2.4, 2.6) Writing 1.0 Strategies (1.2, 1.4) 2.0 Applications (2.4) Listening and Speaking 2.0 Applications (2.1, 2.4) 2. Print, post, publish (1-4, 6) Technology Student Proficiency Standards IV. The student as effective communicator through a variety of appropriate technologies. Technology Standards
Assessment How students will demonstrate their proficiency. Students present their multimedia projects to peers or adult audience Student project web page.
A. Publishing 1. Multimedia (1-4, 6) Write a storyboard and script for a video. Then produce and present it. Plan produce, and present an interdisciplinary multimedia presentation on a specified topic. Present an oral report with multimedia visual aids. Create a video/slide multimedia presentation of the school Renaissance Fair. Create multimedia presentation persuading recruits to become Samurai in Medieval Japan. Set up and video an interview of a trader on the trans-Saharan caravan route discussing the changing religious, ethics and laws of Medieval Africa. Plan, produce, and present a presentation on the function and structure of cells. Publish one of the above multimedia projects on class web page. Choose an appropriate printer and print selected portions of the document.
Publish to a Web Page, a multimedia project. Print to a chosen printer.
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MPUSD ELA, Math, & Technology Standards: SEVENTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards Technology Standards (National Educational Technology Standards references *) Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency.
ELA: Writing Strategies (1.1) Written & Oral Conventions 1.0 Conventions (1.4, 1.5, 1.6, 1.7 ELA: Reading
2.0 Comprehension of Informational Text (2.2, 2.4, 2.6) Writing Strategies (1.1, 1.3, 1.5)
IV. The student as effective communicator through a variety of appropriate technologies V. The student as discriminating selector of appropriate technology for specific purposes. VI. The student as technician.
B. Electronic Communication 1. e-mail (2)

