SMUHSD Tech Plan

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Appendix J – Technology Plan Contact Information
Education Technology Plan Review System (ETPRS)

Contact Information
County & District Code: 41 - 69047

School Code (Direct funded charters only): _ _ _ _ _ _ _
LEA Name: San Mateo Union High School District
*Salutation: Mr.
*First Name: Kyle
*Last Name: Brumbaugh
*Job Title: District Technology Coordinator
*Address: 650 N. Delaware
*City: San Mateo
*Zip Code: 94401
*Telephone: (650) 558-2220 Ext:2780
Fax:
*E-Mail: kbrumbaugh@smuhsd.org
Please provide backup contact information.

1st Backup Name: Patricia Kurtz
1st Backup E-Mail: pkurtz@smuhsd.org
2nd Backup Name:
2nd Backup E-Mail:
*Required information in the ETPRS
San Mateo Union High School District District Technology Plan 2008-2011
EDUCATION TECHNOLOGY
PLAN
JULY 1, 2008 – JUNE 30, 2012
San Mateo Union High School District 1 District Technology Plan 2008-2012
Table of Contents
District Summary and Plan Duration (Criteria Item 1) ......................... 4
Stakeholders Involvement (Criteria Item 2) .......................................... 5
Curriculum Driven Technology Goals

(Criteria Item 3) ....................................................................................... 6
Professional Development and Implementation

(Criteria Item 4)...................................................................................... 24
Infrastructure, Hardware, Technical Support, and Software

(Criteria Item 5)...................................................................................... 37
Funding and Budget

(Criteria Item 6)...................................................................................... 43
Monitoring and Evaluation

(Criteria Item 7)...................................................................................... 46
Effective Collaborative Strategies With Adult Literacy Providers to

Maximize
the Use of Technology Criterion
(Criteria Item 8)...................................................................................... 48
Effective, Research-Based Methods, Strategies, and Criteria

(Criteria Item 9)...................................................................................... 49
Appendix C: Criteria for EETT Funded Education Technology Plans 55
District Overview
The San Mateo Union High School District is located in central San Mateo
County and serves the communities of San Mateo, Burlingame, Millbrae, Foster
City, Hillsborough and San Bruno. The district currently serves 8,250 students in
6 comprehensive high schools (Aragon, Burlingame, Capuchino, Hillsdale, Mills
and San Mateo) and a continuation school. (Peninsula) The SMUHSD
demographics vary from school to school and there is representation from most
ethnic groups and socio-economic levels.
The San Mateo Union High School District believes that all students need to
access information, manipulate data, synthesize concepts and express their
ideas creatively using text, graphics, audio and video media.
The district technology plan serves as the framework within which a technology-
enriched curriculum in SMUHSD schools will support stated District goals for
student achievement over the next three years.
The plan will help the Board of Trustees, administrators, teachers, students,
parents and community members commit the necessary resources and gauge
the success of our efforts during this period.
Having a current State-certified technology plan qualifies the district to receive

Federal Formula funding under the Enhancing Education Through Technology
(EETT) grant. A certified technology plan also fulfills basic State requirements for
E-Rate discounts for telecommunication products and services.
1. PLAN DURATION
The benchmarks and timelines in this technology plan will guide San Mateo
Union High School District use of technology from July 1, 2008 to June 30, 2012
Technology can connect the world to our students and provide a depth and
wealth of experiences in instruction that can reach students of all learning
modalities. Students become architects of their own knowledge acquisition and
integration, using vast resources at their fingertips by keyboard, mouse, or
remote control to bring personal meaning, perspective and expression to the
knowledge they acquire.
Technology also serves as a tool to dramatically improve the presentation,

management and assessment functions of education. As teachers increase their
use of performance-based assessment as a tool to continuously improve student
learning, the power of technology can facilitate designing of student standards-
based activities and projects while incorporating better tracking of students' work
and progress. Teachers will be able to guide students to activities and projects
that assist each student in mastering the state content standards in addition to
providing career skills, while at the same time allowing students to become the
architects of their own learning.
The district technology plan serves as the framework within which a technology-
enriched curriculum in SMUHSD schools will support stated District goals for
student achievement over the next four years.
The plan will help the Board of Trustees, administrators, teachers, students,
parents and community members commit the necessary resources and gauge
the success of our efforts during this period.
Having a current State-certified technology plan qualifies us to receive Federal

Formula funding under the Enhancing Education Through Technology (EETT)
grant. A certified technology plan also fulfills basic State requirements for E-Rate
discounts for telecommunication products and services.
2. STAKEHOLDERS
- Dominic Bigue, Technology Coordinator, Capuchino High School

- Kyle Brumbaugh, Technology Coordinator, SMUHSD
- Mandy Clothier, Technology Coordinator, Peninsula High School
- Steve Erle, Technology Coordinator, Burlingame High School
- Kathleen Ferenz, CTAP Liaison / California Technology Assistance Project
- Patsy Fergusson, Technology Coordinator, San Mateo High School
- Marvin Gin, Technology Coordinator, San Mateo High School
- Richard Hardt, Director of Technology, San Mateo Union High School District
- Martha Jones, Librarian, Burlingame / Hillsdale High Schools
- Dan Kiely, Librarian, San Mateo High School
- Patricia Kurtz, Director of Curriculum Development
- Anna Lapid, Librarian, Aragon / Capuchino High Schools
- George Pleasant, Technology Coordinator, Mills High School
- Kennet Santana, Technology Coordinator, Hillsdale High School
- Jim Smith, Technology Coordinator, Aragon High School
The initial data collection process was established through the work of school site
Technology Coordinators and Librarians. These stakeholders are
representatives of all seven district schools and collected information from the
teachers and administrators at each school site. This group met a total of twelve
hours to synthesize the data from all schools to create a comprehensive plan that
meets the needs of all seven district schools.
As part of the process, stakeholders created a public collaborative document,

with the assistance of a CTAP liaison, using ‘Google Docs and Spreadsheets’
during an initial brainstorming session. Later, the group moved the information to
a public wiki to provide for a transparent process to allow all teachers and
administrators to provide input to the process during the formulation of the plan.
3. CURRICULUM COMPONENT
3a. Description of teachers’ and students’ current access to technology

tools both during the school day and outside of school hours.
Currently, all SMUHSD students and teachers have access to technology in their
schools. Each site has a computer lab as part of the Library / Media Center,
accessible to students before and after school, as well as during lunch. Each
school’s Library / Media Center provides a variety of online resources for
students through subscription services to assist students in research.
(Encyclopedia Britannica, World Book Encyclopedia, NewsBank, Issues and
Controversies and WebFeet) These resources are available to students on
campus and at home. Each SMUHSD school has a variety of computers
available for general use or specialized programs, computers are deployed
based on the program needs of each school. In most instances, computers are
deployed in large classroom sized labs or in 4 to 8 station mini-labs. At all levels,
students are expected to utilize the tools of technology to further their learning.
The Special Education specialists ensure that students with disabilities are
provided access to appropriate assistive technologies. GATE and English
Learners have additional access in their classrooms and in numerous labs and
media centers on each school site. Currently, the ratio of students to computer is
less than 5 to 1 district wide
All classrooms in the SMUHSD have a connection to the local area network
(LAN) and the Internet. There is at least one computer in every teaching station
for teachers and students to use. Teachers also have access to the local area
network through workstations in faculty work rooms and laptops. The number of
teachers with laptops varies from school to school. Generally, teachers use the
workstation in the classroom to connect with parents and students via e-mail and
one of the district communication tools (School Loop or Edline), to create lessons
and conduct research
3b. Description of the district’s current use of hardware and software to

support teaching and learning.
The use of technology by teachers increases annually. Technology tools have

now become the predominate way in which teachers create instructional
materials, manage grades and attendance, communicate with colleagues and
parents, and gather information for planning lessons. As illustrated in Table 1,
the use of technology tools has allowed teachers to become better prepared and
more connected to their colleagues, students and their parents. Teachers have
access to numerous curriculum tools, shared department storage, online grade
books and collaboration space and student information systems.
The use of technology tools supports student learning in a variety of ways.

Students have access technology based learning tools in most subject areas to
enhance and support the skills taught in class. For those students who require
additional support or remediation, there are technologies available to assist them
in acquiring those skills. Special Education students have access to assistive
technologies to allow them to utilize district technology assets. Students have
home access to grades, homework assignments and online discussions through
the use of specialized applications. (School Loop and Edline) New courses have
been adopted to increase the use of technologies to collaborate and
communicate with other students and experts via the Internet.
Table 1: Teacher’s Use of Technology Tools
In what ways and to what degree do teachers use technology tools (computers,
video, Internet, and hand-held devices) to (number of responses, and relative
percentage):
Between
once a Less
2-4 days Total
Daily week than Never
a week Responses
and monthly
monthly
Create instructional
147 52% 76 27% 45 16% 11 4% 6 2% 285
materials
Deliver classroom
61 21% 73 26% 88 31% 47 16% 16 6% 285
instruction
Manage student
177 62% 58 20% 24 8% 5 2% 21 7% 285
grades and attendance
Communicate with
241 85% 27 9% 10 4% 3 1% 4 1% 285
colleagues
Communicate with
164 58% 75 27% 33 12% 7 2% 4 1% 283
parents or students
Gather information for
95 33% 92 32% 67 24% 21 7% 10 4% 285
planning lessons
Access model lesson
plans and best 47 16% 55 19% 95 33% 70 25% 18 6% 285
practices
Table 2: Teachers Assigning of Work Using Technology Tools
Teachers assign students work that involves using technology (computers, video,
Internet, and hand-held devices) with the following frequency (number of responses,
and relative percentage):
Between
once a Less
2-4 days Total
Daily week than Never
a week Responses
and monthly
monthly
Word processing 37 13% 68 24% 113 40% 49 17% 14 5% 281
Reinforcement and
29 10% 45 16% 73 26% 74 26% 60 21% 281
practice
Research, using the
Internet and/or CD- 18 6% 40 14% 125 44% 75 27% 23 8% 281
ROMs
Creating reports or
14 5% 36 13% 131 47% 80 28% 20 7% 281
projects
Demonstrations or
9 3% 24 9% 91 32% 88 31% 69 25% 281
simulations
Correspondence with
experts, authors,
students from other 11 4% 11 4% 48 17% 76 27% 135 48% 281
schools, etc., via email
or Internet
Solving problems or
16 6% 36 13% 79 28% 69 25% 81 29% 281
analyzing data
Graphically presenting
15 5% 35 12% 76 27% 74 26% 81 29% 281
information
3c. Summary of the district’s curricular goals that are supported by this
tech plan.
In 2004-05, the SMUHSD moved to a new academic core to support the

