Oak Ridge HS Technology Plan

This plan aligns with and was adapted from the overall EDUHSD Technology Plan created by the District Technology Committee.

District Research-based Approach:

A research-based process for the development of curriculum and staff training programs is in place in the El Dorado Union High School District through the leadership of Dennis Carocci, Assistant Superintendent. The CASA Report, (Comprehensive Analysis of Student Achievement), a systematic review of all assessment results, is prepared annually and presented to the entire district. The report has become the cornerstone for all curriculum development efforts. In addition, as a requirement of the “No Child Left Behind” legislation, all adjustments to instructional approaches must be researched-based and approved by the district’s instructional leadership team (SILT). Oak Ridge HS adheres to the Research-based approach.

Expected student outcomes in three to five years as a result of technology use:

Students will be able to…

· Use technology as a tool for learning, such as data collection outside of the classroom, doing directed searches on the Internet, and accessing electronic databases.

· Use technology to demonstrate critical thinking and problem solving skills to analyze, evaluate, and report findings.

· Use technology to show evidence of achievement, via multimedia presentations, web pages, and other integrated applications.

· Possess technological skills appropriate for higher education or the work place

· Access learning resources at school through extended lab hours, and from home via electronic communication.

• Be a part of the global community through the use of the Internet to observe and participate in current events through e-mail and real-time observations.
• Evaluate their technology proficiency associated with curriculum content standards with specific feedback in each of the following areas:

§ Word processing

§ Spreadsheets

§ Databases

§ Internet Research

§ Presentation Software

§ File storage

§ Basic Technology Vocabulary

§ Ethical Use of Technology

EDUHSD teachers and staff will provide the necessary instruction and support to achieve the following:

• By June of 2003, 90% of incoming students will enroll in Computer Technology 1.
• By June of 2004, all graduating seniors will have completed the computer technology competency requirement.
• By June of 2006, 75% of students who are members of the identified groups will utilize technology to enhance their learning.
• All grade levels will have a 1:1 student to device ratio by June 2006.

Expected staff outcomes in three to five years as a result of technology use:

Staff will be able to…

· Facilitate learning, working less as presenters of information and more as guides for students.

· Share resources electronically among colleagues.

· Use computer technology to explore, evaluate, access, and integrate computer technology-based materials and instruction into the curriculum for their subject areas.

· Access primary source documents.

• Perform administrative functions on-line (attendance, referrals, grade reporting).
• Access appropriate and necessary peripheral equipment and software, including printers, large screen projectors, scanners, digital cameras, etc.
• Access professional development to increase their strategies and techniques for integrating technology

The El Dorado Union High School District will fully implement the use of CTAP² as an assessment tool to gauge the technology performance of staff. Using the data collected via the CTAP² surveys and assessment, EDUSD will provide the necessary professional development opportunities to achieve the following:

• By June 2006, 75% of teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize language skills in order to improve English proficiency.

· By June 2005, 65% of teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize mathematical skills in order to improve basic mathematical proficiency.

· By June of 2006, 90% of teachers will reach a proficient level of competency in a majority of the areas addressed by CTAP i-assessment

· By June of 2006, 75% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci.

· By June of 2006, 85% of classroom teachers will be trained on how to use AERIES/ABI to take daily attendance on-line.

· By June of 2006, 95% of teachers will be able to track students’ grades, assignments, and progress using an electronic grade book.

· By June of 2006, 95% of Special Education teachers will be able to create student Individual Education Plans (IEP) and track the students’ progress using an electronic data based program.

· By June of 2006, 100% of teachers will use ABI to record daily attendance, progress and quarterly grades.

· By June of 2006, 60% of teachers will have access to ABI from home.

· By June of 2006, 100% of staff will use email on a daily basis to communicate with other staff and parents.

· By June of 2006, 50% of teachers will have created web pages accessible from their school site and department website.

· By June of 2005, all core subject areas and Computer Technology 1 course competencies will be tracked through Aeries for all students.

Expected technology outcomes in the next three to five years for infrastructure, hardware, tech support and software:

• Maintenance of current hardware
• Adequate technical support will be continued in order to maintain functionality of equipment
• Upgrade software systems to industry standards

· Incorporate software appropriate to student achievement

The District’s infrastructure will be upgraded to meet the growing needs and demands of current and future technology resources at Oak Ridge HS. Infrastructure that allows teachers, students and staff to maintain fast, easily accessible connections will be available. Computer-to-student ratios will be improved and teachers will have the tools they need to integrate technology into every aspect of the curriculum

• By June of 2006, 100% of classroom and desktop LAN connections will be 10/100Mbps switched.
• By June of 2006, 100% of LAN backbone speeds will be 100Mbps or 1Gbps depending on network traffic levels.