Send and receive e-mail with attachments in a controlled environment. Understand Instant Messaging (IM) terminology and how it is used. Use a closed e-mail environment to send and receive and receive an assignment to and from the teacher and collaborate with students in workgroup. Research and discuss in class devices for and use of IM.
Students show evidence of current communication taking place over e-mail with pen pal.
2. Dialogue technologies (2)
A. Tool Selection and Use Locate different sources of information on 1. Appropriate a topic and compare and contrast. resource Select appropriate search engine for task. choices.(1,4) Select appropriate software application to complete a task.
Use different search engines and compare results for a science topic and report. Choose a software application that works best with a given problem.
Completion of WebQuest.
A. Terminology and Usage
1. Terminology (6)
Use Internet terminology: and understand how it applies to access of the Internet.
Discuss in class how the Internet works and the strengths and weaknesses of it. Create, organize, and retrieve individual student files for a research report on life in Colonial American.
B. Basic Operations and Networking Log on to a network. 1. Computer Organize files and folders. operation (6) Exchange files on a network.
Students use terminology appropriately. Student uses folders to organize files. Student is able to share files on the network.
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MPUSD ELA, Math, & Technology Standards: SEVENTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards VI. The student as technician. Technology Performance Indicators Standards What students will learn and be able (National Educational to do. Technology Standards references * ) B. Basic Operations and Networking 2. Resources from the Use documents and images from the network. (3,6) network. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Student uses folders to organize files. Student is able to share files on the network.
Share files with peers or teacher by saving to disk or using networked shared folder.
C. Troubleshooting 1. Troubleshooting & maintenance (6) ELA: Writing 1.0 Strategies (1.2, 1.5) VII. The student as responsible learner, community, member, and family member in a technological age. A. Ethics 1. Copyrights & referencing of materials (5) 2. Behavior and Respect (5) Describe hardware and software problems with correct terminology. Be able to locate and understand a basic technical note on an application in use. Use and cite references appropriately in projects. Discuss consequences of the reading, copying, deleting or altering other student or staff files without permission. Abide by the MPUSD Technology Use Policy. Class discussion References to electronic sources are included in work: author, Web address, date. Teacher observation
Adhere to copyright laws. Correctly cite sources from the Internet. Practice responsible behavior for using and sharing technology
ELA: Writing
2.0 Applications (2.4) Listening and Speaking 2.0 Applications (2.4)
3. MPUSD Understand and abide by the Technology Use MPUSD Technology Use Policy Policy (5) B. Adapting to Changes in Technology Explain ways technology influences our lives at home. In business, and at school
Class discussion Teacher observation Write an essay on ways technology influences as a global resource.
1. Relationship of technology to world (5)
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MPUSD ELA, Math, & Technology Standards: EIGHTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards Technology Performance Indicators Standards What students will learn and be able (National to do. Educational Technology Standards references * ) A. Information Acquisition 1. Internet and Conduct internet searches using other electronic Boolean search operators. resources (1-4, 6) Use variety of task-specific search engines (i.e. news, visual, audio). Download and save images and text from the Internet for assignments, using references. Extract information from electronic materials such as encyclopedias, atlases, and almanacs.
Can participate in interactive on-line environments (simulations, virtual tours, and interactive lessons.)
Assessment How students will demonstrate their proficiency.
ELA: Reading 1.0 Word Analysis, Fluency, and Vocabulary (1.2) 2.0 Comprehension of Informational Text (2.4, 2.6) 3.0 Literary Analysis (3.3, 3.4) Writing Strategies (1.1.3, 1.6) 2.0 Applications (2.1, 2.3)
I. The student as information navigator.
Use information from various electronic reference materials to research social studies or science project. Complete a WebQuest such as A Personal Journal Gettysburg (http://www.pls.uni.edu/nielsen/Gettysb urg/gettysburg.html) for enhancing classroom materials and knowledge about the Civil War. Search internet for word origins and meanings (example: See WebQuest above activities on word origin).
Use virtual tours and lessons available on the internet such as Gettysburg Virtual Tour from the National Park Service (http://www.nps.gov/gett/getttour/mainms.htm). Complete a WebQuest on physics such as Roller Coaster Designer (http://www.mrsmcelwee.com/coaster/wqint ro.html). Use Houghton Mifflin web site to review math concepts.
Students use downloaded images in reports Students use information from searches in reports Completed WebQuests.
2.Use Internet interactively. (1,2,4)
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MPUSD ELA, Math, & Technology Standards: EIGHTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards Technology Standards (National Educational Technology Standards references *) A. Source Verification 1. Evaluate electronic information (1,3,4,5) Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Class discussion. Use of information in projects.
ELA: Reading 2.0 Comprehension of Informational text (2.1, 2.4, 2.6) MATH (7th): Number Sense (1.2, 1.6, 1.7, 2.3) Algebra and Functions (1.1, 1.2, 1.3, 4.2)
II. The student as critical thinker and analyzer using technology.
Use critical analysis skills to evaluate validity and accuracy of site information. Distinguish fact, opinion, bias, and point of view when using electronic information.
Evaluate a list of Web sites on a given topic as to their usability and validity on the American Industrial Revolution. Find two Web sites that show evidence of fact and find two Web sites that show evidence of opinion on the same topic of the Slavery and its roots
Class discussion. B. Knowledge enhancement and development 1. Learn, increase and remediate skills per CA State standards. III. The student as creator of knowledge using technology. Use application programs to enhance curriculum subject knowledge and skills. A. Input and Output Devices 1. Devices, Keyboard at least 30 words per CD/DVD-ROM, minute with 95% accuracy. Keyboard, Digital Use correct keyboarding to word Camera, Scanner. (6) process a document. Scan images. Operate digital camera. Operate video camera including recording with smooth tilt and zoom. Uses software application to reinforce math skills and understanding. Use keyboarding program to enhance keyboarding skills and increase typing speed. Type a diary entry from a representative from the US Constitutional Congress Use images from various sources scanner, camera, and video in reports or presentations. Student work Progress and growth are tracked within the keyboarding program for accuracy and words per minute.
ELA: Writing Strategies (1.1, 1.2) 2.0 Applications (2.1)
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MPUSD ELA, Math, & Technology Standards: EIGHTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards Technology Standards (National Educational Technology Standards referen * ) III. The student B. Productivity Tools as creator of 1. Word Processing knowledge (1-4, 6) using technology. Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. Student work
ELA: Writing 1.0 Strategies (1.1, 1.2, 1.3) 2.0 Applications (2.1, 2.2, 2.3, 2.4) Written & Oral Conventions 1.0 Conventions (1.1, 1.4, 1.5, 1.6)
MATH (7th): Algebra and Functions (1.5, 3.1) Data Analysis (1.1, 1.2) Mathematical Reasoning (2.3)
Word process multi-page documents using: hanging indents, insertion of charts, tracking of changes, invisible characters, document statistics, merging of documents, customize preference settings.
Write essays, biographies, poetry, letters and reports using a Word Processing program. Include text, graphics, headers and footers. Create a properly formatted business letter. Create a test study guide in outline form.
Create a spreadsheet and generate graphs related to science lab measurements and data. Display data sets in various graphical and table forms. Complete WebQuest on spreadsheets such as Data Quest (http://coe.west.asu.edu/students/salverez/d ataquest/index.htm).
Sort and format cells and perform simple calculations/formulas. Sort data. Add header and footer. Create graphs and charts. Plane and create a spreadsheet. Plan, create and edit a database using student-collected data. Sort records. Manipulate a database to find information.
Student work Students use appropriate terms to describe spreadsheet. Spreadsheet and graph graded for required criteria. Student data base
MATH (7th): Algebra and Functions (1.5, 3.1) Data Analysis (1.1, 1.2) Mathematical Reasoning (2.3)
3. Database applications (1-4, 6)
Create a database related to a topic studied in class.
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MPUSD ELA, Math, & Technology Standards: EIGHTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards Technology Standards (National Educational Technology Standards references *) Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency.
ELA: Written & Oral Conventions 1.0 Conventions (1.1, 1.2, 1.5))
III. The student as creator of knowledge using technology.
Student work B. Productivity Tools 4. Desktop Apply special effects to graphics, Publishing (1-4, 6) such as rotate, flip, distort, etc. Add borders to a document. Add columns to a document. Understand graphic design principles. A. Publishing 1. Multimedia (1-4, 6) Design a political poster for the late 1800s during the time when the Constitution was being written about a controversial political issue. Create scientific newsletter for announcing the evolution of species.
Research and give the 8th Grade Exhibition project using a multimedia presentation. Create and film a news cast of an 8th grade activity. Create a multimedia project on one of the original colonies and publish on class web page. Choose an appropriate printer and print a given number of pages.
