East Palo Alto (CA) Ravenswood School District Technology Plan (2010-2015)

Ravenswood City School District Educational Technology Plan
2010 to 2015
" Our Children Our Future! "
Governing Board Sharifa Wilson, President Larry Moody, Vice President Saree Mading, Clerk John Bostic, Member Marcelino Lpez, Member
Maria De La Vega, Superintendent Rosa Molina, Asst. Superintendent, Curriculum & Instruction Adam Escoto, Asst. Superintendent of RSIP
Board Adopted June 24, 2010
Appendix I - Technology Plan Contact Information (Required) Education Technology Plan Review System (ETPRS) Contact Information
County & District Code: LEA Name: *Salutation: *First Name: *Last Name: *Job Title: *Address: *City: *Zip Code: *Telephone: Fax: *E-mail: 1st Backup Name: E-mail: 2nd Backup Name: E-mail:
41 - 68999 Ravenswood City Elementary Mr. Solomon Hill Director of Technology 2160 Euclid Ave. East Palo Alto 94303-1703 650-329-2800 650-327-7004 solomonh@ravenswood.k12.ca.us Susan Allen sallen@ravenswood.k12.ca.us Khang Vodinh kvodinh@ravenswood.k12.ca.us Ext: 60166
School Code (Direct-funded charters only):
Please provide backup contact information.
* Required information in the ETPRS
Ravenswood City Elementary
July 1, 2010 - June 30, 2015
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Table of Contents Background and Demographic Profile ............................................................................................................ 1 1. Plan Duration....................................................................................................................................................... 2 2. Stakeholders......................................................................................................................................................... 4 3. Curriculum ........................................................................................................................................................... 5 3a. Current access by teachers and students ............................................................................................... 5 3b. Current use of technology to support teaching and learning .......................................................... 6 3c. District curricular goals to support plan ............................................................................................... 7 3d. Teaching and learning goals (Measurable Objectives, Benchmarks) .......................................... 8 3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) ..................................................................................................................................................... 19 3f. Ethical use ................................................................................................................................................... 25 3g. Internet safety............................................................................................................................................ 27 3h. Description for access for all students ............................................................................................... 27 3i. Student record keeping ............................................................................................................................ 29 3j. Two way home-school communication.............................................................................................. 33 3k. Curriculum Monitoring Process .......................................................................................................... 39 4. Professional Development ............................................................................................................................ 41 4a. Summary of Teacher ............................................................................................................................... 41 4b. Providing PD Opportunities (Measurable Objectives, Benchmarks) ....................................... 42 4c. Professional Development Monitoring .............................................................................................. 47 5. Infrastructure, Hardware, Technical Support, and Software .............................................................. 48 5a. Existing Resources ................................................................................................................................... 48 5b. Needed Resources .................................................................................................................................... 49 5c. Annual Benchmarks and Timeline for obtaining resources ......................................................... 53 5d. Resource in 5b Monitoring Process .................................................................................................... 56 6. Funding and Budget ....................................................................................................................................... 57 6a. Established and Potential List............................................................................................................... 57 6b. Annual implementation costs ............................................................................................................... 59 6c. District replacement policy ................................................................................................................... 61 6d. Budget monitoring ................................................................................................................................... 61 7. Monitoring and Evaluation........................................................................................................................... 62 7a. Overall progress and impact evaluation ............................................................................................ 62 7b. Evaluation schedule................................................................................................................................. 63 7c. Communicating evaluation results ...................................................................................................... 65 8. Collaborative Strategies with Adult Literacy Providers ...................................................................... 66 9. Effective, Researched-Based Methods and Strategies ......................................................................... 67 9a. Research Summary, District Application .......................................................................................... 67 9b. Technology to Deliver Rigorous Curriculum .................................................................................. 69 Appendix C............................................................................................................................................................ 80 Appendix J - Technology Plan Contact Information ................................................................................. 82
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Background and Demographic Profile The Ravenswood City School District (RCSD) serves 3900 students in grades Kindergarten through 8th grade who live primarily east of Highway 101 in East Palo Alto and eastern Menlo Park. The district consists of 7 schools, 1 pre-school and 4 independent charter schools. The diverse nature of the student community is predominantly Hispanic 72%, followed by African American 16%, Pacific Islander 10% and other 2%. The students in the district are predominantly low income (about 89% qualify for free or reduced-price lunch), and 66% are English Language Learners. Also, the parents of most of the students are also not well educated, and some are not literate in any language. RCSD is identified as a low performing district due to scores on standardized tests mandated by No Child Left Behind (NCLB) federal legislation, and administered by the California Department of Education. Although test scores have been improving each year, the rate of improvement is not fast enough to satisfy NCLB regulations. Schools which do not make Adequate Yearly Progress (AYP) are placed in Program Improvement. Because of the number of schools in Program Improvement status in Ravenswood, the California Department of Education has required RCSD to be monitored by a District Administration Intervention Team (DAIT). We must focus all district priorities on supporting the academic achievement of students in the core curriculum areas. RCSD is a K-8 district and most of our students go on to attend public high schools in the Sequoia Union High School District. These high schools also have students from the Menlo Park, Atherton, Woodside, Redwood City and San Carlos areas. Most of the students from these wealthier areas have had a far richer technology experience in middle school and at home than is available to RCSD students, leaving our students at a competitive disadvantage.
July 1, 2010 - June 30, 2015
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1. Plan Duration
July 1, 2010 - June 30, 2015
July 1, 2010 - June 30, 2015
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2. Stakeholders
The Ravenswood City District School invited all stakeholders to participate in technology planning meetings from Fall 2008 to Fall 2009. Invitations were extended to community members, local businesspersons, district teachers, parents, and administrators. Meetings were held and participants were encouraged to participate in discussions ranging from technology curricular goals, to networking and infrastructure considerations. In addition, interviews and small meetings were held with stakeholders in order to better understand their technology-related needs and to facilitate communication about how technology can better serve the whole Ravenswood community. Teachers, school sites and district staff participated in District Technology Committee meetings that focused on various subtopics. In particular, subcommittee meetings were held to focus on the EETT Competitive Grant application and to create a vision for its Program for Students. Visioning for educational technology also occurred during technology professional development meetings for teachers and staff. Various student data subcommittee meetings have also been convened throughout the school year involving district and school stakeholders, including Cisco and HP Technology Grant visioning meetings. The focus of these meetings has been the choosing of the new district student information system to replace the district's obsolete SASI system. Parent and community input were garnered, and this input has been incorporated into this Educational Technology Plan.
July 1, 2010 - June 30, 2015
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Next Steps The Ravenswood City District School Board has not yet approved this version of the Ravenswood City School District Educational Technology Plan. Next steps for the plan include a final announcement of the plans draft status, allowing for input from stakeholders that may have missed the initial input process. In addition, the plan will be submitted to the Ravenswood School Board public agenda in order to receive board approval.
July 1, 2010 - June 30, 2015
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3. Curriculum
3a. Availability of Appropriate Technology Technology at the Ravenswood City School District schools is currently available to all students to some extent, but there is not enough inundation for the critical 6-8th grade students. Because our students graduate and go on to high schools where they compete with students from much wealthier households, it is important that we introduce them to tools that will allow them to compete. In addition, we believe that it is important to provide as much student access to technology to support curriculum goals as possible. Presently most K-5th grade classrooms have 3 or 4 computers---although most of those are more than 4 years old. The recent addition of over 250 laptop computers on carts for the use of 6th -- 8th grade students has greatly improved computer access in the middle school grades, and we will shortly purchase almost 200 more laptops through an EETT-C grant to put us up to our goal of 3-to-1 student to computer ratio. Every school site in Ravenswood District also has a functioning computer lab; so most student groups have about equal access to technology. Students have limited access to school computers before school, as most computer labs are not open then. However, after school access to school computers is extensive, with most site computer labs used officially in after school programs, plus many after school service providers bring laptop carts on site to work with students on curricular projects. In the last parent/home district technology survey conducted in Spring 2009, about 71% of 4th -8th grade students had a computer at home with Internet access, and about 17% more had a computer without Internet. This is far better than our previous survey in 2001, but still much less than in surrounding communities where virtually 100% of students have computers and Internet at home. It is our intention to diminish the accessibility gap that affects our students while they are in school and it is our desire to increase their preparedness for High School and life by making the best technological resources available to them. Increasingly, educational activities at the higher grades become centered on the use of computer technology and rely on Internet access. We strongly believe that we must provide fair access to all our students in order to ensure that they have the skills that will be taken for granted in high school. In addition, the Sequoia Union High School District (where our students will attend) has instituted a Technology exam graduation requirement that students must pass to graduate from high school. Other community resources for technology access are limited. There are two small public libraries within the district boundaries, but there the demand far outstrips the available computers. The East Palo Alto Digital Village project has been working since 2000 to bring increased technology access to the community. They are currently sponsoring WiFi101---which provides free wireless access to most of the community, and "Computers for Everyone"---which collects used computers, refurbishes them, and gives them back to needy community members. We are encouraging RCSD students to take advantage of these resources. Current Situation: Each 6th-8th grade teacher has access to a new HP Tablet PC donated by HP in August 2009. Most of them also have an LCD projector and a few have a Document camera. Remaining teachers have access to a desktop PC in their classroom for their use.
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Each 6th to 8th grade teacher has access to a new HP b/w laser printer in the classroom. Some of the K-4th teachers also have classroom printers. Everyone can print to the large high-speed printer/copier through the network at each campus. The EETT-C grant will provide the resources to fully implement instructional resources from our new math curriculum and intervention adoptions beginning in January 2010. We currently do not have resources to fully implement instructional resources from the English language arts intervention adoption, and the upcoming new ELA adoption expected in Sept 2010. (Intervention adoptions are particular curricula designed for students who are far below grade-level in academic areas.) Ravenswood District has a robust network with fiber optic connections between school sites, and to most classrooms. A new server infrastructure will be installed in early 2010 to provide file storage for all students and staff, as well as program support in many areas. Each school has a working computer lab of about 30 fast, current desktop PCs. Most school classrooms are only able to rotate their students into the computer lab for less than one hour per week
3b. District's Current Use of Hardware and Software Ravenswood City School District is ready to make substantial gains in both academic competencies and technology literacy for students. The district administration is committed to improving student achievement and is implementing research-based strategies involving data-driven instruction and strategic interventions in math and English language arts. RCSD has committed to the strategic use of technology to accelerate student achievement, and has substantially upgraded network and server infrastructure over the last year. RCSD will soon implement a multi-pronged technology-based program to substantially improve student achievement in 6th -7th grade mathematics, funded by the EETT Competitive Grant, Round 8 received in 2009. For 2009-10 the District has adopted a new technology-rich math curriculum. To implement this core curriculum fully and with fidelity, it is necessary to substantially increase the amount of technology resources available to both students and teachers and to increase student and teacher technology capacity. Technology is currently being used in Ravenswood classrooms in a variety of ways. All teachers have access to a cluster of classroom computers and these are used primarily in four ways: use of supplemental software to enhance curriculum, for general homework and Internet research purposes, and for project-based learning by students. Students at all grade levels, but primarily 3rd through 8th grade, utilize general software packages such as MS Word, Excel, and PowerPoint for word processing, analysis and demonstrations. According to our last district-wide CA Technology Survey, more than 75% of our students district-wide use word processing for homework and other academic purposes. About half of our students regularly use classroom technology to create reports, while only about one quarter use it for PowerPoint and other demonstration uses. Similarly, about one quarter of our students use tools such as MS Excel to analyze data and solve problems.
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Students utilize our broadband network connections to perform teacher-guided Internet research for their class assignments. Our last district-wide CA Technology Survey reveals that on average, more than 75% of Ravenswood students use classroom technology for research purposes. Finally, some teachers utilize technology in the class for project-centered learning activities. Teachers assign students or student groups to fulfill activity goals based on their current lesson plans. Project-centered technology use is the least used methodology currently in Ravenswood classrooms, but it is increasing. Technology integration in the classroom is an ongoing goal, and is widely addressed in this Educational Technology Plan. Most students access technology at school during school computer lab time. In general, it is estimated that K-3 students utilize technology in a classroom for about 1/2 hours per week, on average. The quality of that experience is lessened by the fact that K-3 students in the district generally have inferior computers, usually handed down replaced computers from 4-8 classrooms. K-3 classrooms generally have a strong tendency to focus classroom technology use on English language arts. It is estimated that 4-8 grade students use classroom technology for about 1-1/2 hours per week, but there is a wide variance within the district. The Ravenswood City School District currently supports 12 educational sites and a District office including nearly 3900 students and an employee base of approximately 220 classroom teachers and 330 district office and support staff. These offices and education sites are widely connected by a District supported Local Area Network (LAN) and Wide Area Network (WAN) utilizing T1 Lines to 11 sites. The current use of our District LAN/WAN can be characterized as follows: Transmitting administrative data for managing our staff, schools and students. Providing resources for distributing educational content to the classroom. Providing access to the Internet for educational purposes. 3c. Summary of the district's curricular goals that are supported by this tech plan.
In Spring 2007, the Ravenswood City School District engaged in its Local Education Agency (LEA) planning process and adopted curricular goals to refocus efforts to increase student achievement. After engaging in student-focused data-driven goal setting, Ravenswood stakeholders are convinced that with the fulfillment of these goals, significant improvement will be made in the academic achievement of our student. The district curricular goals as expressed in our Ravenswood LEA Plan are:

All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014. All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. All students will be taught by highly qualified teachers. All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
July 1, 2010 - June 30, 2015
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In addition, when the Ravenswood City School District last engaged in a robust strategic planning process, it produced the following district goals to improve student academic achievement: District Goal 1. District Goal 2. beyond. Ensure all students are proficient or above in English language arts & math. Improve preparation of middle school students for transition to high school &
District Goal 3. Increase organizational effectiveness and efficiency to meet the needs of students, staff and community. District Goal 4. District Goal 5. Increase staff retention to 90% Ensure fiscal solvency
In addition to these goals, the District is also under the mandates of both a federal Special Education Consent Decree (RSIP) and the CA State District Assistance and Intervention Team (DAIT) requirements for a Program Improvement district. These two compliance and monitoring efforts restrict RCSDs academic program flexibility. At many levels, RCSD is without autonomy in determining creative and innovative solutions for their instructional programs until the school district is able to meet the academic targets set out by the State and Federal government and meet the requirements outlined by the RSIP. This technology plan supports district curricular goals and the DAIT processes by improving the districts utilization of the Essential Program Components (or EPCs) that lie at the foundation of the DAIT theory of operation. This technology plan strengthens EPC 1- Instructional Program Design by assisting teachers with the delivery of robust ELA, Math, and ELD programs. It directly supports EPC 4- Administrator Training, and EPC 5 Teacher Professional Development. And finally, the technology plan strengthens EPC 7 Use of Assessments by providing a plan for technology-based benchmarking and summative assessments.
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. Ravenswood City School District is identified as a low performing district due to scores on standardized tests mandated by No Child Left Behind (NCLB) federal legislation, and administered by the California Department of Education. Although test scores have been improving each year, the rate of improvement is not fast enough to satisfy NCLB regulations. Schools which do not make Adequate Yearly Progress (AYP) are placed in Program Improvement. Because of the number of schools in Program Improvement status in Ravenswood, the California Department of Education has required RCSD to be monitored by a District Administration Intervention Team (DAIT). We must focus all district priorities on supporting the academic achievement of students in the core curriculum areas.
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Goal 3d.1: By June 2015, 100% of all teachers will integrate technology into the curriculum in order to attain the district's goals for student academic proficiency. Objective 3d.1.1: Grade K through 8 teachers will use technology to implement core ELA curricula and strategic intervention curricula in grades 6-8 with fidelity and to supplement reading and English language arts instruction. Benchmarks:
Year 1: By June 2011, 30% of all grade K through 8 teachers will use technology to implement core ELA curricula and strategic intervention curricula in grades 6-8 with fidelity and to supplement reading and English language arts instruction. Year 2: By June 2012, 50% of all grade K through 8 teachers will use technology to implement core ELA curricula and strategic intervention curricula in grades 6-8 with fidelity and to supplement reading and English language arts instruction. Year 3: By June 2013, 70% of all grade K through 8 teachers will use technology to implement core ELA curricula and strategic intervention curricula in grades 6-8 with fidelity and to supplement reading and English language arts instruction. Year 4: By June 2014, 90% of all grade K through 8 teachers will use technology to implement core ELA curricula and strategic intervention curricula in grades 6-8 with fidelity and to supplement reading and English language arts instruction. Year 5: By June 2015, 100% of all grade K through 8 teachers will use technology to implement core ELA curricula and strategic intervention curricula in grades 6-8 with fidelity and to supplement reading and English language arts instruction. Implementation Plan
Activity
Timeline
Person(s) Responsible
Monitoring & Evaluation