Expected funding/budget outcomes in 3 years:

The successful integration of technology within the district is a long range funding priority for the El Dorado Union High School District. The district strategic plan is committed to providing students and teachers with suitable technology to support learning. District general funds, categorical funding and grant funds will be used to support these efforts. Long term funding plans include district plans to replace both software and hardware as required by obsolescence. To fulfill the elements of its Technology Plan, Oak Ridge is dependent on District resources and additional revenues from grants or other sources.

Expected monitoring and assessment outcomes within three to five years:

Technology Coordinators, along with the Technology Committee at Oak Ridge, will monitor and assess the activities in the respective plans and will determine if any modifications or adjustments are need to be made to accomplish the goals. The evaluation of the plan will take place on a quarterly basis at the Administrative Technology Committee meetings. The committee will examine the scores in the various subsections of the STAR as required to assess for improvement in scores over the base year. Staff at Oak Ridge will collect data of student involvement in technology activities in the classroom, including student projects done to content standards. The growth of teachers’ technology skills will be assessed through periodic reviews of Individual Learning Plans, through completion of CTAP², and through staff self-evaluation of their professional progress. The staff will also maintain logs of staff participation in training through attendance sheets.

Technology Coordinator will collect data on the number of students who successfully complete the Computer Technology 1 course of study. The Coordinator will also analyze the percentage of students who successfully challenge the course and will assess the effectiveness of that test.

Expected research based methods and strategy outcomes in 3 years:

In line with the District goals, Oak Ridge is committed to examining research based programs and related staff development options. Over the next three years, the district will continue the process of implementing a standards-based approach to instruction with appropriate benchmark activities to provide data on student achievement of the content standards. Included in this process will be an analysis of the impact of technology on student achievement of the standards.

§ All curriculum areas will implement a standards-based approach to instruction

§ All curriculum areas will develop benchmark projects/assessments to provide data on student achievement of the standards

§ All curriculum areas will continue to review research to determine the best possible approaches to instruction

CURRICULUM COMPONENT

Technology provides teachers and students with effective productivity tools and extensive resources to increase learning in the classroom. At Oak Ridge new technologies are being used in a variety of ways and settings. From the teacher who enters attendance and grades electronically, to the student who locates, questions, and evaluates online sources as part of an assignment, to the site administrator who accesses up-to-date budget information, technology has become an integral part of the school day.

As teachers increase their proficiency levels, they begin to weave technology into the content areas. At Oak Ridge, a growing number of teachers are exploring technology as a tool for taking student learning to a higher level in some of the following ways:

• By designing and teaching networking classes that have enabled students the opportunity to obtain employment in the technology industry directly out of high school.
• By creating telecommunication projects that prepare students to enter the work force.
• By teaching students to tap into a vast array of online primary documents, requiring them to become critical consumers of information.

Data from the District Technology Survey:

Description of access to technology tools for all instructional staff during and outside the school day:

We have currently deployed over 350 computers at Oak Ridge so that every classroom has at least one computer that meets the following minimum standards: is connected to the Internet, has the ability to access e-mail, and has the ability to run the current Student Information System. Through the services of a district email server, all staff has a current email account.

Description of access to technology tools for all students during and outside the school day:

Digital High School funding has provided for all classrooms to have at least one computer available for student use. There are also several open labs available at each school site. In addition, all schools have computer labs/library media centers that are open to students during the school day. In some cases these computer labs are open before and after school program (as funding is available).

Description of District’s current use of hardware and software to support teaching and learning:

Oak Ridge offers comprehensive technology related courses through its business department. Technology use is integrated into the curriculum in regular courses and throughout various electives.