ELA: Reading 2.0 Comprehension of Informational text (2.1, 2.2,, 2.6) Writing 1.0 Strategies (1.1, 1.2, 1.3, 1.6) 2.0 Applications (2.3, 2.4) Written & Oral Conventions 1.0 Conventions (1.1, 1.2, 1.3, 1.4, 1.5) Listening and Speaking 2.0 Applications (2.1, 2.2)
IV. The student as effective communicator through a variety of appropriate technologies.
2. Print, post, publish (1-4, 6)
Create and present a multimedia presentation importing media from a variety of sources such as ding: internet, electronic encyclopedia, video camera, digital camera, PodCast.. Present an oral report with multimedia visual aids. Produce an original video. Publish to a Web Page, a multimedia project. Print to a chosen printer.
Students present their multimedia projects to peers and adult audience Student project web page.
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MPUSD ELA, Math, & Technology Standards: EIGHTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards IV. The student as effective communicator through a variety of appropriate technologies Technology Standards
Assessment How students will demonstrate their proficiency. Students show evidence of current communication taking place over e-mail with others.
ELA: Writing Strategies (1.1) Written & Oral Conventions 1.0 Conventions (1.1, 1.5, 1.6)
B. Electronic Communication 1. e-mail (2) Send and receive e-mail within a controlled environment.
ELA: Reading 2.0 Comprehension of Informational Text (2.2, 2.4, 2.6) Writing 1.0 Strategies (1.1, 1.3, 1.5)
V. The student as discriminating selector of appropriate technology for specific purposes.
2. Dialogue Understand Instant Messaging (IM) technologies (2) terminology and how it is used. A. Tool Selection and Use 1. Appropriate Locate different sources of resource choices. information on a topic and compare (1,4) and contrast. Select appropriate search engine for task. Select appropriate software application to complete a task.
Use a closed e-mail environment to send and receive and receive an assignment to and from the teacher and collaborate with students in workgroup. Research and discuss in class devices for and use of IM. Complete a WebQuest such as A Personal Journal Gettysburg (http://www.pls.uni.edu/nielsen/Get tysburg/gettysburg.html) paying particular attention to sources. Use different search engines and compare results for a science topic. Choose a software application that works best with a given problem. Discuss in class how the Internet works and the strengths and weaknesses of it.
Completion of WebQuest.
VI. The student as technician.
A. Terminology and Usage 1. Terminology (6) Use Internet terminology: and understand how it applies to access of the Internet.
Students use terminology appropriately.
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MPUSD ELA, Math, & Technology Standards: EIGHTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards VI. The student as technician. Technology Standards
Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Create, organize, and retrieve individual student files for a research report on life in Colonial American. Share files with peers or teacher by saving to disk or using networked shared folder.
Assessment How students will demonstrate their proficiency. Student uses folders to organize files. Student is able to share files on the network.
B. Basic Operations and Networking 1. Computer Log on to a network operation (6) Organize files and folders Exchange files on a network 2. Resources from the network. (3,6) Use documents and images from the network.
C. Troubleshooting 1. Troubleshooting & maintenance (6) ELA: Writing 1.0 Strategies (1.3) VII. The student as responsible learner, community, member, and family member in a technological age. A. Ethics 1. Copyrights & referencing of materials (5) 2. Behavior and Respect (5) Describe hardware and software problems with correct terminology. Be able to locate and understand a basic technical note on an application in use. Use and cite references appropriately in projects. Discuss consequences of the reading, copying, deleting or altering other student or staff files without permission. Abide by the MPUSD Technology Use Policy. Class discussion References to electronic sources are included in work: author, Web address, date. Teacher observation
Adhere to copyright laws. Correctly cite sources from the Internet. Practice responsible behavior for using and sharing technology Understand and abide by the MPUSD Technology Use Policy
3. MPUSD Technology Use Policy (5)
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MPUSD ELA, Math, & Technology Standards: EIGHTH GRADE California Essential ELA & Math Standards Technology Student Proficiency Standards Technology Performance Indicators Standards What students will learn and be able (National to do. Educational Technology Standards references *) B. Adapting to Changes in Technology 1. Relationship of Explain ways technology influences technology to world our lives at home. In business, and at (5) school Integrated Tasks Sample activities providing evidence of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency.
ELA: Writing 2.0 Applications (2.4)
VII. The student as responsible learner, community, member, and family member in a technological age.
Write an essay on ways technology influences as a global resource.
Class discussion Teacher observation Completion of identified WebQuests.
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APPENDIX B3: Educational Technology Standards for Teachers
NETS FOR TEACHERS 2008
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. d. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
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2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. c. d. 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. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. 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. c. d. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
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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. b. 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. address the diverse needs of all learners by using learner-centered strategies 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. c. 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. 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. 2008 International Society for Technology in Education. ISTE is a registered trademark of the International Society for Technology in Education.
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APPENDIX B4: Educational Technology Standards for Administrators
NETS FOR ADMINISTRATORS 2002 (NOTE: NEW NETS-A STANDARDS TO BE RELEASED IN JUNE, 2009) The NETS for Administrators builds on the work of the Technology Standards for School Administrators (TSSA) Collaborative, where ISTE had a leading role in developing these standards. The NETSA embraces the TSSA vision and extends it to additional administrative job roles. These standards are indicators of effective leadership for technology in schools. They are a national consensus among educational stakeholders of what best indicates effective school leadership for comprehensive and appropriate use of technology in schools. I. Leadership and Vision Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders: A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision. B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision. C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology. D. use data in making leadership decisions. E. advocate for research-based effective practices in use of technology. advocate on the state and national levels for policies, programs, and funding opportunities that support F. implementation of the district technology plan. II. Learning and Teaching Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders: A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement. B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for
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improved learning. C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners. D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills. E. provide for and ensure that faculty and staff take advantage of high-quality professional learning opportunities for improved learning and teaching with technology. III. Productivity and Professional Practice Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders: A. model the routine, intentional, and effective use of technology. B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity. D. engage in sustained, job-related professional learning using technology resources. E. maintain awareness of emerging technologies and their potential uses in education. F. use technology to advance organizational improvement. IV. Support, Management, and Operations Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders: A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies. B. implement and use integrated technology-based management and operations systems. C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan. D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and
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leverage resources. implement procedures to drive continuous improvement of technology systems and to support technology replacement cycles.
E. V.
Assessment and Evaluation Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders: A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity. B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning. C. assess staff knowledge, skills, and performance in using technology and use results to facilitate high-quality professional development and to inform personnel decisions. D. use technology to assess, evaluate, and manage administrative and operational systems.
VI. Social, Legal, and Ethical Issues Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision making related to these issues. Educational leaders: A. ensure equity of access to technology resources that enable and empower all learners and educators. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of B. technology. C. promote and enforce privacy, security, and online safety related to the use of technology. D. promote and enforce environmentally safe and healthy practices in the use of technology. participate in the development of policies that clearly enforce copyright law and assign ownership of E. intellectual property developed with district resources.
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Appendix C: Criteria for EETT-Funded Education Technology Plans