academic achievement of students and giving them 'real choices' toward higher
educational opportunities or other training programs. As part of the academic
core, technology literacy will be embedded into the curriculum of the courses
taught in the first two years of high school. Support courses have been
established to assist and remediate students who are having difficulty meeting
the goals outlined in the academic core, technology tools are often used in these
classes to accelerate student improvement and differentiate instructional
practices.
The Academic Core Plan that has been adopted by the SMUHSD has the
following elements. All 9th and 10th grade students will be programmed into the
following required courses: 2 years of English, 1 year of Algebra, 1 year of
Geometry, 1.5 years of Social Science, 1 year of “d” level Science by grade 10, 1
year of World Languages by grade 10, 1 year of Arts in grades 9-12, 1 year of PE
in grade 9, one additional year of PE in grades 10-11. As part of each of these
courses, technology skills will be integrated into the subject matter to assist
students in developing expertise in the use of technology tools.
As students move past the first two years of high school, their use of technology
will enhance learning and prepare them for post-secondary educational
opportunities. Students from the time they enter the SMUHSD, will begin to
collect artifacts to document their use of technology as part of the educational
process. Students will create a 'digital portfolio.' The digital portfolio will contain
work from each of the technology literacy skills in the Academic Core.
To support student achievement and the Academic Core, the SMUHSD

established a 7 period day at all six comprehensive high schools in 2006. The 7
period day was designed to help each student prepare themselves for college or
other post high school training and increase the number of students passing the
high school exit exam. The 7 period day also provides students additional
opportunities to take enrichment classes which will enhance their use of
technology tools.
In 2000, the voters passed an initial District Modernization Bond (Measure D) to

refurbish and replace outdated facilities. As part of this process, all new facilities
were wired with Category 6 cabling to support current and future networking and
technology needs. A new phone system, using Voice of Internet Protocol (VoIP)
technology, was installed. The new phone system will allow the district to
integrate voice, video and data technologies in the future. Specialized facilities at
several high schools were built to support the use of technology in the
educational process. Reading, Publications and Video Production labs were built
at several schools. In 2006, the voters passed a supplemental bond (Measure
M) to finish and increase the number of modernization projects initially
undertaken through Measure D. As part of Measure M, new facilities will be built
and others will be renovated, in both cases, new facilities will have infrastructure
to support new and future technologies which will in turn support student
academic achievement.
The SMUHSD, in collaboration with the Regional Occupational Program (ROP),

has several Career / Technical Education programs which use technology to
support student achievement. There are currently programs in Biotechnology,
Child Growth and Development, Graphic Arts, Information Technology, Robotics,
Video Production. In many of these programs, students are
using state-of-the-art technology to acquire marketable skills and training toward
possible careers. Many courses have received approval from the University of
California as approved electives. Most programs have articulation agreements
with local community colleges.
With the establishment of the Academic Core and the 7 period day, each school
site adopted a weekly schedule which provided for embedded time for teachers
to collaborate and participate in professional development activities. There is
also time within the school day for teachers to work individually or in small
collaborative groups on a variety of projects, including technology integration.
To coordinate school site and district goals there is a Technology Coordinators

group that meets monthly to develop district wide strategies for technology
integration. Each school then develops their own technology integration plan
through site councils using a variety of resources.
• State & Federal district-wide student achievement data:
• State Content and Performance Standards
• The district LEA Plan
• The District’s program for English Language Learners.
• Current District Technology Plan
These plans are reviewed and modified annually at each school through their
‘Single Plan for Student Achievement’ and aligned to this plan and other district
planning guidelines.
3d. List of clear goals, measurable objectives, annual benchmarks, and an
implementation plan for using technology to improve teaching and learning
by supporting the district curricular goals and academic content
standards.
Goal 1: Students and teachers will use a variety of technologies to infuse 21st
Century information literacy skills into teaching and learning.
Objective 1.1: By June 30, 2012, 90% of existing courses will be updated and will
integrate new technologies that infuse 21st century information literacy skills into
teaching and learning.
Year 1 Benchmark: By the school year 2009, 40% of course offerings will have a
project that infuses new technologies and 21st Century information literacy skills
into teaching and learning.
Implementation Plan: This is the plan to assure progress on the goal, objective
and benchmarks
Person(s)
Activities Timeline Monitoring & Evaluation
Responsible
District curriculum, technology
administrators, and school site
District
administrators track the development
curriculum
and implementation of all activities
councils will
and accomplishments monthly and
evaluate course 2008- Curriculum
report progress at regular district/site
offerings for 2009 Councils
administration meetings.
level of new
Modifications to our district activities
technology
will be made as needed in order to
integration.
ensure that we meet or exceed
measurable objectives.
Identify current 2008- Curriculum See above
21st Century 2009 and Councils
information again in
literacy skills 2011-
and include in 2012
course
curriculum
descriptions.
Integrate 21st
Century
information 2008-
Teachers See above
literacy skills 2009
into course
offerings.
Evaluate course
offerings for
Curriculum
technology Annually See above
Councils
integration by
subject area
Department
Skills survey in Chairs and Collection of all school surveys by
each course Curriculum the Curriculum Council in each
Annually
relating to Councils in academic discipline. Report back to
in May
technology each the District Technology Coordinator
integration. academic and Instruction Council.
discipline
3e. List of clear goals, measurable objectives, annual benchmarks, and an

implementation plan as to how and when students will acquire technology
and information literacy skills needed to succeed in the classroom and the
workplace.
Changes in the workplace require students and citizens who, as lifelong learners,
can take responsibility for their own learning. To achieve meaningful education
reform requires adequate and appropriate infusion of technology to support an
education system, which will meet the demands of the 21st century. "The
Department of Labor projects that people will hold on average 10.2 jobs between
the ages of 18 and 38..." Fletcher, An Eye on the Future, T.H.E. Journal, July
2007.
At the end of four years, it is our vision that San Mateo Union High School District
graduates will be better prepared academically, socially and technologically to
assume a successful and fulfilling role in society. The SMUHSD is committed to
help all students achieve mastery of the State Academic Content Standards
while developing critical thinking, problem solving and interpersonal skills that are
essential for academic and workplace success.
The SMUHSD currently has one approved course, titled “Global
Communications,” which focuses on 21st Century skills. The ISTE NETS
standards and the Digital Citizenship curriculum at Kansas State University have
been instrumental in the development of this course. Through the duration of this
tech plan, current and future course offerings will review using these documents
as a template to integrate these skills into SMUHSD course work.
Information Literacy and 21st Century learning skills have been identified as
district goals through the implementation of the academic core and the 7 period
day. To meet these goals teachers will need additional professional
development activities to integrate these skills into the curriculum. In researching
these skills, work from a variety of sources has been identified as critical to
meeting these needs. Also, the need for variety of professional development
delivery strategies has been identified as a necessary component to the plan.
Goal 2: Students will use digital resources, including but not limited to online
content and research tools to meet content area standards and district curricular
goals.
Objective 2.1: By June 2012, all students will learn with and use 21st Century
technology skills and information literacy skills for effective communication,
research, and computations.
Year 1 Benchmark: By 2009, 40% of students will learn with and use 21st
Century technology skills and information literacy skills for effective
communication, research, and computations.
Person(s)
Activities Timeline Monitoring and Evaluation
Responsible
Evaluate online 2009 Curriculum Statistics on text book
textbooks and Councils adoptions and their
databases such as connections to the State
Gale Thomson and Content Standards.
Newsbank to integrate
technology resources
into a standards-based
curriculum
Usage statistics from Tech
Provide professional Director of Support Wiki and sign in
development on using Technology, sheets from Professional
digital resources to Annual Technology Development sessions.
enhance standards- Coordinators, Statistics from EdTechProfile
based curriculum and Librarians to gauge teacher technology
integration.
Freshmen student
library introduction to
Site Librarians and Assistant
learn what online
Librarians and Principals of Instruction.
resources and
Annual Freshmen Librarian and Teacher
databases are
English Teachers assignments and rubrics.
available to
supplement core
curriculum.
Students will use
Use of ‘Turnitin.com’ for
Information Literacy
English and student written work.
and 21st Century
Annual Social Science Collection of Teacher
technology skills to
Teachers assignments, grading rubrics
evaluate the validity of
and student work.
Internet resources.
Conduct student All Core Tabulation of survey data
survey relating to the Curriculum and feedback to teachers.
Annually
integration and infusion teachers, School Report back to Technology
in May
of technology into the Technology Coordinators Council and
core curriculum. Coordinators calculate district level data.
3f. List of goals and an implementation plan that describe how the district
will address ethical use of information technology so they can distinguish
lawful from unlawful uses of copyrighted works, including: the concept and
purpose of copyright and fair use; lawful and unlawful downloading and
peer-to-peer file sharing; and avoiding plagiarism.
The San Mateo Union High School District firmly believes that all students need
to be prepared to meet the challenges of an ever expanding amount of
information that is accessible using technology tools. As part of our technology
plan we have identified several resources dealing with ‘cyberethics’ and digital
citizenship for teachers to use in their classrooms.
Goal 3: Teachers will address the appropriate and ethical use of information
technology in the classroom so that students can distinguish lawful from unlawful
uses of technology.
Objective 3.1: By June 30, 2012, 90% of teachers will include digital citizenship
skills as part of all courses in the core curriculum.
Year 1 Benchmark: By the year 2009, research netiquette and other digital
citizenship best practices
Year 2 Benchmark: By the year 2010, 40% of teachers will include digital
citizenship skills as part of all courses in the core curriculum.
Implementation Plan
This is the plan to assure progress on the goal, objective and benchmarks
Person(s)
Responsible
District curriculum,
technology administrators,
and school site
administrators track the
development and
Digital citizenship
implementation of all
skills will be
activities and
researched and Director of
2008- accomplishments monthly
staff Curriculum
2009 and report progress at
development Services
regular district/site
program
administration meetings.
planned.
Modifications to our district
activities will be made as
needed in order to ensure
that we meet or exceed
Teachers and 2009- Director of Same as above
staff will be 2010 Professional
trained in Development,
incorporating Site
digital citizenship Administrators
skills into
curriculum.
Each site
incorporates
digital citizenship 2009- Site
Same as above
skills as part of 2010 Administrators
their academic
integrity policy.
Revisit digital
citizenship skills Director of
2011-
and update Professional Same as above
2012
curriculums as Development
needed.
Supplement Director of
initial training Professional
2011-
with new digital Development, Same as above
2012
citizenship Site
information. Administrators
Conduct survey School
of all courses to Technology Tabulation of survey data
identify specific Annually Coordinators and and report back to
skills relating to in May Assistant Technology Coordinators
technology Principals of council.
integration Instruction
3g. List of clear goals and an implementation plan that describe how the
district will address Internet safety, including how to protect online privacy
and avoid online predators. 3g is optional (but strongly encouraged) for
2007- 08. It is required July 1, 2008 when AB 307 comes into law).
Delineates clear goals outlining how students will be educated about Internet
safety (as stated in AB 307).
Goal 4: Develop a relationship with the district and county safe school planning
team to provide training for students and parents on Internet Safety, predator and
privacy issues.
Objective 4.1: By June 30, 2012, 90% of teachers will integrate and model
responsible online behavior into all courses, including ‘cybersafety’ issues.
Year 1 Benchmark: By the 2009 school year, best practices of teaching
responsible online behavior and ‘cybersafety’ will be identified.
Year 2 Benchmark: By the 2010 school year, 40% of teachers will integrate and
model responsible online behavior and ‘cybersafety’ into all courses.
Implementation Plan
Person(s)
Responsible
development and implementation
of all activities and
Research accomplishments monthly and
existing digital 2008- Curriculum report progress at regular
citizenship 2009 Councils district/site administration
programs. meetings and to the Homeland
Security Department. Modifications
to our district activities will be
made as needed in order to
Work with
Technology
regional CTAP Clearly delineated plan developed
2008- Coordinators,
‘cybersafety’ and for the teaching of cybersafety and
2009 Classroom
information information literacy in all subjects.
teachers
literacy team.
Develop specific
board policies on Technology
cyber-bullying, Coordinators,
2009- development and implementation
threats, etc. Managing Policy
2010 of all activities and
beyond the Group (MPG),
accomplishments monthly and
Acceptable Use Board
report progress at regular
Policy (AUP).
district/site administration
meetings and to the Homeland
Create a forum
Site accomplishments monthly and
for parent
2010- Administrators, report progress at regular
education on
2011 Technology district/site administration
digital
Coordinators meetings and to the Homeland
citizenship.
Provide a safe
internet
experience
through the use Director of
2010- report progress at regular
of content Technology and
2011 district/site administration
filtering IT Staff
programs and
monitoring
software.
Revisit current
digital citizenship
programs and 2011- Curriculum
implement into 2012 Councils
report progress at regular
existing
district/site administration
curriculum.
3h. Describe district policy, practices or goals that ensure equitable