Progress will be monitored by the Curriculum and Instruction coordinators and the Asst. Superintendent of C&I. In addition, the CA state Williams materials audit and the DAIT team monitors adequacy of student materials in the district. C&I Coordinators, the Asst. Superintendent of C&I. SMCOE Williams Audit, DAIT Team Audits.
Evaluation Instrument
Internal materials audits, Williams Textbook Audit
Ravenswood will invest 7/2011-6/2015 Asst. Superintendent in and implement core of Curriculum & curricular ELA materials Instruction, District for K-8 including Literacy Committee, software and other ELA Coordinators, electronic instructional Director of tools that are shown via Technology. research to work with its students. Ravenswood will better 7/2010-6/2015 Asst. Superintendent implement core of Curriculum & curricular materials for Instruction, District K-5 included with our Literacy Committee, current Open Court ELA ELA Coordinators, adoption. Director of Technology.
Teacher observations.
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Ravenswood will invest 7/2010-6/2015 Asst. Superintendent of in and implement Curriculum & curricular ELA Instruction, District materials in its strategic Literacy Committee, intervention curricula. ELA Coordinators, The district has adopted Director of Technology National Geographic's INSIDE curriculum to support students targeted for strategic ELA intervention. Best Practices in 7/2010-6/2015 Director of Technology classroom technology integration will be identified and implemented in our K-8 classrooms. Regular formative Yearly evaluation meetings to discuss the status of technology integration in classrooms will occur.
C&I Coordinators, the Internal materials Asst. Superintendent of audits, Williams C&I. SMCOE Williams Textbook Audit Audit, DAIT Team Audits.
Updates will be given at various technology and administrator meetings, including the Superintendent Leadership Team meetings. Director of Technology Updates will be given at various technology and administrator meetings, including the Superintendent Leadership Team meetings.
Reports given to committees and Superintendent Leadership Team.
Reports given to committees and Superintendent Leadership Team
Implementation Details Ravenswood will invest in and implement core curricular ELA materials including software and other electronic instructional tools that are shown via research to work with its K-8 students. This acquisition, in 2010-11, will coincide with the adoption of a new ELA core curriculum. The Technology Department assists with providing infrastructure for the delivery of technology based resources. Students will receive instruction that utilizes the technology components of the English Language Arts text adoptions. By 2015, every student will utilize these resources everyday within the classroom. The district will better implement core curricular and strategic intervention materials included with our current Open Court ELA adoption. This includes curricular ELA materials including software and other electronic instructional tools that are shown via research to work with its students. Teachers will be better trained to use these technology components within their classrooms. Teachers will use these components to improve their curricular planning, to have more engaging classroom presentation, and to more frequently and efficiently assess the impact of their teaching on the students. Research, analysis and identification of best practices in pre-school classroom technology integration will also occur to better all Ravenswood K-8 classrooms. Research shows that providing teachers and instructional staff examples of best practices in classroom technology use can significantly improve the quality of technology integration. The District Technology Committee will spearhead a concerted effort to identify and visit local models of best practices in technology integration into the classroom. The San Mateo County Office of Education and other resources will be tapped to provide models of excellence in classroom technology integration. In particular, examples in districts where our new
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math curricula have been adopted will be targeted for seeking technology best practices. Members of the technology committee will visit and document district classrooms where model technology integration is occurring. The committee members will then report to the technology committee and Ravenswood administrators with specific recommendations about implementing best practices of technology integration into district classrooms. Site and district administrators will conduct walk-throughs to observe samples of technologysupported lesson design and delivery and additional training will be provided as needed. Progress will be monitored by the Curriculum and Instruction coordinators and staff that acquire and inventory instructional materials. The Asst. Superintendent of C&I oversees and monitors instructional materials acquisition and implementation. In addition, the CA state Williams materials audit and the stateassigned District Assistance Intervention Team (DAIT) team monitors adequacy of student materials in the district. These processes are reported to the Governing Board.
Objective 3d.1.2: Grade K through 8 teachers will use technology to implement core mathematics curricula and strategic intervention curricula with grades 6-8 with fidelity and to supplement math instruction. Benchmarks:
Year 1: By June 2011, 30% of all grade K through 8 teachers will use technology to implement core mathematics curricula and strategic intervention curricula with grades 6-8 with fidelity and to supplement math instruction. Year 2: By June 2012, 50% of all grade K through 8 teachers will use technology to implement core mathematics curricula and strategic intervention curricula with grades 6-8 with fidelity and to supplement math instruction. Year 3: By June 2013, 70% of all grade K through 8 teachers will use technology to implement core mathematics curricula and strategic intervention curricula with grades 6-8 with fidelity and to supplement math instruction. Year 4: By June 2014, 90% of all grade K through 8 teachers will use technology to implement core mathematics curricula and strategic intervention curricula with grades 6-8 with fidelity and to supplement math instruction. Year 5: By June 2015, 100% of all grade K through 8 teachers will use technology to implement core mathematics curricula and strategic intervention curricula with grades 6-8 with fidelity and to supplement math instruction. Implementation Plan
Activity
Timeline
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Ravenswood will invest 7/2010-6/2015 Asst. Superintendent of C&I Coordinators, the in and implement core Curriculum & Asst. Superintendent of curricular math Instruction, District C&I. SMCOE Williams materials including Math Committee, Math Audit, DAIT Team software and other Coordinators and Audits. electronic instructional Coaches, Director of tools that are shown via Technology. research to work with its students. The district has recently adopted the Everyday Math textbook series for K-5 math and Prentice Hall Math Curriculum series for 6th-8th math. Ravenswood will invest 7/2010-6/2015 Asst. Superintendent of C&I Coordinators, the in and implement in Curriculum & Asst. Superintendent of grades 6-8 curricular Instruction, District C&I. SMCOE Williams math materials in its Math Committee, Math Audit, DAIT Team strategic intervention Coordinators and Audits. curricula. The district Coaches, Director of has adopted Momentum Technology. Math curriculum to support students targeted for strategic math intervention. Best Practices in 7/2010-6/2015 Director of Technology Updates will be given at classroom technology various technology and integration will be administrator meetings, identified and including the implemented in our K-8 Superintendent classrooms. Leadership Team meetings. Regular formative Yearly Director of Technology Updates will be given at evaluation meetings to various technology and discuss the status of administrator meetings, technology integration including the in classrooms will occur. Superintendent Leadership Team meetings.
Internal materials audits, Williams Textbook Audi, EETT C Grant Reports.
Internal materials audits, Williams Textbook Audit, EETT C Round 8 Grant Reports.
Reports given to committees and Superintendent Leadership Team.
Reports given to committees and Superintendent Leadership Team
Implementation Details Ravenswood will invest in and implement core curricular math materials including software and other electronic instructional tools that are shown via research to work with its K-8 students. Students will receive instruction that utilizes the technology components of the Mathematics text adoptions. By 2015, every student will utilize these resources everyday within the classroom. The district will better implement core curricular and strategic intervention materials included with our new Everyday Math textbook series for K-5 and Prentice Hall for grades 6-8 math adoptions. This includes materials including software and other electronic instructional tools that are shown via research to work with its students. The district has adopted for grades 6-8 the Momentum Math curriculum to support students targeted for strategic math intervention, which includes few electronic
Ravenswood City Elementary July 1, 2010 - June 30, 2015 Page 12
based learning resources. Therefore, supplemental ELRs will be identified and used. Teachers will be better trained to use these technology components within their classrooms. Teachers will use these components to improve their curricular planning, to have more engaging classroom presentation, and to more frequently and efficiently assess the impact of their teaching on the students. Research, analysis and identification of best practices in pre-school classroom technology integration will also occur to better all Ravenswood K-8 classrooms. Research shows that providing teachers and instructional staff examples of best practices in classroom technology use can significantly improve the quality of technology integration. The District Technology Committee will spearhead a concerted effort to identify and visit local models of best practices in technology integration into the classroom. The San Mateo County Office of Education and other resources will be tapped to provide models of excellence in classroom technology integration. In particular, examples in districts where our new math curricula have been adopted will be targeted for seeking technology best practices. Members of the technology committee will visit and document district classrooms where model technology integration is occurring. The committee members will then report to the technology committee and Ravenswood administrators with specific recommendations about implementing best practices of technology integration into district classrooms. Site and district administrators will conduct walk-throughs to observe samples of technologysupported lesson design and delivery and additional training will be provided as needed. Progress will be monitored by the Curriculum and Instruction coordinators and staff that acquire and inventory instructional materials. The Asst. Superintendent of C&I oversees and monitors instructional materials acquisition and implementation. In addition, the CA state Williams materials audit and the stateassigned District Assistance Intervention Team (DAIT) team monitors adequacy of student materials in the district. Finally, a formal evaluation will be performed for the EETT Competitive Grant that Ravenswood recently received. These processes will be reported to the Governing Board. Objective 3d.1.3: Pre-school and child development instructional staff will integrate technology into their curricular-based activities in order to introduce students to technology and jump-start student achievement. Benchmarks:
Year 1: By June 2011, 30% of all pre-school and child development instructional staff will integrate technology into their curricular-based activities in order to introduce students to technology and jump-start student achievement. Year 2: By June 2012, 50% of all pre-school and child development instructional staff will integrate technology into their curricular-based activities in order to introduce students to technology and jump-start student achievement. Year 3: By June 2013, 70% of all pre-school and child development instructional staff will integrate technology into their curricular-based activities in order to introduce students to technology and jump-start student achievement. Year 4: By June 2014, 90% of all pre-school and child development instructional staff will integrate technology into their curricular-based activities in order to introduce students to technology and jump-start student achievement.
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Year 5: By June 2015, 100% of all pre-school and child development instructional staff will integrate technology into their curricular-based activities in order to introduce students to technology and jump-start student achievement.
Implementation Plan Activity Timeline Person(s) Responsible Monitoring & Evaluation