In order to be approved, a technology plan needs to have Adequately Addressed each of the following criteria:
1. For corresponding EETT Requirements, see the EETT Technology Plan Requirement (Appendix D). If the technology plan is revised, insert the Education Technology Plan Benchmark Review Form (Appendix I) in the technology plan. Include this form (Appendix C) with Page in District Plan completed at the end of your technology plan. PLAN DURATION CRITERION Page in District Plan Title Page 6 Example of Adequately Addressed The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). Specific start and end dates are recorded (7/1/xx to 6/30/xx). Example of Not Adequately Addressed The plan is less than three years or more than five years in length. Plan duration is 2008-11.
The plan should guide the districts use of education technology for the next three to five years. (For new plan, can include technology plan development in the first year).
2. STAKEHOLDERS CRITERION
Corresponding EETT Requirement(s): 7 and 11 (Appendix D). Page in District Plan 8 Example of Adequately Addressed The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included. Not Adequately Addressed Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.
Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.
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3. CURRICULUM COMPONENT CRITERIA
Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D). Page in District Plan a. Description of teachers and students current access to technology tools both during the school day and outside of school hours. 12-13 Example of Adequately Addressed The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers. Example of Not Adequately Addressed The plan explains technology access in terms of a student-tocomputer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology. The plan cites district policy regarding use of technology, but provides no information about its actual use.
b.
Description of the districts current use of hardware and software to support teaching and learning.
14-17
c.
Summary of the districts curricular goals that are supported by this tech plan.
17-20
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.
21-30
e.
List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.
31-33
The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum). The plan summarizes the districts curricular goals that are supported by the plan and referenced in district document(s). The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the districts curriculum goals and academic content standards to improve learning. The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.
The plan does not summarize district curricular 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 suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals.
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Page in Plan Example of Adequately Addressed The plan describes or delineates clear goals outlining how students will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading (as stated in AB 307). The plan describes or delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307). Example of Not Adequately Addressed The plan suggests that students will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.
f.
List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students 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 (AB 307: Optional in 2007-08, required July 1, 2008).
34 Appendix F
g.
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: Optional in 2007-08, required July 1, 2008)
35 Appendix F
The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals.
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h.
Description of or goals about the district policy or practices that ensure equitable technology access for all students.
36-39
i.
List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers efforts to meet individual student academic needs.
40-45
j.
List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.
47-48
k.
Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities.
48-50
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 plans goals. The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the districts student record-keeping and assessment efforts. The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school. The monitoring process, roles, and responsibilities are described in sufficient detail.
The plan does not describe policies or goals that result in equitable technology access for all students.
The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.
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4. PROFESSIONAL
DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D). Page in District Plan a. Summary of the teachers and administrators current technology proficiency and integration skills and needs for professional development. 51-52 Example of Adequately Addressed The plan provides a clear summary of the teachers and administrators current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies. Example of Not Adequately Addressed Description of current level of staff expertise is too general or relates only to a limited segment of the districts 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. 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.
b.
List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan.
53-55
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.
56-64
The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan. The monitoring process, roles, and responsibilities are described in sufficient detail.
The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.
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5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT

CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D). Page in Example of Adequately District Addressed Plan The plan clearly summarizes the 15 Describe the existing existing technology hardware, 65-68 hardware, Internet access, electronic learning resources, electronic learning networking and resources, and technical telecommunication support already in the infrastructure, and technical district that will be used to support to support the support the Curriculum implementation of the and Professional Curriculum and Professional Development Components Development Components. (sections 3 & 4) of the plan. The plan provides a clear 69-70 Describe the technology summary and list of the hardware, electronic technology hardware, electronic learning resources, learning resources, networking networking and and telecommunications telecommunications infrastructure, physical plant infrastructure, physical modifications, and technical plant modifications, and support the district will need to technical support needed support the implementation of by the districts teachers, the districts Curriculum and students, and Professional Development administrators to support Components. the activities in the Curriculum and Professional Development Components of the plan. 70-73 The annual benchmarks are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when. Example of Not Adequately Addressed The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail. The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesnt seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components. The annual benchmarks are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.
a.
b.
c. List of clear annual

benchmarks for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in section 5b. Describe the process that will be used to monitor the annual benchmarks including roles and responsibilities.
d.
70-73
The monitoring process, roles, and responsibilities are described in sufficient detail.
The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.
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6. FUNDING AND BUDGET COMPONENT CRITERIA
Corresponding EETT Requirement(s): 7 & 13, (Appendix D). Page in Example of Adequately Addressed Example of Not District Adequately Addressed Plan The plan clearly describes resources Resources to implement 76-77 List established and that are available or could be obtained the plan are not clearly potential funding sources. to implement the plan. identified. Cost estimates are reasonable and Cost estimates are 78 Estimate annual address the total cost of ownership, unrealistic, lacking, or are implementation costs for including the costs to implement the not sufficiently detailed to the term of the plan. curricular, professional development, determine if the total cost infrastructure, hardware, technical of ownership is addressed. support, and electronic learning resource needs identified in the plan. Plan recognizes that equipment will Replacement policy is 79 Describe the districts need to be replaced and outlines a either missing or vague. It replacement policy for realistic replacement plan that will is not clear that the obsolete equipment. support the Curriculum and replacement policy could Professional Development be implemented. Components. The monitoring process, roles, and The monitoring process 79 Describe the process that responsibilities are described in either is absent, or lacks will be used to monitor sufficient detail. detail regarding who is Ed Tech funding, responsible and what is implementation costs and expected. new funding opportunities and to adjust budgets as necessary. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D). Page in Example of Adequately Example of Not Adequately District Addressed Addressed Plan 81 The plan describes the process No provision for an evaluation Describe the process for 23-30 for evaluation using the goals is included in the plan. How evaluating the plans 32-33 and benchmarks of each success is determined is not overall progress and 35-39 component as the indicators of defined. The evaluation is impact on teaching and 40-45 success. defined, but the process to learning. 47-50 conduct the evaluation is Appendix missing. C Evaluation timeline is specific The evaluation timeline is not Schedule for evaluating 81-82 and realistic. 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 process The plan does not provide a Describe the process and 83 and frequency of communicating process for using the frequency of evaluation results to tech plan monitoring and evaluation communicating stakeholders. results to improve the plan evaluation results to tech and/or disseminate the findings. plan stakeholders.
a. b.
c.
d.
7.
a.
b.
c.
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8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO
MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D). Page in Example of Adequately Addressed Example of Not District Adequately Addressed Plan The plan explains how the program There is no evidence that If the district has 84 will be developed in collaboration with the plan has been, or will identified adult literacy adult literacy providers. Planning be developed in providers, describe how included or will include consideration collaboration with adult the program will be of collaborative strategies and other literacy service providers, developed in collaboration funding resources to maximize the use to maximize the use of with them. (If no adult of technology. If no adult literacy technology. literacy providers are providers are indicated, the plan indicated, describe the describes the process used to identify process used to identify adult literacy providers or potential adult literacy providers or future outreach efforts. potential future outreach efforts.) EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D). Page in Example of Adequately Addressed Not Adequately District Addressed Plan The plan describes the relevant The description of the Summarize the relevant 85 research behind the plans design for research behind the research and describe how strategies and/or methods selected. plans design for it supports the plans strategies and/or methods curricular and selected is unclear or professional development missing. goals. The plan describes the process the There is no plan to use Describe the districts 86-87 district will use to extend or technology to extend or plans to use technology to supplement the districts curriculum supplement the districts extend or supplement the with rigorous academic courses and curriculum offerings. districts curriculum with curricula, including distance learning rigorous academic courses opportunities (particularly in areas that and curricula, including would not otherwise have access to distance-learning such courses or curricula due to technologies. geographical distances or insufficient resources).
a.
9.
a.
b.
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Appendix D Education Technology Plan Benchmark Review

CDS # 2766092-0112896 District Name: Monterey Peninsula Unified School District The No Child Left Behind Act requires each Enhancing Education Through Technology (EETT) grant recipient to measure the performance of their educational technology implementation plan. To adhere to these requirements, describe the progress towards the goals and benchmarks in your technology plan as specified below. The information provided will enable the technology plan reviewer better to evaluate the revised technology plan and will serve as a basis should the district be selected for a random EETT review. Include this completed document in your revised technology plan and send the signed hard copy to your regional California Technology Assistance Project (CTAP) office or the California Department of Education (CDE). 1. Describe your districts progress in meeting the goals and specific implementation plan for using technology to improve teaching and learning as described in Section 3.d., Curriculum Component Criteria, of the EETT technology plan criteria described in Appendix C. As a district, we have made progress in implementing the following goals: Technology standards have been woven across the district in the MPUSD curricular standards The Mentor Program has been effectively implemented throughout the school sites and district Commercial software programs are used to assist students in the core curricular subjects IRIS / Data-Director is fully implemented in all schools as a student information system to communicate student progress to parents and students. Each School Site and Department have designed and implemented a web-page that is standards-aligned and connected to goal five in the new NETS-S goal. 2. Describe your districts progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. As a district, we have made progress in implementing the following goals: Opportunities have been provided for creating and developing a district wide standard for technology proficiency. It is a work in progress and included in our revised plan. The Technology Mentor training program was created for two years with incentives and purposeful professional development. With the drop in outside financial resources it has just recently been reinstate with a small stipend and called the Tech Mentor position for classroom teachers at each school site. With the technology plan revisions, the CTAP2 survey will be required as part of the evaluation of our revised plan The applicant certifies that the information described above is accurate as of the date of this document. Should the applicant be selected for a random EETT review, the information stated above will be supported by adequate documentation.
As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications.
Dr. Marilyn K. Shepherd

TITLE OF AUTHORIZED REPRESENTATIVE
May 10, 2008

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Appendix E District Technology Survey
Attachment in PDF or accessible at http://www1.edtechprofile.org/graphs/report-1840612976.pdf
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APPENDIX F - Acceptable Use / Internet Safety Policies, Student and Staff
Technology Use - Staff

Updated July, 08 Staff use of technology is governed by Board Policy 4029 (attached) Staff is required to sign a Network Use Agreement Form stating that they will abide by the Acceptable Use Policy Administrative Regulation 4029. GroupWise Accounts and Internet Access should be used for business use only. Anything sent through this medium should be related to the required work of staff. This system belongs to the district and MPUSD has the right to read ANY email message at any time. If e-mail is needed for personal business, staff should use a private e-mail account and their own Internet Service Provider to access that account. Offenses against this policy are very serious and could result in significant disciplinary action.
Web Site - Student Information