technology access for all students.
All SMUHSD schools have a computer in each classroom as well as the Library
Media Center for students to use before and after the school day, as well as the
lunch break. Adult supervision in the form of teacher tutors, parent volunteers
Librarians and Library Aides is present whenever students are accessing
technology. Our district has taken measures to provide computer access to
students who do not have them through the Digital Bridge Program. In this
program, the district takes donated workstations and renovates them, with the
use of student interns and then distributes them to students in need. In addition,
corporate sponsors provide funding for home Internet access for some students
who are on free and reduced lunch.
Currently, language learners' access to technology resources is limited due to the

lack of primary language materials. The district identifies this as a student
population in need of more equitable access.
3i. List clear goals, measurable objectives, annual benchmarks, and an

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.
The SMUHSD has recently purchased the DataDirector information management

system to make the data from standardized testing and district level formative
and summative assessments available to teachers. Each curriculum council has
developed common formative and summative assessments for each course in
the core curriculum and aligned these tests to the state benchmark standards.
Teachers, in turn will use the data to monitor student progress, guide
instructional practice and identify specific state benchmarks where remediation
may be needed. The SMUHSD is currently providing professional development
activities for teachers and administrators after school in a computer lab to assist
them in using the DataDirector system. Teachers are paid a workshop rate for
their attendance.
Goal 5: Teachers and staff will use DataDirector to guide instructional practices
and meet the academic needs of students.
Objective 5.1: All staff (Teachers, Administrators and other certificated

personnel) will have access to Data Director and 100% of teachers will access
and utilize Data Director to monitor student progress and drive instructional
practice.
Year 1 Benchmark: By June 2009, 30% of all teachers will access and utilize
DataDirector to monitor student progress and drive instructional practice.
Data Director to monitor student progress and drive instructional practice.
Evaluation of benchmarks:
Measure Date Person responsible

Data Director Log In records Semi- Director of Technology,
Annually District Technology
in Coordinator and Director
November of Professional
and Development
March
Analysis of student achievement data Annually Curriculum Council in
on district-wide assessments and in October each academic
standardized tests. Revision of district- for discipline.
wide common assessments. previous
years
data.
Implementation Plan
Person(s) Monitoring &

Activities Timeline
Responsible Evaluation
Director of Attendance sheets
Provide professional
Technology, Tech from professional
development 2009-
Coordinators, development sessions
opportunities for Ongoing
Assistant Principal for and participant
teachers
Instructional Services surveys.
Provide professional Director of Attendance sheets
development in the 2010 Technology, Tech from professional
use of test banks Coordinators, development sessions
Assistant Principal for and participant
Instructional Services surveys.
Attendance sheets
Teach staff to use
from professional
data thoughtfully;
development sessions
sustain a culture of
2009 - Superintendent, Site and participant
continuous
Ongoing Principals surveys. Collect
improvement through
benchmark
data driven decision
assessments created
making
by SMUHSD teachers.
Evidence collected
from teachers using
Gather details on the data to guide
process in which instructional practice.
teachers are Director of Benchmark
2008-
differentiating Technology, Site assessments created
2010
instruction in response Principals by SMUHSD teachers.
to students who need Item analysis of
additional support benchmark
assessments over
time.
3j. List clear goals, measurable objectives, annual benchmarks, and an

implementation plan to use technology to improve two-way communication
between home and school.
The SMUHSD provides tools to allow parents, teachers and students to

communicate with each other using the Internet. School Loop and Edline are the
two applications SMUHSD schools use to facilitate (e-mail and message boards)
communication among all of the different groups within the school. Each of these
applications also allows teachers to post homework assignments and grades for
parents and students to have reference to at school and home.
Goal 6: Teachers / administrators will have access to communication tools to

promote home - school communication.
Objective 6.1: By 2012, 90% of teachers / administrators will use School Loop or
Edline to communicate with students and parents.
Year 1 Benchmark: By 2009, 50% of teachers / administrators will use

communication tools to promote student home / school communication.


communication tools to promote student home / school communication

School Loop and Edline usage statistics Semi- Director of Technology,
Annually District Technology
in Coordinator, School
December Technology Coordinators
and May
Number of “Loop Mails” and e-mails sent Semi- Site Principals and
using Edline to students and parents by Annually Technology Coordinators
teachers. in
December
and May
Implementation Plan
Person(s)
Responsible
administrators track the development
New teachers are
District and implementation of all activities
trained in the
Technology and accomplishments monthly and
usage of home- 2009-
Coordinator, report progress at regular district/site
school 2012
Technology administration meetings.
communication
Coordinators Modifications to our district activities
tools.
Train department administrators, and school site
District
chairs as experts administrators track the development
Technology
in the usage of 2009- and implementation of all activities
Coordinator,
home-school 2010 and accomplishments monthly and
Technology
communication report progress at regular district/site
Coordinators
tools. administration meetings.
Modifications to our district activities
Provide ongoing administrators track the development
training and and implementation of all activities
support in the and accomplishments monthly and
2010- Department
usage of home- report progress at regular district/site
2011 Chairs
school administration meetings.
communication Modifications to our district activities
tools. will be made as needed in order to
3k. Description of the process that will be used to monitor whether the
strategies and methodologies utilizing technology are being implemented
according to the benchmarks and timeline.
Each campus in the SMUHSD has a Technology Coordinator that is released

one period per day. The role of the Technology Coordinator is to assist teachers
in the integration of appropriate technologies into the learning process. Each
Technology Coordinator will collect data from a variety of sources. The CDE's
EdTech Profile, daily usage statistics from computer labs on campus, School
Loop / Edline usage statistics and attendance at professional development
events are examples of data that will be collected. There is also a District
Technology Coordinator that facilitates monthly meetings and collects data from
each school site and is responsible for monitoring the implementation of all
aspects of this plan. The Director of Curriculum Services is responsible for all
changes to the plan and will act as a liaison to the Technology Coordinators
committee to implement any changes.
4. PROFESSIONAL DEVELOPMENT COMPONENT
This section should establish the methods and schedule for training teachers,
administrators, classified staff, parents, and community members (where
applicable) to support the Curriculum Component of the plan.
4a. Summary of the teachers’ and administrators’ current technology skills

and needs for professional development.
All SMUHSD teachers and administrators complete the EdTech Profile on an

annual basis. Each school also completes the EdTech Survey each March. The
current findings show that teachers and administrators have basic technology
integration skills, but lack the skills to incorporate higher order thinking and
analysis into student work and projects. The data also shows that many teachers
are at multiple points on the professional development continuum with regards to
technology use and integration. All teachers need additional professional
development opportunities to increase their personal skill set and enhance the
educational process for their students. The extent of these opportunities varies,
but creating a system of skill building activities that teachers can use
independently from formal professional development workshops shows promise.
SMUHSD Teachers Basic Skills
1. General computer knowledge and skills.