· Architectural Design/CAD

· Business Careers

· Business Education Technology

· Communication and TV Broadcasting

· Engineering/Building Trade

Department	Typical Frequency	Type of Use
English	1-2 days/week	· At least once per year, the Career Center Technician visits English classes and completes an online Career Aptitude Inventory and project with students. · All English departments in the district require that students use a word processing program for various essays and research projects. ·
Social Science	1-5 days/week	· All World History courses require that students complete a project and present the project to the class using PowerPoint. · Students are required to do a research project using various online research programs (EBSCO, STIRS, Athena, ERIC)
Science	2-5 days/week	· All Physical Science and Biology students do presentations that are presented using PowerPoint. · A career unit is done in which students must research a science-specific career. · GPS and GIS software is used for measurement projects in Environmental Science and other courses.
Mathematics	2-5 days/week	· Students have access from home and school to BoxerMath. · Teachers are able to demonstrate using integrated calculator functions. · Scientific calculators with advanced functions are used in all courses.
Visual and Performing Arts	1-5 days/week	· The Technical Theater Production class uses software that integrates lighting, sound effects, composes music and edits video. · The music department utilizes music composition software.
Modern Language	1-5 days/week	· PowerPoint presentations are used. · Cultural research is done online. · Classrooms use language specific keyboards for assignments.
Trades & Industry	daily	· Computer Assisted Drafting is used in drafting and architecture courses. · Computer diagnostic software is used in the Auto Shop programs. · Digital Tools are used in Woodshop and Metal shop.
PE & Health	1-2 time/week	· Heart monitors are used to teach about target heart rate in Physical Education. · Spreadsheets are used to track progress in Physical Education courses. · Health students do a major report which requires online research and a summative PowerPoint presentation.
Special Education	Daily	· All Individualized Education Plans are created using SELPAWorks. · Students use numerous software support programs, including Skillsutor, BoxerMath, MathType, etc.
Business & Technology	Daily	· Students daily use Microsoft Office applications. . · Adobe Acrobat and Macromedia products are used by Web Design, Desktop Publishing and other students. · The TV and Video Production classes use software to create animation and edit video.
Family and Consumer Sciences	2-4 days/week	· “Baby Think it Over” is used in a variety of FACS courses. · Foods and Nutrition students utilize video presentations, PowerPoint, and online research.
Non-departmental (Yearbook, Newspaper)	Daily	· PageMaker is used by the Yearbook staffs. · Newspaper students utilize Microsoft Office applications, PageMaker, and Adobe software.
All Departments	Ongoing	· A number of teachers require students to submit assignments via email or the school network. · A number of teachers use the School Notes website to post student homework assignments. · Teachers have LCD projectors set up to their computer to display interactive lessons. · Teachers and students use email for class assignments and communication.

Computers are used in various ways to support instruction and student learning in all curricular areas. For example, students access math practice activities stored on site servers and via the Internet. Students also regularly access web based language arts activities. Technology is frequently used by students for both research and presentation activities.

The school’s goal is to deliver technologically rich instruction in all appropriate areas. All staff who designs, develops, and implements the Oak Ridge curriculum will infuse the use of technology into the instructional programs by:

· Using technology as a learning tool.

· Matching technology use objectives to the curriculum content standards and benchmarks in appropriate subject areas.

· Establishing student technology user skill standards.

· Requiring the student to acquire hardware and software user skills.

· Integrating the use of technology into the body of lesson plans.

· Using teaching strategies that are based on current learning theory.

· Requiring the student to solve authentic problems through project based assignments with technology.

· Providing an effective library/media technology resource program to all students and targeted groups.

· Coordinating activities among teachers who are integrating technology into the curriculum.

Technology offers students possibilities for exploration, reinforcement, remediation, and acceleration across the curriculum. Teachers are seeking and discovering innovative ways to meet the needs of an increasingly diverse student population. GATE students and English Learners, indeed all students, will benefit from increased access to technology with opportunities to:

· Engage in a wide variety of multimedia and telecommunications projects

· Master curricular objectives

· Develop real-world computer skills that will enable them to be more productive when they exit high school.

Technology is infused into the curriculum in many classrooms by matching technology use with research and information literacy skills in appropriate subject areas, as illustrated in the table below.

Technology	Research and Information Literacy Skills
Word processing, graphics, desktop publishing	Synthesis (writing) Use of Information (note-taking)
Spelling and grammar checking	Evaluation
Information Retrieval and Search Systems	Information Seeking Strategies Location
Spreadsheets, Database management systems	Synthesis
Presentations, Video Production	Use of Information Synthesis
Electronic resources (on CD-ROM, servers, WWW)	Information Seeking Strategies Location

Goal 1.1: Technology will be integrated into the curriculum to improve target areas of Language Arts and Mathematics.

Objectives:

1.1.1 75% of teachers will incorporate software materials supplied by vendor of the adopted textbooks, or other appropriate supplemental software, into courses that utilize language skills in order to improve English proficiency.

1.1.2 75% of teachers will incorporate software, such as BoxerMath, and materials supplied by vendor of the adopted textbooks, or other appropriate supplemental software, into courses that utilize mathematical skills in order to improve basic mathematical proficiency.

Benchmarks:

1.1.1a By June 2004, 55% of teachers will incorporate software supplied by vendor of the adopted textbooks, or other appropriate supplemental software, into courses that utilize language skills in order to improve English proficiency.

1.1.1b By June 2005, 65% of teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize language skills in order to improve English proficiency.

1.1.1c By June 2006, 75% of teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize language skills in order to improve English proficiency.

1.1.2a By June 2004, 55% of teachers will incorporate software supplied by vendor of the adopted textbooks, or other appropriate supplemental software, into courses that utilize mathematical skills in order to improve basic mathematical proficiency.