Updated: July 13, 2008 Whenever a student's information, to include name, photograph, art or other written work, voice or video is published to our District or school website or to the Internet or other public access media, a parental agreement is necessary. Each student should return an Internet and/or Public Access Publishing Consent and Release Agreement before their photos are published (see attached).
Contact Information: Debbi DAngelo (ddangelo@mpusd.k12.ca.us) Director II, Education Technology, Information and Program Evaluation IT Support: 392-3920 540 Canyon Del Rey Monterey, CA 93940
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Monterey Peninsula USD Board Policy BP 6163.4 Instruction--Student Use Of Technology

The Governing Board intends that technological resources provided by the district be used in a safe, responsible, and proper manner in support of the instructional program and for the advancement of student learning. (cf. 0440 - District Technology Plan) (cf. 1113 - District and School Web Sites) (cf. 4040 - Employee Use of Technology) (cf. 5131 - Conduct) (cf. 6163.1 - Library Media Centers) The Superintendent or designee shall notify students and parents/guardians about authorized uses of district computers, user obligations and responsibilities, and consequences for unauthorized use and/or unlawful activities in accordance with district regulations and the district's Acceptable Use Agreement. (cf. 5125.2 - Withholding Grades, Diploma or Transcripts) (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process: Students with Disabilities) (cf. 5145.12 - Search and Seizure) The Superintendent or designee shall provide age-appropriate instruction regarding the district's acceptable use agreement, including instruction on the safe use of social networking sites and other Internet services including, but not limited to, the dangers of posting personal information online, misrepresentation by online predators, and how to report inappropriate or offensive content or threats. (cf. 6143 - Courses of Study) The Superintendent or designee, with input from students and appropriate staff, shall regularly review this policy, the accompanying administrative regulation, and other relevant procedures to help ensure that the district adapts to changing technologies and circumstances. Use of District Computers for Online Services/Internet Access 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. (20 USC 6777, 47 USC 254) The Board desires to protect students from access to inappropriate matter on the Internet. 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 and student information when using email, chat rooms, and other forms of direct electronic communication.
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Student use of district computers to access social networking sites is prohibited. To the extent possible, the Superintendent or designee shall block access to such sites on district computers with Internet access. Before using the district's technological resources, each student and his/her parent/guardian shall sign and return an Acceptable Use Agreement specifying user obligations and responsibilities. In that agreement, the student and his/her parent/guardian shall agree to not hold the district or any district staff responsible for the failure of any technology protection measures, violations of copyright restrictions, or users' mistakes or negligence. They shall also agree to indemnify and hold harmless the district and district personnel for any damages or costs incurred. (cf. 6162.6 - Use of Copyrighted Materials) Staff shall supervise students while they are using online services and may ask teacher aides, student aides, and volunteers to assist in this supervision. Legal Reference: EDUCATION CODE 51006 Computer education and resources 51007 Programs to strengthen technological skills 51870-51874 Education technology 60044 Prohibited instructional materials
PENAL CODE 313 Harmful matter 502 Computer crimes, remedies 632 Eavesdropping on or recording confidential communications UNITED STATES CODE, TITLE 20 6751-6777 Enhancing Education Through Technology Act, Title II, Part D, especially: 6777 Internet safety UNITED STATES CODE, TITLE 47 254 Universal service discounts (E-rate) CODE OF FEDERAL REGULATIONS, TITLE 16 312.1-312.12 Children's online privacy protection CODE OF FEDERAL REGULATIONS, TITLE 47 54.520 Internet safety policy and technology protection measures, E-rate discounts
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Management Resources: CSBA PUBLICATIONS Cyberbullying: Policy Considerations for Boards, Governance and Policy Services Policy Brief, July 2007 CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS K-12 Network Technology Planning Guide: Building the Future, 1995 CALIFORNIA DEPARTMENT OF EDUCATION PROGRAM ADVISORIES 1223.94 Acceptable Use of Electronic Information Resources MY SPACE.COM PUBLICATIONS The Official School Administrator's Guide to Understanding MySpace and Resolving Social Networking Issues WEB SITES CSBA: http://www.csba.org American Library Association: http://www.ala.org California Coalition for Children's Internet Safety: http://www.cybersafety.ca.gov California Department of Education: http://www.cde.ca.gov Center for Safe and Responsible Internet Use: http://csriu.org and http://cyberbully.org Federal Communications Commission: http://www.fcc.gov U.S. Department of Education: http://www.ed.gov Web Wise Kids: http://www.webwisekids.org Policy MONTEREY PENINSULA UNIFIED SCHOOL DISTRICT adopted: April 21, 2008 Monterey, California
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Monterey Peninsula USD Administrative Regulation AR 6163.4 Instruction-Student Use Of Technology