The Director of Technology will work with the Director of the Child Development Center and will monitor progress and suggest corrections in implementation.
EdTechProfile online assessment, Pre-K classroom observations.
Pre-K and child 7/2010-6/2015 Child Development development Center Director, instructional staff will District Technology use identified Director, Asst. supplemental ELRs to Superintendent of enhance student learning Curriculum and in pre-school programs. Instruction. District Math and Literacy Coordinators. Best Practices in 7/2010-6/2015 Director of Child Pre-School Classroom Development Center, Technology Integration Director of Technology. will be identified and implemented in our PreK classrooms
The Asst. Classroom Superintendent of observations. Curriculum and Assessment will review the data and Pre-K technology integration report and will monitor the progress.
Implementation Details Pre-K and child development instructional staff will use identified supplemental ELRs to enhance student learning in pre school programs. Ravenswood will invest in and implement software and other instructional tools that are shown via research to work with Open Court in improving student literacy and improve student learning. Child Development Center students currently use Breakthrough software with success. The Director of Technology will work with the Director of the Child Development Center to monitor progress and suggest corrections in implementation. In addition, the EdTechProfile online assessment will be utilized to survey CDC and Pre K staff technology proficiency on a yearly basis. Research, analysis and identification of best practices in pre-school classroom technology integration will occur to better Ravenswood Pre-K classrooms. Research tells us that providing teachers and instructional staff examples of best practices in classroom technology use can significantly improve the quality of technology integration. In particular, our current Child Development Center staff and Director have anecdotal evidence that current use of computers and Breakthrough software is helping to prepare their Pre K students for reading. The District Technology Department will spearhead a concerted effort to identify and visit local models of best practices in technology integration into pre schools and child development centers. In house and local expertise will be tapped to identify these best practice models. In particular, examples in districts where Open Court has been adopted for Pre K will be targeted for seeking technology best practices. Members of the district technology department and CDC staff will visit and document local Pre K classrooms and labs where model technology integration is occurring. The staff will then report to the technology committee and the
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CDC Director with specific recommendations about implementing best practices of technology integration into the Pre K classrooms. Objective 3d.1.4: All teachers will use technology to improve the instruction of limited English proficiency students by incorporating electronic resources into curricula and programs. Benchmarks:
Year 1: By June 2011, 30% of all teachers will use technology to improve the instruction of limited English proficiency students by incorporating electronic resources into curricula and programs. Year 2: By June 2012, 50% of all teachers will use technology to improve the instruction of limited English proficiency students by incorporating electronic resources into curricula and programs. Year 3: By June 2013, 70% of all teachers will use technology to improve the instruction of limited English proficiency students by incorporating electronic resources into curricula and programs. Year 4: By June 2014, 90% of all teachers will use technology to improve the instruction of limited English proficiency students by incorporating electronic resources into curricula and programs. Year 5: By June 2015, 100% of all teachers will use technology to improve the instruction of limited English proficiency students by incorporating electronic resources into curricula and programs. Implementation Plan Person(s) Monitoring & Responsible Evaluation
Activity
Timeline
Classroom observations; District Monitoring Structures for PI.
Teachers and staff will 7/2010-6/2015 Director of The Director of use technology to Multilingual Programs Multilingual Programs will implement programs for and Compliance; ELD monitor progress of the use English language learners Coordinators; Director of technology integration (ELL) that provides of Technology. in the support of ELL access to and instruction learners. The Asst. of core curriculum. Superintendent of C&I will note the use of technology during classroom visits monitoring the general effectiveness of the district's Multilingual Education Program.
Implementation Details In support of the district's emphasis to move students into English fluency as quickly as possible, the District Technology Committee and ELD Coordinators will identify software tools that are proven by research assist with this process. Teachers and staff will use technology to implement programs for English language learners (ELL) that provides access to and instruction of core curriculum. Our preliminary look into current research shows that there are software tools that can help improve academic achievement for English language learners. The identified software will need to be
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compatible with our existing technology infrastructure to be successfully implemented. Significant work is already underway at Ravenswood regarding the use of student data to support the needs of ELD support staff. In particular, the district has identified tools to better assess the needs of our ELL students and monitor the progress of current differentiated instruction strategies. CELDT data for ELL students will be disaggregated and analyzed by instructors and ELD coordinators to inform the prescription of individualized instruction opportunities, using resources such as the district Migrant center.
Goal 3d.2: By June 2013, all district schools will provide powerful, exciting and engaging technology-based learning experiences to meet the needs of all of their students. Objective 3d.2.1: Ravenswood City School District will work to continue and expand partnerships with community-based organizations to provide access to compelling technology-based learning opportunities for our students Benchmarks:

Year 1: By June 2011, district schools will add a community or corporate partner to provide access to compelling technology-based learning opportunities for our students. Year 2: By June 2012, district schools will add another community or corporate partner to provide access to compelling technology-based learning opportunities for our students. Year 3: By June 2013, district schools will add another community or corporate partner to provide access to compelling technology-based learning opportunities for our students. Year 4: By June 2014, district schools will maintain relationships with community and corporate partners to continue access to compelling technology-based learning opportunities for students. Year 5: By June 2015, district schools will maintain relationships with community and corporate partners to continue access to compelling technology-based learning opportunities for students. Implementation Plan
Activity
Timeline
Ravenswood District will 7/2010-6/2015 Director of Technology leverage its partnerships with organizations in order to offer technology access and training for students, parents and the community-at-large.
Reports from and Reports from and regarding the EPA regarding the EPA Digital Village will be Digital Village. made by the Director of Technology at district Leadership Team meetings and school board meetings.
Implementation Details Ravenswood District will continue to leverage its partnerships with organizations that offer technology access and training for students, parents and the community at large. The district is a member of the
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great East Palo Alto Digital Village (EPADV), which is a collaborative of community agencies, local government, and schools whose mission is to create a connected and empowered community through the use of technology. Strong partnerships exist with EPADV member organizations which include One East Palo Alto, OICW, Computers for Everyone, the City of East Palo Alto, Start Up, El Concilio of San Mateo County, Rainbow/PUSH Silicon Valley Project, Community Development Institute, Pacific Islander Organization, San Mateo County Board of Supervisors and the founding corporate sponsor Hewlett Packard. Partnerships with other community based organizations that provide and promote technology access include the East Palo Alto Library, Menlo Park Library, and WiFi101, and the community website EPA.net. Objective 3d.2.2: Ravenswood after school programs and partners will offer engaging and powerful learning experiences to students that incorporate technology. Benchmarks:
Year 1: By June 2011, 30% of district schools will provide after school programs that offer powerful, exciting and engaging technology-based learning experiences to meet the needs of all of their students. Year 2: By June 2012, 50% of district schools will provide after school programs that offer powerful, exciting and engaging technology-based learning experiences to meet the needs of all of their students. Year 3: By June 2013, 100% of district schools will provide after school programs that offer powerful, exciting and engaging technology-based learning experiences to meet the needs of all of their students. Year 4: By June 2014, 100% of district schools will maintain after school programs that offer powerful, exciting and engaging technology-based learning experiences that meet the needs of all of their students. Year 5: By June 2015, 100% of district schools will maintain after school programs that offer powerful, exciting and engaging technology-based learning experiences that meet the needs of all of their students.
Implementation Plan Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument
Ravenswood District will 7/2010-6/2015 Director of utilize resources and Auxiliary Services, partnerships to extend the After School school day for its students by Coordinator. making appropriate Director of technology and learning Technology. resources available during before and after school hours.
The RCSD After After school program and school program formal relevant grant evaluation reporting structure to reports. its state and foundation grantors.
Implementation Details
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Ravenswood will utilize resources and partnerships to extend the school day for its students by making appropriate technology and learning resources available during before and after school hours. Ravenswood provides students after school access to technology primarily through the Center for Learning After School (CLASS) programs, which utilizes school site computer labs as part of its program. There is a CLASS after school program at every Ravenswood school site and various opportunities are offered to students including tutoring, sports, arts and enrichment activities. Computers are widely used in the after school programs, particularly through the Tutorworks supplemental services program, which provides its own laptop carts. In addition, the Student Tech Corps technology support program is being offered through CLASS. In addition, CLASS after school programs at Costao School and previously Cesar Chavez Academy have offered video production after school programs provided through a partnership with the Midpeninsula Media Center. Objective 3d.2.3: Teachers will use research-based technology integration strategies in their classrooms to promote student engagement, participation in groups, frequent interaction and feedback, and connection to real-world contexts. Benchmarks:
Year 1: By June 2011, 30% of classroom teachers will use research-based technology integration strategies in their classrooms to promote student engagement, participation in groups, frequent interaction and feedback, and connection to real-world contexts. Year 2: By June 2012, 70% of classroom teachers will use research-based technology integration strategies in their classrooms to promote student engagement, participation in groups, frequent interaction and feedback, and connection to real-world contexts. Year 3: By June 2013, 100% of classroom teachers will use research-based technology integration strategies in their classrooms to promote student engagement, participation in groups, frequent interaction and feedback, and connection to real-world contexts. Year 4: By June 2014, 100% of classroom teachers will still use research-based technology integration strategies in their classrooms to promote student engagement, participation in groups, frequent interaction and feedback, and connection to real-world contexts. Year 5: By June 2015, 100% of classroom teachers will still use research-based technology integration strategies in their classrooms to promote student engagement, participation in groups, frequent interaction and feedback, and connection to real-world contexts. Implementation Plan
Activity
Timeline

District standard classroom observations, student surveys, technology inventories.
Classroom observations, technology inventories, student and teacher surveys.
7/2010-6/2015 Director of Ravenswood will research and invest in Technology, Asst. hardware and electronic Superintendent of learning resources that Curriculum and support key classroom Instruction. technology integration strategies.
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Ravenswood will 7/2010-6/2015 Director of provide professional Technology, development to teachers Technology PD on the use of new Assistant hardware and ELRs for key classroom learning strategies.
District standard Classroom classroom observations, observations, student teacher PD surveys, and teacher surveys. student surveys.
Implementation Details Ravenswood will research and invest in hardware and electronic learning resources that support the key classroom technology integration strategies which are to promote student engagement, participation in groups, frequent interaction and feedback, and connection to real-world contexts. For example, students will use technology to apply what they learn in school to problems that are encountered in the real world. Professional development for teachers will be the key lever that will be implemented to impact classroom technology into classrooms. Teachers will be shown how to use technology to better engage students, to allow better and more frequent student grouping in classrooms, and to solicit real-time assessment and feedback from students. 3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. Student technology literacy needs are significant. Ravenswood students are over 99% minority, and 89% of the students qualify for free or reduced-price lunch. Two-thirds of students are English Language Learners, and the parents of most of the students are not well educated--and some are not literate in any language. RCSD is located in the heart of Silicon Valley, where technology skills and literacy are essential to economic and academic success. However, the Ravenswood community as a whole has been slow to adopt technology for cultural and economic reasons. Parents are primarily laborers who do not use computers in their work and thus have not acquired computers for their homes. The local schools have been a driving force in bringing technology to the larger local community. However, local school resources are extraordinarily limited. The CDE defines technology literacy as the ability to use appropriate technology responsibly to communicate, solve problems, and to access, create, integrate, evaluate, and manage information to improve learning of state content standards in all subject areas and to acquire lifelong knowledge and skills in the 21st century. The technology literacy proficiencies identified in our Program for Students directly align to the CDEs definition by providing a baseline of technology skills to achieve these goals. The District has chosen ISTE Benchmark Indicators that align with CDEs goal for student technology literacy: Both seek to have students communicate responsibly through access to e-mail and the Internet. Both intend for students use classroom computers to solve problems, access information and create projects. The math curricula in the Program for Students include many opportunities to solve problems, including basic arithmetic and those requiring higher order thinking. The ability to organize numbers, evaluate data, and communicate the results is inherent in the designed program. The use of technology tools, such as word processing, spreadsheets and databases will be a core part of the program. Students will also go beyond these basic tools to produce projects using multimedia to
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communicate the mathematical concepts they have learned which supports the programs efforts to accelerate meeting the NCLB Title II, Part D goal of technology literacy for all students by the end of 8th grade. The American Library Association defines information literate students as those who can: 1) find information efficiently and effectively, 2) evaluate information critically and competently, and 3) use information accurately and creatively. Goal 3e.1: By June 2015, 95% of all students will acquire necessary technology literacy skills in alignment with the ISTE National Educational Technology Standards (NETS). Objective 3e.1.1: All students will demonstrate the appropriate grade-level performance indicators as described by the National Educational Technology Standards (NETS). Benchmarks:
Year 1: By June 2011, 30% of all RCSD students will demonstrate the appropriate grade-level performance indicators as described by the National Educational Technology Standards (NETS). Year 2: By June 2012, 50% of all RCSD students will demonstrate the appropriate grade-level performance indicators as described by the National Educational Technology Standards (NETS). Year 3: By June 2013, 70% of all RCSD students will demonstrate the appropriate grade-level performance indicators as described by the National Educational Technology Standards (NETS). Year 4: By June 2014, 90% of all RCSD students will demonstrate the appropriate grade-level performance indicators as described by the National Educational Technology Standards (NETS). Year 5: By June 2015, 100% of all RCSD students will demonstrate the appropriate grade-level performance indicators as described by the National Educational Technology Standards (NETS). Implementation Plan
Activity
Timeline