1.1.2b By June 2005, 65% of teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize mathematical skills in order to improve basic mathematical proficiency.

1.1.2c By June 2006, 75% of teachers will incorporate software supplied by vendor of the adopted textbook, or other appropriate supplemental software, into courses that utilize mathematical skills in order to improve basic mathematical proficiency.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
1.1	Research software that supports the adopted Language Arts and Mathematics curriculae.	Department Chairs and Curriculum Coordinator	July 2003 - June 2004	General Fund, Various Categorical Funds	List compiled of recommended supplemental software.
1.1	Evaluate textbook vendor software.	Each department	July 2003 - June 2004	General Fund, Various Categorical Funds	Develop checklist to verify usability and usefulness of software.
1.1	Design and offer staff development opportunities for the integration of the recommended software into the appropriate curricular areas.	Department Chairs and Curriculum Coordinator	June 2003 - June 2006 (ongoing)	General Fund, Various Categorical Funds	Professional learning catalog and feedback forms.
1.1	Develop rubrics for effective software integration.	Department Chairs and Curriculum Coordinator	June 2004 - June 2005	General Fund, Various Categorical Funds	Post and distribute rubrics via the district website and e-mail.
1.1	Assess staff use of technology and the integration of technology into the curriculum.	Site Technology Administrator	Once per school year	General Fund, Various Categorical Funds	CTAP^2 Percentage of technology integration goal completion.
1.1	Gather evidence of student work demonstrating technology integration.	Site Administration	June 2003 - June 2006	General Fund, Various Categorical Funds	Rubric for integration of technology into lessons.
1.1	Provide opportunities for teachers to share student projects.	Site Administration	June 2003 - June 2006	General Fund, Various Categorical Funds	Site based staff meetings.

Sources (See Appendix A):

· Coley, R., 1997.

· Geisert, P., Futrell, M., 2000.

· Means, B., & Olson, K. 1997.

· Sandholtz, et al, 1997

· Wested, 2003.

Benefit(s):

Integrating technology into all aspects of curriculum and teaching provides new avenues for introducing, reinforcing, and extending student learning. Through curriculum aligned software students are able to:

• Communicate using a variety of media and formats.
• Access and exchange information in a variety of ways.
• Compile, organize, analyze, and synthesize information.
• Learn content and be able to locate additional information as needed.
• Become self-directed learners
• Collaborate and cooperate in teams.
• Develop basic technology skills and have opportunities for technology enrichment activities.

Goal 1.2: All students will demonstrate competency in the eight core technology skill areas, as supported by a district graduation requirement.

Objective: By June 2004, continuing through subsequent years, all students will have enrolled in and passed Computer Technology 1, or demonstrate competency by taking and passing the proficiency exam in the eight core areas.

Benchmarks:

1.2.1 By June of 2003, 90% of incoming students will enroll in Computer Technology 1.

1.2.2 By June of 2004, all graduating seniors will have completed the computer technology competency requirement.

Objective #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
1.2.1	Inform parents and students of the Computer Literacy Graduation Requirement, and the options for meeting the requirement.	Counselors	June 2003	General Fund	Computer Technology 1 enrollment data
1.2.1	Develop additional forms of the Computer Application and Literacy Exam	District Business Technology Staff	June 2003 - June 2004	General Fund, Various Categorical Funds	SILT, Educational Services
1.2.1	Continue to develop model lessons that scaffold skills for teaching technology skills.	Site Technology Administrator and Site Technology Committees	June 2004 - June 2005	General Fund, Various Categorical Funds	SILT, Educational Services
1.2.2	Collect student data and individual test scores by site.	Site Business/Technology teachers, Counseling Department	ongoing	General Fund, Various Categorical Funds	Directors of Guidance

Source (See Appendix A):

· Cradler, 1994

· Hubbard, 2000

· ISTE, 2000

· McKenzie, 1999

Benefits:

To live, learn, and work successfully in an increasingly complex and information-rich society, students must be able to use technology effectively. In an effective educational setting, technology can enable students to become:

• Capable information technology users.
• Information seekers, analyzers, and evaluators.
• Problem solvers and decision makers.
• Creative and effective users of productivity tools.
• Communicators, publishers, and producers.
• Informed, responsible, and contributing citizens.

Goal 1.3: Technology will be utilized to ensure appropriate access for students.

Objective:

1.3.1 Technology resources (software, specialty equipment) will be incorporated to support the Special Education, English Learners, GATE, and Title One students as appropriate.

Benchmarks:

1.3.1a By June of 2004, 55% of students who are members of the identified groups will utilize technology to enhance their learning.