The principal or designee shall oversee the maintenance of each school's technological resources and may establish guidelines and limits on their use. He/she shall ensure that all students using these resources receive training in their proper and appropriate use. (cf. 0440 - District Technology Plan) (cf. 4040 - Employee Use of Technology) (cf. 4131- Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) Online/Internet Services: User Obligations and Responsibilities Students are authorized to use district equipment to access the Internet or other online services in accordance with Board policy, the user obligations and responsibilities specified below, and the district's Acceptable Use Agreement. 1. The student in whose name an online services account is issued is responsible for its proper use at all times. Students shall keep personal account numbers, home addresses, and all telephone numbers private. They shall only use the account to which they have been assigned. 2. Students shall use the district's system safely, responsibly, and primarily for educational purposes. 3. Students shall not access, post, submit, publish, or display 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, sex, gender, sexual orientation, age, disability, religion, or political beliefs. (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment) (cf. 5145.9 - Hate-Motivated Behavior) 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 literary, artistic, political, or scientific value for minors. (Penal Code 313) 4. Unless otherwise instructed by school personnel, students shall not disclose, use, or disseminate personal identification information about themselves or others when using email, chat rooms, or other forms of direct electronic communication. Students are also cautioned not to disclose such information by other means to individuals contacted through the Internet without the permission of their parents/guardians. Personal information includes the student's name, address, telephone number, Social Security number, or other individually identifiable information.
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5. Students shall not use the system to encourage the use of drugs, alcohol, or tobacco, nor shall they promote unethical practices or any activity prohibited by law, Board policy, or administrative regulations. (cf. 3513.3 - Tobacco-Free Schools) 6. Students shall not use the system to engage in commercial or other for-profit activities. 7. Students shall not use the system to threaten, intimidate, harass, or ridicule other students or staff. (cf. 5131 - Conduct) 8. Copyrighted material shall be posted online only in accordance with applicable copyright laws. Any materials utilized for research projects should be given proper credit as with any other printed source of information. (cf. 5131.9 - Academic Honesty) (cf. 6162.6 - Use of Copyrighted Materials) 9. Students shall not intentionally upload, download, or create computer viruses and/or maliciously attempt to harm or destroy district equipment or materials or manipulate the data of any other user, including socalled "hacking." (cf. 5131.5 - Vandalism, Theft and Graffiti) 10. Students shall not attempt to interfere with other users' ability to send or receive email, nor shall they attempt to read, delete, copy, modify, or use another individual's identity. 11. Students shall report any security problem or misuse of the services to the teacher or principal. The district reserves the right to monitor the system for improper use. (cf. 5145.12 - Search and Seizure) The principal or designee may cancel a student's user privileges whenever the student is found to have violated Board policy, administrative regulation, or the district's Acceptable Use Agreement. Inappropriate use also may result in disciplinary action and/or legal action in accordance with law and Board policy. (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process: Students with Disabilities)
ELECTRONIC RESOURCES GENERAL POLICY