2. Internet skills
3. Email skills
4. Word processing skills
5. Presentation software skills
6. Spreadsheet software skills
7. Database software skills
SMUHSD Teachers – CCTC Standard 9
1. Each candidate considers the content to be taught and selects appropriate technological
resources to support, manage, and enhance student learning in relation to prior experiences and
level of academic accomplishment.
2. Each candidate analyzes best practices and research findings on the use of technology and
designs lessons accordingly.
3. Each candidate uses computer applications to manage records and to communicate through
printed media.
4. Each candidate interacts with others using e-mail and is familiar with a variety of computer-
based collaborative.
5. Each candidate examines a variety of current educational technologies and uses established
selection criteria to evaluate materials, for example, multimedia, Internet resources,
telecommunications, computer-assisted instruction, and productivity and presentation tools. (See
California State guidelines and evaluations.)
6. Each candidate chooses software for its relevance, effectiveness, alignment with content
standards, and value added to student learning.
7. Each candidate demonstrates competence in the use of electronic research tools and the
ability to assess the authenticity, reliability, and bias of the data gathered.
8. Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety
issues and Acceptable Use Policies.
SMUHSD Teachers – CCTC Standard 16
1. Each participating teacher communicates through a variety of electronic media.

2. Each participating teacher interacts and communicates with other professionals through a
variety of methods, including the use of computer-based collaborative tools to support technology
enhanced curriculum.
3. Each participating teacher uses technological resources available inside the classroom or in
library media centers, computer labs, local and county facilities, and other locations to create
technology enhanced lessons aligned with the adopted curriculum.
4. Each participating teacher designs, adapts, and uses lessons which address the students'
needs to develop information literacy and problem solving skills as tools for lifelong learning.
5. Each participating teacher uses technology in lessons to increase students' ability to plan,
locate, evaluate, select, and use information to solve problems and draw conclusions. He/she
creates or makes use of learning environments that promote effective use of technology aligned
with the curriculum inside the classroom, in library media centers or in computer labs.
6. Each participating teacher uses computer applications to manipulate and analyze data as a
tool for assessing student learning and for providing feedback to students and their parents.
7. Each participating teacher demonstrates competence in evaluating the authenticity, reliability
and bias of the data gathered, determines outcomes, and evaluates the success or effectiveness
of the process used. He/she frequently monitors and reflects upon the results of using technology
in instruction and adapts lessons accordingly.
The current data shows teachers need additional professional development

activities in two major areas: Personal and Academic Content related skills. An
additional area of emphasis that needs to be addressed is the area of
cybersafety and cyber bullying, as outlined by AB309. Many of these issues are
related to the content related skills and will be integrated into all future
professional development sessions.
- Personal Skills:
- Parent Communication Tools

- Data Analysis and Disaggregation of data
- Student Information System usage
- Content Related Skills:
- Copyright
- Cyber bullying
- Plagiarism
- Personal and professional privacy issues
- Assessment and the evaluation of digital content
- Information relating digital content to state content standards
The data also shows that teachers vary greatly in their current level of proficiency
and need a variety of professional development options. These options would
include all or some of the following activities.
- District workshops
- Small group workshops
- Self-paced online instruction
- Off site or outside training programs
4b. List clear goals, measurable objectives, annual benchmarks, and an

implementation plan for providing professional development opportunities
based on the needs assessment and the Curriculum Component objectives
(sections 3d – 3j.)
Goal 7: Teachers will become proficient with the same general technology skills,
integration skills and information literacy skills required of students and proficient
the use of data to guide instructional practice.
Objective 7.1: By 2012, 80% of teachers and administrators will develop personal
expertise in the use 21st Century skills and will use what has been learned in the
classroom.
Year 1 Benchmark: By 2009, a list of 21st Century skills for teachers and
administrators to implement will be identified. This is an activity in the action plan
rather than a benchmark.
Year 2 Benchmark: By 2010, 30% of all teachers and administrators will

demonstrate proficiency in 21st Century skills to guide instructional practice.

Implementation Plan –This is the plan to assure progress on the goal, objective
and benchmarks
Person(s)
Responsible
Creation of skill sets list for

Identification of
Technology teachers. Development of
21st Century 2009
Coordinators professional development
skills
programs.
Offer annual Director of

professional Curriculum,
development 2008 - Technology Participant surveys and
programs in 2012 Coordinators, professional portfolios
August and District Technology
January. Coordinator.
Associate
Provide Superintendent -
opportunities for Human Resources,
Participant grades, satisfaction
teachers to Director of
surveys and professional
attend Off site / 2008 - Curriculum
portfolios. District pre-approval of
outside training 2012 Services,
appropriate course work for
programs. e.g.: Technology
advancement.
Krause Center, Coordinators,
CTAP, etc. District Technology
Coordinator
Provide
opportunities for Director of
the use of self- Curriculum
paced online Service, Participant curriculum developed,
2008 -
tutorials on the Technology surveys and professional
2012
SMUHSD Coordinators, portfolios.
Professional District Technology
Development Coordinators
wiki.
Assess teacher
and
Site Technology
administrator
Coordinators,
proficiency to Annually Statistics from the EdTech Profile
District Technology
measure
Coordinator
benchmark
progress
Goal 8: Teachers and administrators will know how to disaggregate data to

guide instructional practice.
Objective 8.1: By 2012, 80% of all teachers and administrators will demonstrate
proficiency in the use of Data Director and data interpretation to guide
instructional practice.

demonstrate proficiency in the use of Data Director and data interpretation to




Data Director usage records Annually Director of Technology
in June
Training sign in sheets Semi- Director of Technology
annually
in
January
and June
Implementation Plan
Person(s)
Responsible
Creation of essential
Identification of
DataDirector skill sets.
essential Technology
Development of professional
DataDirector 2008 Coordinators, Site
development activities that teach
interpretation Principals,
use of Data Director and data
skills.
interpretation skills.
Offer annual Director of

professional Curriculum, Participant surveys and
development 2008 - Technology professional portfolios of
programs in 2012 Coordinators, standards based assessments
August and District Technology and disaggregating of data.
January. Coordinator.
Associate
Superintendent -
Provide
Human
opportunities for
Resources, Participant grades, satisfaction
teachers to
Director of surveys and professional
attend Off site / 2008 -
Curriculum portfolios. District pre-approval of
outside training 2012
Services, appropriate course work for
programs. e.g.:
Technology advancement.
Krause Center,
Coordinators,
CTAP, etc.
District Technology
Coordinator
Provide
opportunities for Director of
the use of self- Curriculum
Participant curriculum and
paced online Service,
2008 - standards based assessments
tutorials on the Technology
2012 developed, surveys and
SMUHSD Coordinators,
professional portfolios.
Professional District Technology
Development Coordinators
wiki.
Data Director Site Technology
training and Coordinators, DataDirector usage statistics and
Annually
usage by District Technology training sign in sheets
teachers Coordinators
Director of
At the
Evaluation of Professional
end of Surveys collected at the end of
DataDirector Development and
each each training session.
training sessions District Technology
session
Coordinator
Goal 9: Teachers and administrators will know how to use School Loop or
Edline to improve two-way communication between home and school.
Objective 9.1: By 2012, 90% of all teachers and administrators will demonstrate
proficiency in the use of School Loop or Edline.

demonstrate proficiency in the use of School Loop or Edline.




School Loop usage records Annually Director of Technology
in June
Training sign in sheets Semi- Director of Technology
annually
in
January
and June
Implementation Plan
Person(s)
Responsible
New teachers are development and implementation of
District
trained in the all activities and accomplishments
Technology
usage of home- 2009- monthly and report progress at
Coordinator,
school 2012 regular district/site administration
Technology
communication meetings. Modifications to our
Coordinators
tools. district activities will be made as
needed in order to ensure that we
meet or exceed measurable
objectives.
Train department development and implementation of
District
chairs as experts all activities and accomplishments
Technology
in the usage of 2009- monthly and report progress at
Coordinator,
home-school 2010 regular district/site administration
Technology
communication meetings. Modifications to our
Coordinators
tools. district activities will be made as
objectives.
Provide ongoing
development and implementation of
training and
all activities and accomplishments
support in the
2010- Department monthly and report progress at
usage of home-
2011 Chairs regular district/site administration
school
meetings. Modifications to our
communication
district activities will be made as
tools.
objectives.
Teachers will use Site
School Loop or Technology
School Loop and Edline usage
Edline to Coordinators
Ongoing statistics.
communicate with and District
students and Technology
parents Coordinator
Teachers and
administrators will Site Training sign in sheets and
be trained in the Ongoing Technology improvement in teachers’ proficiency
use of School Coordinators using the EdTech Profile.
Loop or Edline
4c. Description of the process that will be used to monitor the Professional
Development (Section 4b) goals, objectives, benchmarks and planned
implementation activities including roles and responsibilities.
Currently, the SMUHSD uses a Peer Assistance and Review method of