1.3.1b By June of 2005, 65% of students who are members of the identified groups will utilize technology to enhance their learning.

1.3.1c By June of 2006, 75% students who are members of the identified groups will utilize technology to enhance their learning.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
1.3	Each school will evaluate the current utilization of technology among the target groups.	Appropriate Program Coordinators	Beginning of each school year	General Fund, Various Categorical Funds	Report of current usage
1.3	Each school will develop strategies to increase utilization among members of the target groups.	Appropriate Program Coordinators	Ongoing, yearly	General Fund, Various Categorical Funds	Plans and strategies will be distributed to school staff
1.3	Compile data on the group’s use of technology.	Appropriate Program Coordinators	End of each year	General Fund, Various Categorical Funds	Compare data yearly

Source (See Appendix A):

· Coley, R., 1997.

· Geisert, P., Futrell, M., 2000.

· Hubbard, 2000

· Means, B., & Olson, K. 1997.

· Sandholtz, et al, 1997

· WestEd, 2003.

Benefits:

Technology offers students possibilities for exploration, reinforcement, remediation, and acceleration across the curriculum. Teachers are seeking and discovering innovative ways to meet the needs of an increasingly diverse student population. GATE students, Title One students, and EL students will benefit from increased access to technology with opportunities to:

· Engage in a wide variety of multimedia and telecommunications projects.

· Master curricular objectives and meet state standards.

· Develop real-world computer skills that will enable them to be more productive when they exit high school.

Goal 1.4: Utilization of technology will make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet each student’s academic needs.

Objectives:

1.4.1 Teachers will take attendance via AERIES Browser Interface (ABI).

1.4.2 Teachers will track students’ grades, assignments, and progress using an electronic grade book.

1.4.3 Special Education teachers will be able to create student Individual Education Plans (IEP) and track the students’ progress using an electronic data based program.

1.4.4 Parents will have internet access to student attendance, grades, and graduation status.

1.4.5 Teachers will have access to ABI in order to input grades from home.

Benchmarks:

1.4.1 By June of 2004, 100% of teachers will be able to take attendance via a secure computer in their classroom.

1.4.2a By June of 2004, 85% of teachers will be able to track students’ grades, assignments, and progress using an electronic grade book.

1.4.2b By June of 2005, 90% of teachers will be able to track students’ grades, assignments, and progress using an electronic grade book

1.4.2c By June of 2006, 95% of teachers will be able to track students’ grades, assignments, and progress using an electronic grade book.

1.4.3a By June of 2004, 75% of Special Education teachers will be able to create student Individual Education Plans (IEP) and track the students’ progress using an electronic data based program.

1.4.3b By June of 2005, 85% of Special Education teachers will be able to create student Individual Education Plans (IEP) and track the students’ progress using an electronic data based program.

1.4.3c By June of 2006, 95% of Special Education teachers will be able to create student Individual Education Plans (IEP) and track the students’ progress using an electronic data based program.

1.4.4a By June of 2004, 50% of parents will have access to student data via the Internet.

1.4.4b By June of 2005, 60% of parents will have access to student data via the Internet.

1.4.4c By June of 2006, 70% of parents will have access to student data via the Internet.

1.4.5a By June of 2004, 30% of teachers will have access to ABI from home.

1.4.5b By June of 2005, 45% of teachers will have access to ABI from home.

1.4.5c By June of 2006, 60% of teachers will have access to ABI from home.

Objective #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
1.4.1	Staff Development for the AERIES Browser Interface	Site Technology Administrator	June 2004, ongoing for new staff	General Fund, Various Categorical Funds	Sign-in sheets at workshops, monitor ABI use from off-campus
1.4.1	Staff Development for AERIES Users	Site Technology Administrator	June 2003-2006	General Fund, Various Categorical Funds	Certificates from Vendor of training completion
1.4.2	Train staff on the use of electronic grade book programs and processes for uploading grades	Site Technology Administrator	June 2004, ongoing	General Fund, Various Categorical Funds	Staff attendance at workshops, staff usage of electronic gradebook programs.
1.4.3	SELPAWorks software application will be deployed at the site level.	Special Education Staff	June 2003 - June 2004	General Fund, Various Categorical Funds	Periodic testing of the usability, functionality, and data conversion.
1.4.3	Train Special Education staff on new software application	Special Education Staff	June 2004	General Fund, Various Categorical Funds	Staff attendance at workshops
1.4.4	Create parent ABI accounts	Microcomputer Technicians	June 2004	General Fund, Various Categorical Funds	Monitor and update account list
1.4.4	Train parents on ABI use	Site Technology Administrator	June 2004, yearly thereafter	General Fund, Various Categorical Funds	Workshop sign-ins
1.4.5	Install software to allow ABI access from outside of firewall	Microcomputer Technicians	June 2004	General Fund, Various Categorical Funds	Monitoring of the usage and security issues by Site Administrators and Microcomputer Technicians

Source (See Appendix A):

· Geisert 2000

· Hayes, D., et al 2001

· McKenzie, 1999

Benefits:

With accurate, up-to-date, and easily accessible data, those responsible for student learning can provide the best opportunities for children to learn. By providing quick and convenient access to data for all, teachers and administrators at Oak Ridge will become more efficient and effective because they will be able to:

· Complete attendance online in the classroom.