The Director of Technology & School Technology Coordinators will monitor progress and suggest corrections in implementation. Results will be reported to the District Technology Committee.
Classroom and technology lab walkthroughs and observations, EdTechProfile and other student assessments
District and site technology 7/2010-6/2015 Director of staff will create and Technology implement computer-based activities to allow students to demonstrate the performances mentioned in the widely adopted ISTE NETS technology standards
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Classroom teachers, district 7/2010-6/2015 Director of and site technology staff, Technology. and library instructional materials assistants (LIMAs) will create and implement computer lab-based and classroom-based activities to allow students to demonstrate mastery of the NETS standards. At least twice per year, 7/2010-6/2015 Classroom Teacher students will complete activities that demonstrate
The School Technology Coordinators will work with the Director of Technology and District Staff and will monitor progress and suggest corrections in implementation. In addition, results will be reported to the District Technology Committee. Monitored by the classroom teacher
Classroom and computer lab observations.
Presentations and products collected by the teacher
Implementation Details District and site technology staff will create and implement computer lab based and classroom based activities to allow students to demonstrate the performances mentioned in the widely adopted ISTE NETS standards (in Appendix A, National Educational Technology Standards for Students): For example, as defined in the NETS Grades Pre K through 2 Performance Indicators, prior to completion of Grade 2, students will have the opportunity to demonstrate they can: 9. Use technology resources (for example, puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (fulfills NETS standards 3, 4, 5, and 6). Classroom teachers, district and site technology staff, and library instructional materials assistants (LIMAs) will create and implement computer lab-based and classroom-based activities to allow students to demonstrate mastery of the NETS standards. School technology coordinators will obtain training to identify and produce project based classroom and lab activities utilizing technology. Various Internet resources will be used to produce activities, and examples learned from the District Technology Committee's best practice research will be utilized. All activities targeting middle school aged students will also take into account the Sequoia Unified High School District's technology graduation requirement. In order to graduate from high school, our students will need to pass this technology skills exam, and mastery of the appropriate Grade 8 performances should adequately prepare our students. To monitor and adjust effectiveness, students will be observed and assessed using the EdTechProfile student assessment and other assessments, including the Learning.com TechLiteracy assessment for the upper grades. Based on these assessments and observations, the Technology Department and District Technology Committee will make recommendations to the Curriculum and Instruction Division regarding adjusting classroom activities to increase their quality and effectiveness. These assessments and observations will also inform the extensive technology professional development that will occur for the teachers, and we will adjust this PD based on these formative student assessments.
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Goal 3e.2: By June 2015, 95% of all students will demonstrate necessary 21st Century information literacy skills in alignment with California state content standards and ISTE NETS Standards. Objective 3e.2.1: Students will engage in curriculum embedded activities to improve their information literacy skills. Benchmarks:

Year 1: By June 2011, 30% of all students will engage in curriculum embedded activities to improve their information literacy skills. Year 2: By June 2012, 50% of all students will engage in curriculum embedded activities to improve their information literacy skills. Year 3: By June 2013, 70% of all students will engage in curriculum embedded activities to improve their information literacy skills. Year 4: By June 2014, 90% of all students will engage in curriculum embedded activities to improve their information literacy skills. Year 5: By June 2015, 100% of all students will engage in curriculum embedded activities to improve their information literacy skills. Implementation Plan
Activity
Library Assistants will utilize technology to increase students information literacy
Timeline
7/2010-6/2015
Classroom and library observations, student surveys.
Literacy Coordinators, Classroom and LIMAs, Director of library observations Technology.
Implementation Details Library Instructional Materials Assistants (LIMAs) will utilize technology to increase students information literacy, and to encourage the joy of reading. LIMAs will continue the use of Follett software to check out books and will work in conjunction with community programs to provide students access to free books. In particular, Folletts Destiny and DestinyQuest software will be used to strengthen the library-to-classroom connection, and will improve information literacy by being tools to effectively search, manage, organize and interpret large amounts of information within district libraries and on the Internet. The district will work in conjunction with the SMCOE librarian to identify strategies where our school LIMAs can play a key role to increase Ravenswood students overall information literacy. One old, but great resource to be utilized is the information literacy strategies that CTAP has organized and promotes via its information literacy brochures. Activities that students will use to find, evaluate and use information include webquests and research project searches, and project-based learning activities. Objective 3e.2.2: Students will engage in supplemental and after school activities to improve their information literacy skills.
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Benchmarks:

Year 1: By June 2011, 30% of all students will engage in supplemental and after school activities to improve their information literacy skills. Year 2: By June 2012, 50% of all students will engage in supplemental and after school activities to improve their information literacy skills. Year 3: By June 2013, 70% of all students will engage in supplemental and after school activities to improve their information literacy skills. Year 4: By June 2014, 90% of all students will engage in supplemental and after school activities to improve their information literacy skills. Year 5: By June 2015, 100% of all students will engage in supplemental and after school activities to improve their information literacy skills. Implementation Plan
Activity
Timeline
After school programs 7/2010-6/2015 Director of Auxiliary and partners will engage Services, After School in technology-related Coordinator, Director activities that will of Technology. increase student's information and media literacy.
After school and grant Grant reports, student reports created by the surveys/assessments. After School Program will show measurement of relevant information literacy skills.
Implementation Details Ravenswood District will utilize resources and partnerships to make appropriate technology and learning resources available during after school hours. Ravenswood provides students after school access to technology primarily through its Center for Learning After School (CLASS) programs, which utilizes school site computer labs as part of its program. There is a CLASS after school program at every Ravenswood school site and various opportunities are offered to students including tutoring, sports, arts and enrichment activities. Computers are widely used in the after school programs, particularly through the Tutorworks supplemental services program. In addition, the Student Tech Corps technology support program is being offered at one school site. In addition, CLASS at Costao offers video production after school programs provided with a partnership with the MidPeninsula Media Center. Information and media literacy are discreet topics that are discussed and explored in many of the after school programs. Currently about 70% of Ravenswood students participate in district or partner-based after school programs, and most students are self-selected to attend the programs. In order to effectively extend the school day, Ravenswood would like to provide programs to all students. Goal 3e.3: By June 2015, 100% of all students and sub-groups will have appropriate access to technology. Objective 3e.3.1: All students will have access to a school-based computer lab and to classroom-based computers in order to acquire needed technology and information literacy skills needed to succeed in the classroom and workplace. Benchmarks:
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Year 1: By June 2011, 70% of students will have access to a school-based computer lab and to classroom-based computers in order to acquire needed technology and information literacy skills. Year 2: By June 2012, 90% of students will have access to a school-based computer lab and to classroom-based computers in order to acquire needed technology and information literacy skills. Year 3: By June 2013, 100% of students will have access to a school-based computer lab and to classroom-based computers in order to acquire needed technology and information literacy skills. Year 4: By June 2014, the district will achieve a 4-to-1 student-to-computer ratio, including access to the school-based computer lab and to classroom-based computers in order to acquire needed technology and information literacy skills. Year 5: By June 2015, the district will achieve a 3-to-1 student-to-computer ratio, including access to the school-based computer lab and to classroom-based computers in order to acquire needed technology and information literacy skills. Implementation Plan
Activity
Timeline
Director of Technology

Technology inventory and surveys will be reported to the Superintendent's Leadership Team.
Technology inventory and surveys.
The district will 7/2010-6/2015 maintain computer labs at schools in order to foster easy class-wide instruction. In addition, it will make available working computers in every classroom either via a cluster of desktops, or laptops carts. Assistive technology 7/2010-6/2015 resources for students with disabilities will be identified and provided for according to student individual education plans, and to improve overall student achievement
Director of Special Education, Special Education Coordinators, Director of Technology
Technology The district's Ravenswood Self inventories, SEIS Improvement Plan database, RSIP reports. monitoring structure includes language that calls for the monitoring and implementation of IEP-based assistive technology provisioning.
Objective 3e.3.2: All grade 4 through 8 students will have access to a home-based computer and internet connection in order to acquire needed technology and information literacy skills needed to succeed in the classroom and workplace. Benchmarks:
Year 1: By June 2011, 30% of all grade 4 through 8 students will have access to a home-based computer and internet connection.
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Year 2: By June 2012, 50% of all grade 4 through 8 students will have access to a home-based computer and internet connection. Year 3: By June 2013, 70% of all grade 4 through 8 students will have access to a home-based computer and internet connection. Year 4: By June 2014, 90% of all grade 4 through 8 students will have access to a home-based computer and internet connection. Year 5: By June 2015, 100% of all grade 4 through 8 students will have access to a home-based computer and internet connection. Implementation Plan
Activity
Timeline