evaluating teachers. As part of this process, a panel made up of teachers and
administrators, review and modify the standards used to evaluate teachers.
SMUHSD Standard 3.5 states, “Teachers will use materials, resources and
technologies to make the subject matter accessible to students.” Evidence of
these practices will become part of each teacher’s professional teaching portfolio.
New teachers, as they enter the SMUHSD, go through a two year Beginning
Teacher Support and Assessment program (BTSA), specifically to meet
Standard 16. As part of this program, teachers develop personalized plans to
guide their professional development. Integration of technology into their
teaching repertoire is a requirement of this program.
At the end of each school year, SMUHSD teachers complete the EdTech Profile,
which provides valuable feedback in the need for additional professional
development activities. The district Technology Coordinator, who is responsible
for technology professional development, can use the data generated from these
surveys to address success of the current professional development program
and the needs for future activities of district teachers.
5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND
SOFTWARE COMPONENT
5a. Describe the existing hardware, Internet access, electronic learning

resources, and technical support already in the district that will be used to
support the Curriculum and Professional Development Components
(sections 3 & 4) of the plan.
The SMUHSD is a 7 school district that is interconnected to a district network

operations center (NOC). Each campus connects to the district NOC through a
variety of leased lines varying in bandwidth from 3.0 to 6.0 mbps. The District
NOC is connected to the Internet through a T3 (44.7 mbps) connection to the
County Office of Education. The district is currently in the initial fact-finding
stages to identify current and future bandwidth needs for the district schools.
The SMUHSD has recently completed an initial phase of modernization of all
district schools, as part of this program, a new Voice over Internet Protocol
(VoIP) phone system was installed and new networking equipment was installed
at all school sites. Through this initial round, all modernized facilities had
Category 6 cable installed and the required infrastructure to install wireless
access points in the future. Presently, the district is entering a second round of
modernization and will be upgrading the network access in areas that were not
addressed in the initial round of modernization.
All of the schools in the SMUHSD have a variety of technology assets available
to students and staff. Each campus has at least two servers to manage data for
Administrators, Teachers, Staff and Students. Everyone using the technology
assets of the SMUHSD must authenticate themselves through a Novell NetWare
system. The current student to computer ratio is 4.1 to 1, yet this number
fluctuates between 2.9 to 1 and 5.0 to 1 dependent upon the school. As you can
see from the Computer Age chart below, the technology assets of the SMUHSD
have reached an age where a large scale overhaul of district computers is
necessary. Each comprehensive high school is supported through a full-time
Technology Support Specialist and a period per day release time by a
Technology Coordinator. At the present time the district is evaluating different
options to retire and replace technology assets.
As part of this process, Technology Coordinators will work with the district
administration to develop a policy and a funding plan that will provide an
equitable and on-going replacement program for all SMUHSD schools.
Each school has the autonomy to employ different electronic learning resources
to meet the learning needs of their students. The current types of electronic
learning resources range from installed managed learning systems to stand
alone applications and Internet based resources. Managed learning systems like
PLATO, and CCC Reading Development software are in use at two schools.
(San Mateo and Capuchino) All schools have access to stand alone applications
like Green Globs and Graphing Equations, Fathom and Geometer’s Sketch Pad.
All schools also have access to subscription based resources like; Encyclopedia
Britannica, World Book Encyclopedia and Web Feet.
Each SMUHSD school employs traditional computer applications in their subject

areas. Teachers at all schools require students to word process formal reports
and use other applications for students to apply the skills taught in class.
Search
Word
Message Strategies Web Pages /
Academic Processing Spreadsheets
Boards / and Presentation
Discipline / Report / Databases
e-mail Evaluating Software
Authoring
Web Sites
Art X X X X
English X X X X
Mathematics X X X X
Physical
X X X X
Education
Science X X X X X
Social
X X X X
Science
World
X X X X
Languages
5b. Describe the technology hardware, electronic learning resources,
networking and telecommunications infrastructure, physical plan
modifications, and technical support needed by the district’s teachers,
students, and administrators to support the Curriculum and Professional
Development Components of the plan.
The SMUHSD, through its modernization program has met many of the
infrastructure and internal networking needs. The most pressing need for
Administrators, Teachers, Staff and Students is greater bandwidth to access the
electronic resources within and outside the SMUHSD network. As teachers and
students have expanded their use of technology the need for additional
bandwidth has risen significantly. The SMUHSD is in the process of a fact-
finding process to develop a process to expand the available bandwidth to
SMUHSD schools. Opt-e-man and other services are currently under
consideration by the SMUHSD to increase the available bandwidth to SMUHSD
schools.
The professional development program to support the access to the electronic

learning resources will take on a variety of forms, including: wiki's, video,
podcasts, face to face sessions and hands-on training. District Technology
Coordinators and other resources will provide access to these resources at their
specific school, as well as providing access to professional development
programs at home via the Internet. As the amount of electronic learning
resources continues to expand, the SMUHSD is in the process of investigating
storage and presentation options for these resources, including Google Apps for
Your Domain and purchasing additional servers to host video, podcasts and
other online materials to make them accessible to teachers and students during
and after the school day.
As part of the most recent bond measure (Measure M) passed by local voters,
the district is in the process of investigating the use of these funds to replace
outdated hardware. It is anticipated that the district may be able to fund
approximately $200,000 per year from this source.
5c. List of clear annual benchmarks for obtaining the hardware,

infrastructure, learning resources and technical support required to
support the other plan components.
Implementing the curriculum and professional growth components of this plan

requires a variety of technologies and technology resources which are described
below. Provisions of this section will be analyzed on a priority basis relating to
available funding resources.
Infrastructure and Networking:
Recommended Timeline Person(s) Monitoring and

Actions/Activities Responsible Evaluation
Upgrade of School infrastructure 2008- Director of School Survey of
with Cat 6 cabling 2011 Technology cabling to each
classroom
Increase available bandwidth to 2008 in Director of Bandwidth
each school site and from the June/July Technology, surveys for
district to the County Office of Technology connections to
Education. Management each school site
Group and from the
district survey
Install wireless access points in 2008- Director of Site survey of all
all SMUHSD libraries. 2009 Technology SMUHSD schools
and District for available
Technology wireless
Coordinator connections.
Collect usage
statistics.
Hardware and Electronic Resources:

Annual 2009-2012 Benchmark:
This plan is revised annually through each school’s ‘Single Plan for Student
Achievement.’
Recommended Timeline Person(s) Monitoring and

Actions/Activities Responsible Evaluation
District computers will be 2008- Director of Survey of school
replaced annually based on 2011 in Technology, computers to
computer age and the June District decrease student
requirements of the software Technology to computer ratio
used in each location guided by Coordinator, to 4.5 to 1 district-
our replacement policy. Site wide
Technology
Coordinators
Purchase additional routers and 2010 in Director of Survey of each
switches to provide network June Technology school site to
access to all teaching facilities document
available
connections.
Purchase and maintain 2008- Director of Document
subscriptions to online 2012 Curriculum subscriptions of
databases, parent-teacher Services, electronic learning
communication tools and District resources at each
electronic resources Technology school site.
Coordinator
Tech Support:
Annual 2009-2012 Benchmark:
Each school has a Technology Coordinator with a single period of release time
daily to coordinate the use of technology and assess future needs. Each school
also has a full time Technology Support Specialist to maintain the technology
5d. Describe the process that will be used to monitor Section 5b & the
annual benchmarks and timeline of activities including roles and
responsibilities.
The SMUHSD will on an annual basis, as part of the CBEDS enrollment data and
Annual State Technology Survey, inventory and review the technology assets of
the district. The site Technology Coordinators will meet to review progress
toward the annual benchmarks set forth in this Tech Plan and the current status
of district technology assets. Technology Coordinators will identify district needs
for the coming year and report back to the Associate Superintendent for
Curriculum Services. The Director of Technology, District Technology
Coordinator, Associate Superintendent for Curriculum Services and the Director
of Curriculum Services (Tech Management Group) will review the
recommendations of the Technology Coordinators and create a priority list of
activities for the coming school year. Projects on the priority list will be funded
based on available district funding sources.
The Technology Coordinator at each school site, in collaboration with the District
Technology Coordinator and Technology Support Specialist will implement
projects at their respective school sites. As part of this process, the site
Technology Coordinator will report back to the Technology Coordinators
Committee annual progress toward annual benchmarks and implementation
projects.
August – Start projects for the current school year. Technology Coordinators
and the District Technology Coordinator will review timeline and implementation
toward completing projects and meeting benchmarks.
October – CBEDS initial inventory competed and submitted to the Director for
Curriculum Services. Initial progress report toward annual benchmarks and
current year projects submitted by site Technology Coordinators.
December – Mid year status report on annual benchmarks and current year
projects completed and submitted to the District Technology Coordinator.
February – Report on the status of current year projects and progress toward
annual benchmarks by site Technology Coordinators to the Technology
Coordinators Committee.
March – Review of current inventory by each school site as identified by the

EdTech Survey. Proposals for projects to be undertaken during the next school
year submitted to Technology Coordinators Committee.
April – Final report on the status of current year projects and progress toward
benchmarks to be submitted to Associate Superintendent for Curriculum
Services. Tech
May – Finalization of projects to be undertaken during the next school year and
report back from Tech Management Group.
6. FUNDING AND BUDGET COMPONENT
6a. List of established and potential funding sources and cost savings,
present and future.
The SMUHSD is currently looking into a variety of funding sources to retire and
replace technology assets. Potential sources include Measure M bond monies
and reallocation of current district resources. The district has already seen
significant cost savings in their telephone bills through the implementation of a
Voice-Over-Internet-Protocol (VoIP) phone system. The district, through the
transition of a new Superintendent is in the process of investigating new funding
sources and redefining district priorities relating to technology services and
infrastructure.
The reallocation of Measure M funds has been identified as one potential funding
source, particularly to purchase new hardware to modernize the districts aging
fleet of computers. The K-12 Voucher program is another potential source of
funding to replace aging hardware and update existing software applications.
Currently, all seven high schools are eligible for K-12 Voucher monies. E-rate
funding has not traditionally been available to the SMUHSD, we have been using
the California Teleconnect Fund to provide access to the County Office of
Education. EETT funding has been available, but is limited because of the low
percentage of students qualifying for free or reduced lunch.
6b. Estimate implementation costs for the term of the plan (3-5 years).
Component 2008- 2009- 2010- 2011-