· Upload grades into the ABI system

· Access test score histories of their students very quickly.

· Access a variety of data they need to improve their instruction.

· Better meet the needs of Special Education students through targeted modifications.

· Improve student achievement by communicating accurate and up-to-date information to parents

Goal 1.5: Technology will be utilized to increase the accessibility of teachers and administrators to parents.

Objective:

1.5.1 All teachers and administrators will utilize email on a daily basis.

1.5.2 Oak Ridge will maintain a website to provide current communication with students and parents.

Benchmarks:

1.5.1a By June of 2003, 100% of Oak Ridge staff will have an email account and be trained on appropriate use.

1.5.1b By June of 2004, 90% of staff will use email on a daily basis to communicate with other staff and parents.

1.5.1c By June of 2005, 95% of staff will use email on a daily basis to communicate with other staff and parents.

1.5.1c By June of 2006, 100% of staff will use email on a daily basis to communicate with other staff and parents.

1.5.2a By June of 2004, 100% of Staff will have websites accessible from the Oak Ridge home page.

1.5.2b By June of 2005, 100% of school site departments will have websites accessible from the school sites home page.

1.5.2c By June of 2006, 50% of teachers will have created web pages accessible from their school site and department website.

Objective #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source*	Monitoring and Evaluation activities
1.5.1	Create e-mail accounts for all District teachers and administrators.	Microcomputer Technicians	June 2003, ongoing for new staff	General Fund	Update e-mail accounts and monitor server for security issues.
1.5.1	Develop on-going training workshops and seminars for staff on e-mail use.	Site Technology Administrator	June 2003 - June 2004	General Fund, Various Categorical Funds	Information compiled by the Profession Learning feedback form and sign-in sheets.
1.5.2	Develop on-going training workshops and seminars for site and department webmasters.	Site Technology Administrators	June 2004 - June 2005	General Fund, Various Categorical Funds	Information compiled by the Profession Learning feedback form and sign-in sheets.
1.5.1 & 1.5.2	Continue trainings on e-mail and web design.	Site Technology Administrator	June 2005 - June 2006	General Fund, Various Categorical Funds	Information compiled by the Profession Learning feedback form and sign-in sheets.
1.5.2	District and/or appropriate school’s web-site will be able to provide e-mail links to all designated teachers, administrators, and staff members.	Appropriate site or department webmaster	June 2005 - June 2006	General Fund, Various Categorical Funds	Periodic monitoring of links and data.
1.5.2	Provide training sessions for teachers on how to create a webpage, and appropriate content guidelines.	Site Technology Administrator	June 2005-June 2006	General Fund, Various Categorical Funds	Information compiled by the Profession Learning feedback form and sign-in sheets

Source (See Appendix A):

· Cradler, 2002

· Geisert, 2000

· McKenzie, 1999

· Office of Technology Assessment, 1995

Benefits:

When parents become actively involved in their children’s education, students are more likely to reach their potential. Communication between parents and the appropriate school personnel is a key component in getting parents more involved.

Today e-mail is becoming one of the most common forms of communication. E-mail allows parents to:

• Send questions to many people at one time, as opposed to telephoning each person.
• Quickly ask teachers and administrators questions concerning their children, such as performance, attendance, and behavior.
• Send questions or concerns at their convenience to the appropriate school staff during or outside the confines of the school day.

E-mail allows teachers and administrators to:

• Reply to parent questions at a time that is most convenient and least disruptive of the instructional day.
• Respond to multiple questions at one time.
• Communicate and collaborate with others within the district in an efficient manner.

Updated site and district websites will give parents easy access to a wide variety of information that will help them support their children’s education.

PART 2 - PROFESSIONAL DEVELOPMENT COMPONENT

Staff development is one of the most important pieces to the successful implementation of a technology plan. Oak Ridge HS recognizes the need for every student to be technologically literate in order to thrive in an information-based society and economy. A key to ensuring a quality education for all students in the area of technology is to provide all teachers and staff with introductory and on-going staff development in technology.