The Monterey Peninsula Unified School District board of directors recognizes that an effective public education system develops students who are globally aware, civically engaged, and capable
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of managing their lives and careers. The board also believes that students need to be proficient users of information, media, and technology to succeed in a digital world. Therefore, the Monterey Unified School District will use electronic resources as a powerful and compelling means for students to learn core subjects and applied skills in relevant and rigorous ways. It is the districts goal to provide students with rich and ample opportunities to use technology for important purposes in schools just as individuals in workplaces and other real-life settings. The districts technology will enable educators and students to communicate, learn, share, collaborate and create, to think and solve problems, to manage their work, and to take ownership of their lives. The Board directs the Superintendent or designee to create strong electronic educational systems that support innovative teaching and learning, to provide appropriate staff development opportunities and to develop procedures to support this policy.
Legal Reference: 18 USC 2510-2522
Electronic Communication Privacy Act
ELECTRONIC RESOURCES
These procedures are written to support the Electronic Resources Policy of the board of directors and to promote positive and effective digital citizenship among students and staff. Digital citizenship represents more than technology literacy: successful, technologically fluent digital citizens live safely and civilly in an increasingly digital world. They recognize that information posted on the Internet is public and permanent and can have a long-term impact on an individuals life and career. Expectations for student and staff behavior online are no different than face-to-face interactions. Network The district network includes wired and wireless computers and peripheral equipment, files and storage, e-mail and Internet content (blogs, web sites, web mail, groups, wikis, etc.). The district reserves the right to prioritize the use of, and access to, the network. All use of the network must support education and research and be consistent with the mission of the district. Acceptable network use by district students and staff includes:
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Creation of files, projects, videos, web pages and podcasts using network resources in support of educational research; 7. Participation in blogs, wikis, bulletin boards, social networking sites and groups and the creation of content for podcasts, e-mail and web pages that support educational research; 8. With parental permission, the online publication of original educational material, curriculum related materials and student work. Sources outside the classroom or school must be cited appropriately; 9. Staff use of the network for incidental personal use in accordance with all district policies and guidelines; 10. Connection of staff personal computer equipment to the district network is prohibited. Exceptions may be granted only after checking with Technology Director to confirm that the laptop is equipped with up-to-date virus software, compatible network card and is configured properly. Connection of any personal electronic device is subject to all guidelines in this document and is the sole discretion of the Technology Director. Unacceptable network use by district students and staff includes but is not limited to: Personal gain, commercial solicitation and compensation of any kind; Liability or cost incurred by the district; Downloading, installation and use of games, audio files video files or other applications (including shareware or freeware) without permission or approval from a (insert title of person); Support or opposition for ballot measures, candidates and any other political activity; Hacking, cracking, vandalizing, the introduction of viruses, worms, Trojan horses, time bombs and changes to hardware, software, and monitoring tools; Unauthorized access to other district computers, networks and information systems; Cyberbullying, hate mail, defamation, harassment of any kind, discriminatory jokes and remarks; Information posted, sent or stored online that could endanger others (e.g., bomb construction, drug manufacture); Accessing, uploading, downloading, storage and distribution of obscene, pornographic or sexually explicit material; and Attaching unauthorized equipment to the district network. Any such equipment will be confiscated and destroyed. The district will not be responsible for any damages suffered by any user, including but not limited to, loss of data resulting from delays, non-deliveries, mis-deliveries or service interruptions caused by its own negligence or any other errors or omissions. The district will not be responsible for unauthorized financial obligations resulting from the use of, or access to, the districts computer network or the Internet. Internet Safety Personal Information and Inappropriate Content
6.
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Students and staff should not reveal personal information, including a home address and phone number, on web sites, blogs, podcasts, videos, wikis, e-mail or as content on any other electronic medium. Students and staff should not reveal personal information about another individual on any electronic medium. No student pictures or names can be published on any class, school or district web site unless the appropriate permission has been verified according to district policy. If students encounter dangerous or inappropriate information or messages, they should notify the appropriate school authority. Filtering and Monitoring Filtering software is used to block or filter access to visual depictions that are obscene and all child pornography in accordance with the Childrens Internet Protection Act (CIPA). Other objectionable material could be filtered. The determination of what constitutes other objectionable material is a local decision. Filtering software is not 100% effective. While filters make it more difficult for objectionable material to be received or accessed; filters are not a solution in themselves. Every user must take responsibility for his or her use of the network and Internet and avoid objectionable sites; Any attempts to defeat or bypass the districts Internet filter or conceal Internet activity are prohibited: proxies, https, special ports, modifications to district browser settings and any other techniques designed to evade filtering or enable the publication of inappropriate content; E-mail inconsistent with the educational and research mission of the district will be considered SPAM and blocked from entering district e-mail boxes; The district will provide appropriate adult supervision of Internet use. The first line of defense in controlling access by minors to inappropriate material on the Internet is deliberate and consistent monitoring of student access to district computers; Staff members who supervise students, control electronic equipment or have occasion to observe student use of said equipment online, must make a reasonable effort to monitor the use of this equipment to assure that student use conforms to the mission and goals of the district; and Staff must make a reasonable effort to become familiar with the Internet and to monitor, instruct and assist effectively. Copyright Downloading, copying, duplicating and distributing software, music, sound files, movies, images or other copyrighted materials without the specific written permission of the copyright owner is generally prohibited. However, the duplication and distribution of materials for educational purposes are permitted when such duplication and distribution fall within the Fair Use Doctrine of the United States Copyright Law (Title 17, USC) and content is cited appropriately.
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All student work is copyrighted. Permission to publish any student work requires permission from the parent or guardian. Network Security and Privacy Network Security Passwords are the first level of security for a user account. System logins and accounts are to be used only by the authorized owner of the account, for authorized district purposes. Students and staff are responsible for all activity on their account and must not share their account password. These procedures are designed to safeguard network user accounts: Change passwords according to district policy; Do not use another users account; Do not insert passwords into e-mail or other communications; If you write down your account password, keep it out of sight; Do not store passwords in a file without encryption; Do not use the remember password feature of Internet browsers; and Lock the screen, or log off, if leaving the computer. Student Data is Confidential District staff must maintain the confidentiality of student data in accordance with the Family Education Rights and Privacy Act (FERPA). No Expectation of Privacy The district provides the network system, e-mail and Internet access as a tool for education and research in support of the districts mission. The district reserves the right to monitor, inspect, copy, review and store, without prior notice, information about the content and usage of: The network; User files and disk space utilization; User applications and bandwidth utilization; User document files, folders and electronic communications; E-mail; Internet access; and Any and all information transmitted or received in connection with network and e-mail use. No student or staff user should have any expectation of privacy when using the district's network. The district reserves the right to disclose any electronic message to law enforcement officials or third parties as appropriate. All documents are subject to the public records disclosure laws of the State of Washington. Archive and Backup
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Backup is made of all district e-mail correspondence for purposes of public disclosure and disaster recovery. Barring power outage or intermittent technical issues, staff and student files are backed up on district servers nightly Monday through Friday. Refer to the district retention policy for specific records retention requirements. Disciplinary Action All users of the districts electronic resources are required to comply with the districts policy and procedures [and agree to abide by the provisions set forth in the district's user agreement]. Violation of any of the conditions of use explained in the [districts user agreement,] Electronic Resources Policy or in these procedures could be cause for disciplinary action, including suspension or expulsion from school and suspension or revocation of network and computer access privileges.
Regulation MONTEREY PENINSULA UNIFIED SCHOOL DISTRICT approved: April 21, 2008 Monterey, California
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Internet and/or Public Access Publishing Consent and Release Agreement
Students who attend school in the Monterey Peninsula Unified School District are occasionally asked to be a part of school and/or District web pages. In order to guarantee student privacy and ensure your agreement for your student to participate, the District asks that you and the student sign and return this form to the school for each of your children. The form referenced below indicates approval for the student's name, photograph, art, written work, voice, verbal statements or portraits (video or still) to appear on the school, Monterey Peninsula Unified School Districts Website and or other public access media. If students are to be identified, they will be identified only by first name and last initial.
Consent and Release Agreement

I do hereby give Monterey Peninsula Unified School District and/or ___________________________ School the right to use my name, photograph, art, written work, voice, verbal statements or portraits (video or still) to be reproduced on the Internet or other public access media. This material will only be used for activities related to the Monterey Peninsula Unified School Districts and/or _____________________________________ School's web site.
Date: ____________Students Signature ___________________Students Printed Name______________________ I am the parent or the legal guardian of the above-named minor and hereby approve the foregoing and consent to the use of photograph, name, and published project pursuant to the terms mentioned above. I affirm that I have the legal right to issue such consent. Date: __________________ Parent Signature _______________________________
Student and Parent/Guardian understand and agree that: No monetary consideration shall be paid; Consent and release have been given without coercion or duress; This agreement is binding upon heirs and/or future legal representatives; The photo, video or student statements, or published projects may be used in subsequent years.
If the Student and Parent/Guardian wish to rescind this agreement they may do so at any time with written notice.
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Technology Student UA BP AR 6163.4

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Technology Student UA BP AR 6163.4

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2009 - 2014 Education Technology Plan

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2009 - 2014 Education Technology Plan

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Monterey Peninsula Unified School District 2009-2014 Education Technology Plan

July 1, 2009 June 30, 2014

Monterey Peninsula Unified School District

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