Possible
2009 2010 2011 2012
Funding
Source
Curriculum $10,000 $10,000 $10,000 $10,000 General Fund /
Instructional
Services
Department
Professional $15,000 $15,000 $15,000 $15,000 EETT Funding
Development and General
Fund
Infrastructure $50,000 $50,000 $50,000 $50,000 General Fund /
Bond
Revenues
Hardware $200,000 $200,000 $200,000 $200,000 General Fund
and Bond
Revenues
Electronic $25,000 $25,000 $25,000 $25,000 General Fund
Resources and Parent
Groups
Technical $240,000 $240,000 $240,000 $240,000 General Fund
Support
6c. Description of the district’s replacement policy for obsolete equipment.
Computers will be replaced based upon the age and the software used on each
machine. The district replacement policy is based on available funds. As funds
for replacement become available, the oldest and most obsolete computers are
replaced. The SMUHSD has identified Measure M bond revenues and K-12
Voucher funding as potential sources of revenue to replace obsolete equipment.
All seven of the SMUHSD schools are eligible for K-12 Voucher monies, the
Technology Coordinators council, working with the district Curriculum Services
department, is developing a process to spend these funds to improve the current
status district hardware and software. It is hoped that all district hardware will be
replaced over the next three to four years. On page 37 of this plan contains a
graphic charting out the age of computers in the SMUHSD.
6d. Describe the process that will be used to monitor Ed Tech funding,
implementation costs and new funding opportunities and to adjust budgets
as necessary.
The Director of Technology manages the budget for all infrastructure purchases
relating to technology. On an ongoing basis, the Director works with the
Associate Superintendent for Business Services to develop a budget for
infrastructure purchases for each academic year. At each school site, the
Technology Coordinator works with the school principal to develop a school site
technology plan, which becomes a component of the ‘Single Plan for Student
Achievement.’
Each school develops their own technology budget based on their ‘Single Plan
for Student Achievement’ and funding from their own sources. These funding
sources could be grants, School Improvement Program monies or parent
donations / gifts to the schools. Capuchino High School receives monies from
the School Improvement Program and from a Specialized Secondary Program
grant. Aragon, Burlingame and Mills High Schools have replaced some aging
hardware through parent donations. San Mateo High School has replaced some
hardware using funding from the San Mateo High School Foundation. Hillsdale
High School has used monies from their Smaller Learning Communities grant to
purchase some new hardware.
This document is reviewed annually by the School Site Council (SSC) at each
school. The SSC has representation from students, teachers, administrators,
classified staff and community members. The SSC can also change and modify
the funding request of the school. The ‘Single Plan for Student Achievement’ is
also a component of the School Accountability Report Card. (SARC)
7. MONITORING AND EVALUATION COMPONENT
The District Technology Coordinators will provide overall coordination and
oversight of the technology planning process. Coordination will include the
implementation of goals and objectives set forth in this plan to integrate
technology to meet core curriculum goals. Oversight of the plan will include
monitoring of implementation activities to enable adjustments to be made as
needed in order to provide a learning environment that enables students to
achieve 21st century skills. The Director of Technology and Technology
Coordinators will provide information and oversight to guide the infrastructure
plan and issues. The Associate Superintendent for Business Services and staff
will provide coordination and oversight of technology funds and budget issues.
Site principals will provide site-based updates on tech plan implementation and
needs; site based training support; input on efforts, outcomes and needs to
support implementation of the plan to meet district curricular goals. This
educational technology plan is meant to be a “living” document that will guide
district decision making over the three-year duration of the plan. It will be
monitored, evaluated and revised by the district technology committee as
needed. The revised plan will be presented to the board of trustees annually.
7a. Describe the process for evaluating the plan’s overall progress and
impact on teaching and learning.
Every effort will be made to collect relevant “hard” or objective data that can be
documented, referenced and reviewed. In the case of monitoring and evaluation
our district technology plan, such data will include (but will not be limited to):
- Surveys
- Classroom observations
- Academic performance data
- Sociological data
- CBEDS data
- CELDT Data
- Local benchmarks in DataDirector
- Technology inventory data
- Correlations to State or National standards
- Teacher proficiency data
- Professional development evaluation data
- Documentation of staff development plans & objectives
7b. Schedule for evaluating the effect of plan implementation.
The District Technology Coordinators meet monthly to review progress in

meeting technology plan benchmarks for each goal and objective in sections 3-5.
The Technology Coordinators make recommendations for modifications to the
plan as needed. The plan is revisited and modified on an annual basis. Site
administrators and site technology facilitators will be part of the evaluation team.
When midcourse corrections are necessary, the Director of Technology and site
Technology Coordinators will have the authority to request, approve and allocate
resources to effect change in technology initiatives.
7c. Describe the process and frequency of communicating evaluation

results to tech plan stakeholders.
Information obtained through monitoring and evaluation of this plan will be used
to do the following:
- Update the technology plan
- Inform district decision makers and stakeholders
- Make technology purchase recommendations (including hardware,
software and infrastructure
- Guide the adoption of emerging technologies
- Integrate technology into single site plans for the coming year
- Plan future technology professional development
- Determine technical support needs
The District Technology Coordinator will prepare an implementation status report

on the progress toward the plan goals and the completion of activities and will
submit the report and budget recommendations. This report will be forwarded to
the Superintendent and the Technology Management Group. It will also be used
to prioritize future technology spending.
8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT
LITERACY PROVIDERS TO MAXIMIZE THE USE OF
TECHNOLOGY
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 San Mateo Union High School District is a medium-sized, suburban union
high school district. The SMUHSD Adult School is operated as an adjunct to the
SMUHSD and does provide some adult literacy services. The SMUHSD Adult
school has representation on the SMUHSD Technology Coordinators group and
regularly coordinates with several SMUHSD schools. Several schools in the
SMUHSD also have Regional Occupational Program (ROP) classes on their
campuses. The SMUHSD and ROP work closely with each other to provide
services to adults in the community.
The San Mateo Community College District offers Adult Computer Literacy
Courses open to adults in our community. Eligibility requirements are that the
participants are eighteen years old. Courses offered include a variety of
computer literacy classes to assist participants in acquiring basic proficiency to
more advanced learning. Support for Spanish-speaking community members and
community members with special needs are available.
9. EFFECTIVE, RESEARCHED-BASED METHODS AND
STRATEGIES
9a. Summarize the relevant research and describe how it supports the
plan’s curricular and professional development goals.
The goals, objectives, benchmarks and timelines presented or described in the

previous sections of the plan are derived from proven strategies and methods for
student learning, teaching and technology management and are based on
relevant research and effective practices. The SMUHSD, through the
Technology Coordinators council, teachers and administrators contribute to this
process by piloting new initiatives and modeling best practices. The research
supports three major SMUHSD initiatives: the academic core, the 7-period day
and the development of new courses that support the application of skills learned
in the academic core. The integration of technology enhances each of these
initiatives and allows teachers greater flexibility in delivering the subject matter to
students. Another byproduct has been increased teacher collaboration, which
was identified and a goal of the 7-period day.
Technology Planning
The CEO Forum on Education and Technology (2001) studied the impact of
technology over a five-year period to inform educational decision makers about
effective uses of educational technology. The CEO Forum report recommends
that schools develop strategic technology and educational plans that ensure
alignment across the curriculum, learning standards and objectives. “Technology
can have the greatest impact when integrated into the curriculum to achieve
clear, measurable educational objectives.” The CEO Forum included 21st
Century Skills as a “new set of skills necessary to prepare students for life and
work in the digital age. These skills include digital literacy, inventive thinking,
effective communication and high productivity abilities.” CEO Forum on
Education and Technology, June 2001. The CEO Forum School Technology and
Readiness Report: Key Building Blocks for Student Achievement in the 21st
Century. Retrieved August 27, 2007 from
http://www.ceoforum.org/downloads/report4.pdf
1. Service Learning Projects

Michigan Learn and Serve Study (Billig & Klute, 2003; Klute & Billig,
2002)
• Service-learning students in Grades 7-12 reported more cognitive
engagement in English/language arts (e.g., paying more attention to
schoolwork, putting forth effort) than non-participants.
• For students in Grades 2-5, students who participated in service-learning
reported greater levels of behavioral, affective, and cognitive engagement
in school than their nonparticipating peers, showing statistically significant
differences in the effort they expended, paying attention, completing
homework on time, and sharing what they learned with others.
• Service-learning students in the 5th grade demonstrated significantly
higher test scores on the state assessment than their nonparticipating
peers in the areas of writing, total social studies, and three social studies
strands: historical perspective, geographic perspective, and
inquiry/decision making.
• The two aspects of service-learning that were most closely associated
with positive results were linkage with curriculum and direct contact with
those being served. (Meyer, Hofschire, & Billig, 2004)
• On the MEAP, 5th-grade service-learning students outperformed their
non-participating counterparts on the overall science and social studies
scores.
• For older students, significant differences were found for three of the
nine student engagement variables.
• Aspects of program quality, such as teacher ratings of service-learning
quality, student ratings of their service learning experiences, and
indicators of service-learning quality moderated the impact of service-
learning.
New England CO-SEED Sites (Klute, 2002)