A central goal of the school is to ensure that all teachers and staff meet a minimal level of proficiency with common hardware and software applications– and to support their endeavors to reach advanced levels. Staff development training and support must be structured to meet the needs of newly hired teachers and staff as well as experienced teachers and staff. It must also be structured in a hierarchical sequence so that teachers can progress and become highly proficient users of computer-based technology with the skills and knowledge to help students become lifelong learners. It also must be aligned with state requirements for ongoing professional learning. A comprehensive staff development plan is essential to:

• Increasing teacher productivity through the use of technology.
• Effective use of existing and new hardware and software.
• Seamless integration of technology into the curriculum to facilitate the learning process.
• Ensuring that the development, delivery, and continuum of a technology-rich curriculum are content-based.
• Successful implementation of graduation standards.
• Avoiding piecemeal, “hit or miss” training with little likelihood of resulting in improved student learning or preparation for transitioning from school to career.

Oak Ridge HS recognizes the need to evaluate both the effectiveness and currency of the staff development plan in order meet the guidelines of the technology plan, to comply with rigorous state and district standards for subject matter content and technology, to align with curricular goals, and to act on improvement plans.

CTAP²’s i-assessments will continually provide necessary data for tracking staff members’ technology skills, and how teachers are progressing on learning the tools and then applying the tools in their classrooms.

Sources (See Appendix A):

· ACOT, 2003

· CTAP², 2003

· Fullan, 1993

· Joyce, 1995

· McKenzie, 1993

· McKenzie, 1999

· Milken 2000

· WestEd, 2003

Data from the District Technology Survey:

Each of the school sites has conducted staff surveys to assess staff competencies for the purposes of developing Digital High School grants. EDUHSD has many teachers who use technology on a regular basis and are competent in using a variety of applications from management tools (electronic grade books) to communication tools (e-mail) to full integration into content areas (Internet, presentation software, desktop publishing, etc..)

Current staff proficiency based on CTAP² averages at the intermediate level. The following chart identifies the current strengths and weaknesses of the EDUHSD staff’s technology proficiency: (See Chart in Appendix B.) More data about teachers’ personal use of technology is available online at http://www.ctap2.iassessment.org.

From this point forward, sites will continue to use the CTAP² i–assessment as a district wide standard for monitoring staff technology competencies and the use of technology to improve student learning. The data collected through the use of the CTAP² i–assessment will allow the District to provide more relevant professional development opportunities as well as give the District the ability to track improvement over time.

Goal 2.1: Oak Ridge HS will provide a wide range of professional development opportunities that will be based on an ongoing needs assessment.

Objective:

2.1.1 Based on the CTAP² assessment, by June of 2005, 90% teachers, staff and administrators will have at least a basic proficiency in the technology skills outlined by CTAP²

Benchmarks:

2.1.1a By June of 2004, 60% of teachers, staff and administrators will reach a proficient level of competency in a majority of the areas addressed by CTAP i-assessment.

2.1.1b By June of 2005, 75% of teachers, staff and administrators will reach a proficient level of competency in a majority of the areas addressed by CTAP i-assessment.

2.1.1c By June of 2006, 90% of teachers, staff and administrators will reach a proficient level of competency in a majority of the areas addressed by CTAP² i-assessment.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source*	Monitoring and Evaluation activities
2.1	Implemented CTAP^2 throughout the District.	Site Administration	June 2003 - June 2004	General Fund, Other Categorical Funds	Periodic review of CTAP^2 participation.
2.1	Develop workshops and materials to address staff needs.	Site Technology Administrators	June 2004 - January 2005	General Fund, Other Categorical Funds	Professional Learning workshop participation and availability reports.
2.1	Implement all applicable training models to address needs of staff as identified by CTAP^2.	Site Technology Administrators	January 2005 - June 2005	General Fund, Other Categorical Funds	Information compiled by the Profession Learning feed back form and sign-in sheets.
2.1	Compare and review CTAP^2 data with baseline data.	Site Technology Administrators	June 2005 - September 2005	General Fund, Other Categorical Funds	Review of CTAP^2 participation.
2.1	Modify applicable training models and material to address adjusted needs of staff as identified by CTAP^2.	Site Technology Administrators	September 2005 - June 2006	General Fund, Other Categorical Funds	Professional Learning workshop participation and availability reports.

Sources (See Appendix A):

· ACOT, 2003

· Fullan, 1993

· ISTE, 2000

· Mann, et al, 1999

· McKenzie, 1999

· McKenzie, 2000

· Milken, 2000

· Roblyer, M. D., & Bennett, E. K., 2001

· Roschelle, J., & Pea, R., 1999

· Roschelle, et al, 2000

· WestEd, 2003

Benefits:

Teachers and administrators use computer and information technologies to improve their roles in the educational process. Numerous research examples indicate that staff development in the area of technology will make teachers more comfortable with, and more likely to use, technology in the classroom. By providing on-going training and continuing education based on individual needs both the teachers and the District as a whole benefit in the following ways:

Teachers:

· Are provided with the technology training they need - when they need it.