• RMC Research evaluated a service-learning program focused on the
environment in several New England schools.
• Participating students showed that sixth grade service-learning
participants in New Hampshire demonstrated statistically significant gains
in achievement scores on state assessments relative to their own
performance in the past.
• Vermont 6th-grade and 2nd-grade students scored higher in reading and
word analysis though the data were not statistically significant. No
differences were found for students in other grade levels.
The SMUHSD, with the introduction of the 7-period day and the partnerships it
has established with other educational entities (Regional Occupational Program
and Community College District) has created space in student schedules to allow
them to enroll in additional courses which provide service learning opportunities.
Many of the new courses established in the SMUHSD over the past several
years have included a service learning component, where students are
responsible for following a production schedule and working collaboratively.
Many of these courses (Art of Video, Digital Animation, Computer Systems
Design, Art and Multimedia and Cisco Networking) combine service learning with
technology skills acquisition. Through this process, students are able to develop
professional/academic portfolios of their work, which they can use to springboard
themselves into the work force.
2. Professional Development/Teaching
Teaching with Technology: Creating Student-Centered Classrooms
(Apple Classrooms of Tomorrow [ACOT]) Judith
Haymore Sandholtz, Cathy Ringstaff, David C. Dwyer, Apple Computer,
Inc. (1997)
Findings from the first 10 years of the project include:
• As teachers became more comfortable and competent with the
technology, they began working in teams and across disciplines.
• Classrooms became a mix of traditional and constructivist
instruction.
• Students became more collaborative.
• Teachers altered their classrooms and daily schedules to permit
students more time to work on projects.
• Teachers began to develop new forms of assessment that were
performance- and portfolio based.
• Technology encouraged student-centered, cooperative learning.
• Technology often inspires teachers to use more complex tasks
and materials in their instruction
• The influence of technology on teaching and learning occurs over
an extended period of time.
Changing how and what children learn in school with computer-

based technology.
Teachers are motivated to develop their own technology skills when
professional development links technology applications to specific
curriculum goals. A literature review by Roschelle et al., [2000] reports that
"numerous literature surveys link student technology achievement to
teachers' opportunities to develop their own computer skills" (p.90). A
system of support and reinforcement that embeds the use of technology
"in a broader education reform movement"(p.76) is critical to a school's
capacity to change. Roschelle, et al. also identify the ways technology
contributes to relations among teachers: By networking with mentors and
other teachers electronically, teachers can overcome the isolation of the
classroom, share insights and resources, support one another's efforts,
and engage in collaborative projects with similarly motivated teachers
(p.91).
Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B.
M. Children and Computer Technology, (2000). 10(2), 76–101. Retrieved
April 9, 2002, from http://www.futureofchildren.org/pubs-info2825/pubs-
info.htm?doc_id=69787
A Critical View of Technology-Enhanced Learning and Instruction In

the Digital Age. Kinshuk, Demetrios G. Sampson, Pedro Isaías, J.
Michael Spector, Lynne Schrum Journal of Research on Technology in
Education, Vol 40, Fall 2007.
Technology In The Schools: What the Research Shows (2006)
Technology does provide a small, but significant, increase in learning
when implemented with fidelity. While this statistic is encouraging, the real
value lies to research lies in the identification of those technology
interventions that get sufficiently positive results to warrant the investment.
Most educators are looking for the value proposition that will significantly
advance learning, teaching, and school system efficiencies. Taking
advantage of these leverage points requires serious review of specific
research studies that specifically address the needs and challenges of
specific schools and serious attention paid to leadership development,
professional development for teachers, school culture, curricular redesign,
and teacher preparation. Metiri Group – commissioned by Cisco System
2006
http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsR
eport.pdf
Classroom Instruction That Works: Research-Based Strategies for

Increasing Student Achievement.
Research into which teaching strategies raise student outcomes allows
teachers to operate at advanced levels of effectiveness (Marzano, 2003;
Marzano, Pickering, and Pollock, 2001).
EnGauge 21st Century Skills: Literacy in the Digital Age

Lemke, Cheryl, etal. (2003), North Central Regional Educational
Laboratory: Retrieved from http://www.meteri.com on
August 30, 2006.
3. Students and Technology

The digital disconnect: The widening gap between internet-savvy
students and their schools.
A study of the attitudes of Internet-using public middle and high school
students toward “use of the Internet for schoolwork and the broader
learning that can take place online.” Levin, D, & Arafeh, S. (2002)
American Institutes for Research for Pew Internet & American Life Project.
Washington, DC. Retrieved January 3, 2003, from:
http://www.pewinternet.org/PPF/r/67/report_display.asp
Why use technology?

Technology can foster an increase in the quantity and quality of students'
thinking and writing. Productivity tools such as databases, spreadsheets,
computer-assisted design, graphics programs and multimedia authoring
programs (programs for creating computer-based presentations or
lessons) allow students to independently organize, analyze, interpret,
develop, and evaluate their own work. Several features of word
processors seem to reduce the phobia often associated with writing and
enable high school graduates to be proficient at accessing, evaluating,
and communicating information. Educational technologies can, by design,
provoke students to raise searching questions, enter debates, formulate
opinions, engage in problem solving and critical thinking, and test their
views of reality. Educational Leadership, 51(7), 11-15. Retrieved February
5, 2003, from http://www.ascd.org/readingroom/edlead/9404/peck.html
During the investigation of expanding the SMUHSD schedule to a 7-period day

was the benefit of embedding additional time within the school day for teachers
to collaborate and participate in professional development activities. In many
cases teachers have established interdisciplinary ‘learning teams,’ where cohorts
of students have been grouped and shared with a small team of teachers.
Hillsdale High School has established ‘Smaller Learning Communities’ on a
campus wide level, while other schools have grouped students in different ways.
Capuchino High School’s Global Communications program, which has a
technology skills emphasis, is one example of a cohort of students sharing a
small team of teachers. Teachers through the process of collaboration and
additional professional development time have been able to collaborate on
educational activities which integrate technology into the curriculum. This
process will create a supportive environment for the infusion of technology into
the current courses offered in the SMUHSD.
9b. Describe the district’s plans to use technology to extend or supplement

the district’s curriculum with rigorous academic courses and curricula,
including distance learning technologies (particularly in areas that would
not otherwise have access to such courses or curricula due to
geographical distances or insufficient resources).
Technology is often used to assist in the delivery of academic content: broadcast

television, virtual field trips, podcasts, wikis, blogs and web sites are all used to
assist students in meeting state and district core curriculum standards.
Virtual Field Trips and Teleconferencing

The availability of free teleconferencing software like, Skype, make the world at
large much more accessible to students and teachers. Projects like the ‘Flat
Classroom Project,’ a collaboration between a classroom in the United States
and another in Bangladesh bring far greater depth and richness to the
curriculum. Currently, the Global Communications course at Capuchino High
School is piloting the use of these technologies and is planning a ‘Flat
Classroom’ project with a class in Italy during the Spring 2008 semester. As
more is learned about these tools, the SMUHSD Technology Coordinators will
develop professional development activities to assist teachers in using these
tools.
Podcasts, Wikis, Blogs and Web sites
Teachers are increasingly using podcasts, wikis, blogs, and web sites to deliver
and support academic learning. These resources provide students with access to
real-time data, resource links and opportunities for critical thinking and
application of 21st century skills. Many teachers have modeled the use of these
technologies for their students by creating blogs and podcasts to disseminate
information and instructions to their classes. As teachers become more
comfortable with using 21st Century tools, the amount of integration will rise
dramatically. The SMUHSD is supporting this through different Technology
Integration sessions offered twice annually.
.
San Mateo Union High School District
1. PLAN DURATION Page in Plan Example of Adequately

CRITERION Addressed
The plan should guide the The technology plan describes
district’s use of education 4 the districts use of education
technology for the next three to technology for the next three to
five years. (For a new plan, can five years. (For new plan,
include technology plan description of technology plan
development in the first year) development in the first year is
acceptable).
Specific start and end dates are
recorded (7/1/xx to 6/30/xx).
2. STAKEHOLDERS Page in Plan The planning team consisted of

CRITERION representatives who will
Corresponding EETT 5 implement the plan. If a variety
Requirement(s): 7 and 11 of stakeholders did not assist
(Appendix D). with the development of the
plan, a description of why they
were not involved is included.
3. CURRICULUM Page in Plan Example of Adequately
COMPONENT CRITERIA Addressed
Corresponding EETT 6
Requirement(s): 1, 2, 3, 8,
10, and 12 (Appendix D).
a. Description of the The plan describes the typical
district’s current use of frequency and type of use
hardware and software to 6 (technology skills/information
support teaching and literacy/integrated into the
learning. curriculum).
b. Summary of the district’s The plan summarizes the
curricular goals that are district’s curricular goals that
supported by this tech 6 are supported by the plan and
plan. referenced in district
document(s).
c. List of clear goals, The plan delineates clear
measurable objectives, goals, measurable objectives,
annual benchmarks, and annual benchmarks, and a
an implementation plan 8 clear implementation plan for
for using technology to using technology to support
improve teaching and the district’s curriculum goals
learning by supporting and academic content
the district curricular standards to improve learning.
goals.
d. List of clear goals, The plan delineates clear