· Are able to optimize their use of existing hardware and software.

· Are able to best utilize the technology available to improve student learning.

District:

· Provides the appropriate and timely training to its staff.

· Adapts to the changing technological needs of a growing District.

· Makes better use of limited resources.

· Makes better informed decisions about technology acquisitions based on skills and training of the staff.

Goal 2.2: Professional development opportunities will support software that complements District adopted textbooks/curriculum.

Objective:

2.2.1 85% of core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci.

Benchmarks:

2.2.1a By June of 2004, 55% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci.

2.2.1b By June of 2005, 65% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci.

2.2.1c By June of 2006, 75% core subject/classroom teachers will learn the tools necessary to integrate appropriate software and technology into the reading, writing, and /or mathematics foci.

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source*	Monitoring and Evaluation activities
2.2	Evaluate available curriculum enhancing software.	Department Chairs	June 2004	General Fund, Other Categorical Funds	Rank usability and functionalities of each.
2.2	Facilitate Year 1 of District-wide administration of CTAP^2’s Technology Use Survey.	Tech Integration Site Admin	June 2004-September 2004	General Fund, Other Categorical Funds	Review data from CTAP^2’s Technology Use Survey .
2.2	Create and provide staff development workshops to promote tech integration skills pertinent to approved software.	Tech Integration	June 2005	General Fund, Other Categorical Funds	Professional Learning catalog and feedback forms.
2.2	Modify workshops to address changes in the needs of the staff.	Tech Integration	June 2006	General Fund, Other Categorical Funds	Professional Learning catalog and feedback forms

Sources (Appendix A):

· Cradler & Cradler, 1995

· Mann, et al, 1998

· McKenzie, 1999

· McKenzie, 2000

· WestEd, 2003

Benefits:

Teachers are more likely to embrace technology if they can see the connection between learning the tools and improved student learning. The best way to enlist a much larger percentage of teachers in the use of technology is to offer them a combination of powerful tools along with technology-rich, standards-based model lessons across the curriculum. Teachers will integrate technology into their teaching when they are provided with:

· Worthwhile classroom activities.

· On-going staff development and support.

· On-going assessment for tracking their personal growth in effective use of technology.

Goal 2.3: Professional Development opportunities will be provided in areas that will support classroom management t (i.e. grade books, attendance, email) to support teachers’ efforts to meet classroom and individual student academic needs.

Objectives:

2.3.1 By June 2006, teachers will consistently use various applications, such as ABI, to track student attendance and grades.

2.3.2 By June 2006, all core curricular benchmarks will be tracked electronically through AERIES.

Benchmarks:

2.3.1a By June of 2004, 90% of teachers will use ABI to record daily attendance, progress and quarterly grades.

2.3.1b By June of 2005, 95% of teachers will use ABI to record daily attendance, progress and quarterly grades.

2.3.1b By June of 2006, 100% of teachers will use ABI to record daily attendance, progress and quarterly grades.

2.3.2a By June of 2004, Computer Technology 1 course competencies will be tracked through AERIES for all students.

2.3.2b By June of 2005, Math course competencies will be tracked through AERIES for all students.

2.3.2c By June of 2005, English, Science and Social Science course competencies will be tracked through AERIES for all students.

Objective #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source*	Monitoring and Evaluation activities
2.3.1	Continue to make available training on AERIES/ABI attendance and grade reporting features.	Site Admin	June 2003 - January 2004	General Fund, Other Categorical Funds	Professional learning catalog and feedback forms.
2.3.2	Build a database in AERIES to store results of student benchmarks in core subject areas.	Site Technology Administrator	June 2003-June 2004	General Fund, Other Categorical Funds	Completion of database
2.3.2	Train teachers to input benchmark data into an Excel file.	Site Technology Administrator	June 2003-June 2006	General Fund, Other Categorical Funds	Teacher submission of Excel files.
2.3.2	Technician will input data from Excel files into AERIES database.	Microcomputer Technicians	June 2003-June 2006, each semester	General Fund, Other Categorical Funds	Administrators analyze AERIES data to track benchmark progression.

Sources (See Appendix A):

· Geisert, 2000

· McKenzie, 1993

· McKenzie, 1999

Benefits:

Accurate record keeping is essential to both a well-run District and a well-run classroom. An electronic student information system is a key example of how technology can be used to increase teacher productivity. When such productivity tools are available to teachers, they are quickly and easily able to:

• Report and track student attendance.
• Record and print a variety of student reports.
• Provide parents with current academic status.