measurable objectives, goal(s), measurable
annual benchmarks, and objective(s), annual
an implementation plan benchmarks, and an
detailing how and when 11 implementation plan detailing
students will acquire the how and when students will
technology skills and acquire technology skills and
information literacy skills information literacy skills.
needed to succeed in the
classroom and the
workplace.
e. List of goals and an The plan describes or
implementation plan that delineates clear goals outlining
describe how the district how students will learn about
will address the the concept, purpose, and
appropriate and ethical 12 significance of the ethical use
use of information of information technology
technology in the including copyright, fair use,
classroom so that plagiarism and the implications
students can distinguish of illegal file sharing and/or
lawful from unlawful uses downloading (as stated in AB
of technology and 307).
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 tech plan, required in
all tech plans 2008-09 and
after)
f. List of goals and an The plan describes or
implementation plan that delineates clear goals outlining
describe how the district how students will be educated
will address Internet about Internet safety (as
safety, including how to 14 stated in AB 307).
protect online privacy and
avoid online predators.
(AB 307, optional in 2007-
08 tech plan, required in
all tech plans 2008-09 and
after)
g. Description of or goals The plan describes the policy
about the district policy or or delineates clear goals and
practices that ensure measurable objectives about
equitable technology 16 the policy or practices that
access for all students. ensure equitable technology
access for all students. The
policy or practices clearly
support accomplishing the
plan’s goals.
h. List of clear goals, The plan delineates clear
an implementation plan to benchmarks, and an
use technology to make 19 implementation plan for using
student record keeping technology to support the
and assessment more district’s student record-
efficient and supportive of keeping and assessment
teachers’ efforts to meet efforts.
individual student
academic needs.
i. List of clear goals, The plan delineates clear
an implementation plan to 19 benchmarks, and an
use technology to implementation plan for using
improve two-way technology to improve two-
communication between way communication between
home and school. home and school.
j. Describe the process that The monitoring process, roles,
will be used to monitor and responsibilities are
the Curricular Component described in sufficient detail.
(Section 3d-3j) goals, 21
objectives, benchmarks,
and planned
implementation activities
including roles and
responsibilities.
4. PROFESSIONAL Page in Plan Example of Adequately
DEVELOPMENT Addressed
COMPONENT CRITERIA 24
Corresponding EETT
Requirement(s): 5 and 12
(Appendix D).
a. Summary of the teachers’ The plan provides a clear
and administrators’ summary of the teachers’ and
current technology administrators’ current
proficiency and 24 technology proficiency and
integration skills and integration skills and needs for
needs for professional professional development. The
development. findings are summarized in the
plan by discrete skills that
include CTC Standard 9 and 16
proficiencies.
b. List of clear goals, The plan delineates clear
an implementation plan benchmarks, and an
for providing professional 29 implementation plan for
development providing teachers and
opportunities based on administrators with sustained,
your district needs ongoing professional
assessment data (4a) and development necessary to
the Curriculum reach the Curriculum
Component objectives Component objectives
(Sections 3d through 3j) (sections 3d through 3j) of the
of the plan. plan.
c. Describe the process that The monitoring process, roles,
the Professional described in sufficient detail.
Development (Section 4b) 36
goals, objectives,
benchmarks, and planned
implementation activities
including roles and
responsibilities.
5. INFRASTRUCTURE, Page in Plan Example of Adequately
HARDWARE, TECHNICAL Addressed
SUPPORT, AND
SOFTWARE COMPONENT 37
CRITERIA
Corresponding EETT
(Appendix D).
a. Describe the existing The plan clearly summarizes
hardware, Internet access, the existing technology
electronic learning hardware, electronic learning
resources, and technical resources, networking and
support already in the 37 telecommunication
district that will be used infrastructure, and technical
to support the Curriculum support to support the
and Professional implementation of the
Development Curriculum and Professional
Components (Sections 3 Development Components.
& 4) of the plan.
b. Describe the technology The plan provides a clear
hardware, electronic summary and list of the
learning resources, technology hardware,
networking and electronic learning resources,
telecommunications 39 networking and
infrastructure, physical telecommunications
plant modifications, and infrastructure, physical plant
technical support needed modifications, and technical
by the district’s teachers, support the district will need to
students, and support the implementation of
administrators to support the district’s Curriculum and
the activities in the Professional Development
Curriculum and Components.
Professional Development
Components of the plan.
c. List of clear annual . The annual benchmarks and
benchmarks and a timeline are specific and
timeline for obtaining the realistic. Teachers and
hardware, infrastructure, 39 administrators implementing
learning resources and the plan can easily discern
technical support what needs to be acquired or
required to support the repurposed, by whom, and
other plan components as when.
identified in Section 5b.
d. Describe the process that The monitoring process, roles,
Section 5b & the annual described in sufficient detail.
benchmarks and timeline 40
of activities including
roles and responsibilities.
6. FUNDING AND BUDGET Page in Plan Example of Adequately
COMPONENT CRITERIA Addressed
Corresponding EETT
Requirement(s): 7 & 13, 43
(Appendix D)
a. List established and The plan clearly describes
potential funding sources. resources that are available or
43 could be obtained to implement
the plan.
b. Estimate annual Cost estimates are reasonable
implementation costs for and address the total cost of
the term of the plan. ownership, including the costs
43 to implement the curricular,
professional development,
infrastructure, hardware,
technical support, and
electronic learning resource
needs identified in the plan.
c. Describe the district’s Plan recognizes that equipment
replacement policy for will need to be replaced and
obsolete equipment. 44 outlines a realistic replacement
plan that will support the
Curriculum and Professional
Development Components.
d. Describe the process that The monitoring process, roles,
will be used to monitor Ed and responsibilities are
Tech funding, described in sufficient detail.
implementation costs and 44
new funding opportunities
and to adjust budgets as
necessary.
7. MONITORING AND Page in Plan Example of Adequately
EVALUATION Addressed
COMPONENT CRITERIA
Corresponding EETT 46
Requirement(s): 11
(Appendix D).
a. Describe the process for The plan describes the process
evaluating the plan’s for evaluation using the goals
overall progress and 46 and benchmarks of each
impact on teaching and component as the indicators of
learning. success.
b. Schedule for evaluating Evaluation timeline is specific
the effect of plan 46 and realistic.
implementation.
c. Describe the process and The plan describes the process
frequency of and frequency of
communicating 47 communicating evaluation
evaluation results to tech results to tech plan
plan stakeholders. stakeholders.
8. EFFECTIVE Page in Plan Example of Adequately
COLLABORATIVE Addressed
STRATEGIES WITH ADULT
LITERACY PROVIDERS TO 48
MAXIMIZE THE USE OF
TECHNOLOGY CRITERION
Corresponding EETT
Requirement(s): 11
(Appendix D).
If the district has identified The plan explains how the
adult literacy providers, program will be developed in
describe how the program collaboration with adult literacy
will be developed in 48 providers. Planning included or
collaboration with them. (If will include consideration of
no adult literacy providers collaborative strategies and
are indicated, describe the other funding resources to
process used to identify maximize the use of
adult literacy providers or technology. If no adult literacy
potential future outreach providers are indicated, the
efforts.) plan describes the process
used to identify adult literacy
providers or potential future
outreach efforts.
9. EFFECTIVE, Page in Plan Example of Adequately
RESEARCHED-BASED Addressed
METHODS, STRATEGIES,
AND CRITERIA 49
Corresponding EETT
(Appendix D).
a. Summarize the relevant The plan describes the relevant
research and describe research behind the plan’s
how it supports the plan’s design for strategies and/or
curricular and 49 methods selected.
professional development
goals.
b. Describe the district’s The plan describes the process
plans to use technology the district will use to extend or
to extend or supplement supplement the district’s
the district’s curriculum curriculum with rigorous
with rigorous academic 53 academic courses and
courses and curricula, curricula, including distance
including distance- learning opportunities
learning technologies. (particularly in areas that would
not otherwise have access to
such courses or curricula due
to geographical distances or
insufficient resources).

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Appendix J – Technology Plan Contact Information

Education Technology Plan Review System (ETPRS)

County & District Code: 41 - 69047

Please provide backup contact information.

*Required information in the ETPRS

District Summary and Plan Duration (Criteria Item 1) ......................... 4

Stakeholders Involvement (Criteria Item 2) .......................................... 5

Curriculum Driven Technology Goals

Professional Development and Implementation

Infrastructure, Hardware, Technical Support, and Software

Funding and Budget

Monitoring and Evaluation

Effective Collaborative Strategies With Adult Literacy Providers to

Effective, Research-Based Methods, Strategies, and Criteria

Appendix C: Criteria for EETT Funded Education Technology Plans 55

Having a current State-certified technology plan qualifies the district to receive

Technology also serves as a tool to dramatically improve the presentation,

Having a current State-certified technology plan qualifies us to receive Federal

- Dominic Bigue, Technology Coordinator, Capuchino High School

As part of the process, stakeholders created a public collaborative document,

3a. Description of teachers’ and students’ current access to technology

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

The use of technology by teachers increases annually. Technology tools have

The use of technology tools supports student learning in a variety of ways.

Table 1: Teacher’s Use of Technology Tools

In 2004-05, the SMUHSD moved to a new academic core to support the

To support student achievement and the Academic Core, the SMUHSD

In 2000, the voters passed an initial District Modernization Bond (Measure D) to

The SMUHSD, in collaboration with the Regional Occupational Program (ROP),

To coordinate school site and district goals there is a Technology Coordinators

3e. List of clear goals, measurable objectives, annual benchmarks, and an

3h. Describe district policy, practices or goals that ensure equitable

Currently, language learners' access to technology resources is limited due to the

3i. List clear goals, measurable objectives, annual benchmarks, and an

The SMUHSD has recently purchased the DataDirector information management

Objective 5.1: All staff (Teachers, Administrators and other certificated

Measure Date Person responsible

Person(s) Monitoring &

3j. List clear goals, measurable objectives, annual benchmarks, and an

The SMUHSD provides tools to allow parents, teachers and students to

Goal 6: Teachers / administrators will have access to communication tools to

Year 1 Benchmark: By 2009, 50% of teachers / administrators will use

Year 2 Benchmark: By 2010, 60% of teachers / administrators will use

Year 4 Benchmark: By 2012, 90% of teachers / administrators will use

Measure Date Person responsible

Each campus in the SMUHSD has a Technology Coordinator that is released

4a. Summary of the teachers’ and administrators’ current technology skills

All SMUHSD teachers and administrators complete the EdTech Profile on an

SMUHSD Teachers Basic Skills

1. General computer knowledge and skills.

1. Each participating teacher communicates through a variety of electronic media.

The current data shows teachers need additional professional development

- Parent Communication Tools

- Content Related Skills:

4b. List clear goals, measurable objectives, annual benchmarks, and an

Year 2 Benchmark: By 2010, 30% of all teachers and administrators will

Year 3 Benchmark: By 2011, 65% of all teachers and administrators will

Creation of skill sets list for

Offer annual Director of

Goal 8: Teachers and administrators will know how to disaggregate data to

Year 1 Benchmark: By 2009, 30% of all teachers and administrators will

Year 2 Benchmark: By 2010, 50% of all teachers and administrators will