Reports to Technology Committee, Leadership Team, and School Board. Related grant reports.
Reports to Technology Committee, Leadership Team, and School Board.
Ravenswood District 7/2010-6/2015 will extend the school day for its students by making appropriate technology and learning resources accessible after school and at student's homes.
Implementation Details Ravenswood District will utilize resources and partnerships to extend the school day for its students by making appropriate technology and learning resources accessible after school and at student's homes. In particular, community efforts such as the WiFi101 and Computers for Everyone projects will be supported that provide free or very cheap internet access and computer technologies to students.
3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use Technology and the Internet are increasingly used by students for academic research and communication. The ethical and safe use of this technology is important, and the district is committed to educating our students academic and societal expectations for keeping to these norms.
Goal 3f.1: By June 2013, 100% of students will demonstrate understanding of the appropriate and ethical use of technology. Implementation Plan
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Activity
Timeline
Ravenswood District's 7/2010-6/2011 Director of Acceptable Use Policy 7/2013-6/2014 Technology, District documents for students and Legal Counsel staff will be updated and fully implemented to support appropriate technology access. Students will have the AUP 7/2010-6/2015 Director of and expectations explained to Technology, Site them. Technology Staff
The District Technology Student Information Committee will monitor System progress and suggest corrections in implementation. The Director of Technology will work with the District Technology Committee to monitor progress. In addition, results will be reported to the District Technology Committee. The Director of Technology will monitor progress. SharePoint spreadsheet.
AUP and items of expected cyber behavior will be posted in classrooms and computer labs and other appropriate technology access areas Teachers and administrators will have examples of corrective actions so that discipline related to computer use is consistent across the district.
7/2010-6/2015 Director of Technology, Site Technology Staff, Teachers 7/2010-6/2015 Director of Technology, Positive Behavioral Support Coordinator
Classroom and computer lab walkthroughs.
The Director of SWIS behavioral Technology will monitor system data. progress.
Implementation Details Ravenswood District's Acceptable Use Policy documents for students and staff will be updated and fully implemented to support appropriate technology access. The current student computer acceptable use policy (AUP) is over five years old and needs to be updated. In addition, a system for ensuring all students have returned the signed copy needs to be more strictly enforced. The new student computer AUP will be rewritten by the Director of Technology and the District Tech Committee. It will be reviewed by San Mateo County Council before brought to board approval. The AUP will be translated into English, Spanish, and hopefully Tongan to allow parents to properly understand it. Tech coordinators will remain responsible for handing out and collecting the AUP, and will maintain records in our SIS regarding students and parent's acceptance of the policy. Our staff AUP will also be rewritten and reviewed by SMCOE county council. Since it has not been implemented, it will be a priority to accomplish this and have it board approved. The Director of HR will assist with this process, and we will institute the staff AUP as a regular part of employee processing. Although the district maintains a good, solid website filter that blocks inappropriate and "adult" web content, no web filter is foolproof, so the staff and student AUPs are necessary to ensure ethical and proper use of district technology resources. Ravenswood currently utilizes SurfControl on ISA2000, and OpenDNS with daily updated sites subscription. All students receive a brief discussion of the AUP which covers basic internet safety and cyberethics issues. All middle school students receive an extensive lesson and discussion unit regarding
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cybersafety and cyberethics which includes these topics: identity safety, cyber predators, inappropriate content, cyberbullying, piracy & plagiarism, and social networks. 3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307) The use of the computer and Internet access is an invaluable instructional tool for our students and the Internet has become an integral part of their lives. The district acknowledges that with the many benefits of Internet access, come safety risks that need to be addressed. As such, we are committed to teaching our students good safety practices. Goal 3g.1: By June 2015, 100% of all students and staff will understand district policies and guidelines for safe Internet practices. Implementation Plan Activity
RCSD will adopt an Internet safety program for all sixth, seventh and eighth grade students that will include a cyberbullying prevention component. AUP and items/posters for Internet safety will be posted in classrooms and computer labs and other appropriate technology access areas
Timeline
7/2010-6/20 11 7/2013-6/20 14
Director of Technology, District and Site Technology Staff.

District Technology Committee.
SharePoint spreadsheets.
6/2010-7/20 Director of 15 Technology, et. al
District Technology Committee.
SharePoint spreadsheets
3h. Description of the district policy or practices that ensure equitable technology access for all students. Ravenswood City School District is committed to providing technology access for all students. Located within the Silicon Valley, it is imperative that our students have access to current technologies in order to be able to compete in high school and beyond. Ravenswood students are 99% students of color, and many of our students are socioeconomically disadvantaged and can't afford computers, so and it is especially important that no sub-group here is excluded from access to technology. Because of this, we felt it necessary to explicitly adopt Goal 3e.3 of this Educational Technology Plan in order to ensure we remain focused on providing our students the access that they might traditionally be denied. Ensuring student access to technology is critical to the attainment of student technology skill and information literacy skill goals, hence its inclusion in Goal 3e.3 of this plan.
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Limited fiscal resources require that we rely a lot on partners to achieve equity and access in technology. Corporate partnerships, and partnerships with local city, county, non-profit agencies and other local school districts all play a role in increasing our overall student access to technology. The district and its governing board has adopted a stance of aggressively pursuing such partnerships All students need access to technology, including students with physical and other special needs. The district has adopted a Response to Intervention model for Special Education and a School-wide Application Model which provides a full inclusion framework for ensuring equity for all students. Equity in all areas including technology access is not just a policy, but use of technology is increasingly a strategy at Ravenswood in order to improve academic achievement of our students with disabilities. All students will have ready access to a standardized baseline of high quality, age level appropriate instructional media that support reading, writing, curriculum content, and critical thinking skills in student centered, authentic learning environments. A standardized baseline will promote equitable access; facilitate student and staff training, and lower technical support time. We are updating our baseline standard from 5 PCs per class to 6 (with one acting as a teacher workstation). Every Ravenswood classroom will fulfill a baseline classroom technology standard, consisting of a minimum amount of classroom infrastructure and computer equipment. In order to fulfill the goal of providing equitable access to educational technology, it is of paramount importance that the district adopts a classroom minimum standard of equipment. Each Ravenswood City School District classroom will have:
5 Student Computers per class, all Internet-connected; or laptop cart Office Suite (MS Works, MS Office) Virus protection software Desktop management/lock software 1 Computer or laptop designated as a Teacher PC Office Suite (MS Office) MS Outlook for district e-mail Access to SIS Networked Printer Classroom Telephone Infrastructure including Electrical outlets Data wiring drops Cable TV/cable wiring Ergonomic furniture Computer security lockdown kits Presentation device (LCD projector) Document camera
3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers efforts to meet individual student academic needs.
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To improve student learning at Ravenswood, teachers, principals and administrators need to be able to view and generate data about student progress in real time. Parents and students also need to be able to access real-time student information, so that they can be aware of the student's strengths and help in making their academic experience a success. Ravenswood made the first move towards these goals when it standardized on SASI as its student information system in January 2001, after 9 years of efforts. Today we have state-approved and accurate enrollment counts and student lists, we can track the students enrollment history since they enter the district, we have accurate attendance records, and we store immunization and screening records. Since then, other electronic systems have been implemented that manage student data, including: Edusoft, online assessment system Special Education Information System (SEIS), for online IEPs MySPED, for online Special Education and compensatory services time logs SteDell, for Special Education assessments Follett's Destiny, for library book and textbook checkout MealTracker/SMS for free & reduced lunch applications, and child nutrition info SWIS, out of Univ. of Oregon for student discipline info eServe (deprecated), for meta-aggregation of student data systems and analysis SPELL, (Santa Clara Plan for English Language Learners) from tracking data and redesignating English Language Learners for SCCOE SchoolPlan, for online assessment tracking and school plan creation
Goal 3i.1: By June 2013, 100% of all teachers will utilize technology to conduct ongoing student assessments to track student learning and adjust instruction to meet student needs Objective 3i.1.1: Teachers will use technology to conduct ongoing student assessment to track student learning and adjust instruction to meet student needs. Benchmarks:

Year 1: By June 2011, 60% of teachers will use technology to conduct ongoing student assessment to track student learning and adjust instruction to meet student needs. Year 2: By June 2012, 80% of teachers will use technology to conduct ongoing student assessment to track student learning and adjust instruction to meet student needs. Year 3: By June 2013, 100% of teachers will use technology to conduct ongoing student assessment to track student learning and adjust instruction to meet student needs. Year 4: By June 2014, 100% of teachers will continue to use technology to conduct ongoing student assessment to track student learning and adjust instruction to meet student needs. Year 5: By June 2015, 100% of teachers will continue to use technology to conduct ongoing student assessment to track student learning and adjust instruction to meet student needs.
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Implementation Plan Activity Timeline Person(s) Responsible Monitoring Evaluation Instrument & Evaluation
Teacher usage and scanning reports from Edusoft are sent to principals and administrators regularly. Teacher usage and scanning reports from Edusoft
Teachers will use computer 7/2010-6/2013 Assessment technology to conduct ongoing Coordinator, Director of Technology, Asst. formative student assessments to Superintendent of track student learning and adjust instruction to meet student Curriculum and needs. Instruction.
Implementation Details Teachers will use computer technology to conduct ongoing formative student assessments to track student learning and adjust instruction to meet student needs. For example, teachers will use technology to support diagnosis and assessment of K-5 students, with an emphasis on Open Court Reading/Reading Lions assessment). Ravenswood will establish rigorous accountability by using data at all levels to assess progress towards our goals. We have implemented the web-based Edusoft assessment software in the district. Every 6 weeks, students are given paper based assessments for math and ELA which are scanned and uploaded online. Customized reports can be generated every six weeks quickly and efficiently that show student progress. Instead of yearly snapshots, or relying on non-referenced grades, the assessments are giving our teachers & administrators near real-time data regarding the achievement of our ELA goals. Sites will increase the use of item analysis reporting in Edusoft, which is a tool that allows teachers to pinpoint which specific standards students are having trouble with, and allows them to adjust their teaching strategies accordingly. Objective 3i.1.2: All administrators and teachers will use an electronic Education Instruction and Practice (EIP) and Educational Analysis and Strategy (EAS) system to improve student learning. Benchmarks:

Year 1: By June 2011, all administrators and teachers will continue to use the Edusoft EIP/EAS system to evaluate student data in order to improve teaching and student learning. Year 2: By June 2012, all administrators and teachers will continue to use the Edusoft EIP/EAS system to evaluate student data in order to improve teaching and student learning. Year 3: By June 2013, all administrators and teachers will have basic usage of the new EIP/EAS system to evaluate student data in order to improve teaching and student learning. Year 4: By June 2014, all administrators and teachers will have intermediate usage of the new EIP/EAS system to evaluate student data in order to improve teaching and student learning. Year 5: By June 2015, all administrators and teachers will have advanced usage of the new EIP/EAS system to evaluate student data in order to improve teaching and student learning.
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Evaluate a replacement for our Edusoft system Research and compare electronic assessment systems.
7/2011-6/2012 Assessment Coordinator, Assessment Committee, Director of Technology.
Purchase, implement and maintain new electronic assessment systems to replace Edusoft.
Asst. Superintendent of Curriculum & Instruction will review the recommendation report provided by the convened Assessment Committee and carry the recommendation to the school board. 7/2012-6/2014 Assessment Teacher usage & Coordinator, Academic scanning reports from Services Coordinators, the system will be sent Director of regularly to Technology. administrators.
Recommendation report.
Teacher usage and scanning reports from assessment system.
Implementation Details A team will research and compare electronic assessment systems, including a system that contains both Education Instruction and Practice (EIP) and Educational Analysis and Strategy (EAS) components, to possibly replace Edusoft. EIP systems focus on assessment, curriculum, and standards correlation to inform teachers and principals with measures about their performance and their student's abilities. EAS systems focus on the aggregation and disaggregation of student data for effective analysis for instructional leaders (e.g. directors, principals). Edusoft currently provides both of these functions for RCSD, utilizing a combination of its State Analysis, Benchmarking, and Teacher Tools modules. After a full committee review and final recommendation, district staff will purchase and implement the chosen assessment system. Ongoing professional development and systems maintenance will be necessary. In addition, processes and expectations for gathering and scanning assessments will need to be revised and communicated to teachers and new staff yearly. Goal 3i.2: By June 2015, student data and assessment systems will be consolidated into one unified student information system that can easily provide an overall snapshot of a student. Objective 3i.2.1: All administrators and teachers will use a new student information system to improve student learning outcomes. Benchmarks:

Year 1: By June 2011, all administrators and teachers will have basic usage of the new student information system. Year 2: By June 2012, all administrators and teachers will have more intermediate usage of the new student information system. Year 3: By June 2013, all administrators and teachers will have advanced usage of the new student information system. Year 4: By June 2014, all administrators and teachers will continue advanced usage of the new student information system. Year 5: By June 2015, all administrators and teachers will continue advanced usage of the new student information system.
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Implementation Plan Activity Timeline Person(s) Responsible

Director of Student Services, Director of Technology, Asst. Superintendent of Curriculum & Instruction.
New SIS System, staff surveys.
The district will 7/2010-6/2012 purchase and maintain a new student information system that is a robust tool for managing and reporting student data
Implementation of new 7/2010-6/2012 student information system. This will be Infinite Campus, which will replace our current SASI System (pending board approval).
Teachers will utilize an 7/2011-6/2013 online electronic grade book system built-in to the new SIS to calculate and keep track of student grades and progress. Teachers will utilize an 7/2010-6/2012 online attendance module built-in to the new SIS to track attendance from their classrooms.
The Assistant Superintendent of C&I will work with the Director of Technology and District Staff to monitor progress and suggest corrections in implementation. In addition, results will be reported to the District Technology Committee. Director of Student The Assistant Services, Director of Superintendent of C&I will work with the Technology, Asst. Superintendent of Director of Technology Curriculum & and District Staff to monitor progress and Instruction. suggest corrections in implementation. In addition, results will be reported to the District Technology Committee. Assessment Assessment Coordinator Coordinator, Director will ensure that teachers of Student Services, submit report cards according to new Director of Technology, Asst. electronic standard. Superintendent of Curriculum and Instruction. Director of Student Director of Student Services, Attendance Services will ensure that Technician. teachers submit their attendance daily online. The Superintendent's Leadership Team monitors this attendance regularly.
New SIS System, staff surveys.
Reports from SIS.
Weekly attendance reports.
Implementation Details Our current SASI student information system (SIS) is obsolete and needs to be replaced. Infinite Campus will replace SASI as the student information system and its attendance modules and electronic gradebook will become key components in our use of technology to improve important district processes. Teachers will utilize an online electronic grade book system built in to the new SIS to calculate and keep track of student grades and progress. The district currently provides teachers with a basic
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spreadsheet to assist with creating report cards. However, our teachers have been clamoring for a tool to assist with this currently time consuming process. The District will create a committee to examine and revise the current paper standards based report card and grading system. The Curriculum and Instruction Division will collaboratively implement the electronic grade book and assist with necessary professional development. Teachers will utilize an online attendance module built in to the new SIS to track attendance from their classrooms. Period based attendance and scheduling will be maintained in the new SIS for middle school classrooms. The district currently provides most teachers with a paper-based attendance system that where data is updated into SASI by office managers. However, our staff and administrators have been clamoring for a tool to assist with this time consuming process. The Student Services Department will implement the online attendance system for teachers and provide necessary professional development. 3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. The Ravenswood Community consists of the City of East Palo Alto and a portion of the City of Menlo Park east of Highway 101. This area is known as East of Bayshore or EOB. Because of recent major infrastructure changes, EOB is now ready for the home/school/community collaboration that this EETT grant will allow. Although RCSD is located in the heart of Silicon Valley, it has been far behind other communities in access to technology. A 2001 survey of 4th to 8th grade students at Belle Haven School determined that about 25% of students had a computer at home, less than half of those had Internet access and those who did was only dial-up. Broadband was not available to most of the community until August 2004. A more recent survey in May 2009 shows how far the Ravenswood community has come. Now 71% of students have a computer with Internet access in their home, and 17% have a computer but no Internet access. In the last year the infrastructure in EOB has change dramatically. There is now free 802.11g wireless available in most of the community, called Community Wireless. The schools and other public buildings are all connected via a fiber-optic network. The emergence of the free Community Wireless wi-fi and a group that distributes used computers to community members, Computers For Everyone, means that almost all students in RCSD can now have a computer with Internet access at home. The District will publicize these free technology access programs. RCSD has a website that is used to display school and district information to anyone. With the increased infrastructure available, RCSD is implementing more robust two-way web-based communication tools. District staff will have access to SharePoint, at home and at work, for file- and calendar-sharing, blogging, etc. Students, parents and teachers will share via Moodle or SharePoint based online courseware. Teachers can post assignments, quizzes, grades, and e-mail, all of which are available at home to students and parents. Ravenswood District has two major partners in this home/school/community collaboration. The first is Community Wireless, which supplies free 802.11g wireless Internet access to most of the EOB area. This is a tremendous benefit to our community of low-income students who can receive Internet access in their homes at no cost. This is a true partnership, because RCSD provides free roof-space for Community Wireless antennas to make this system work throughout the community.
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The second partner is Computers for Everyone (CFE). This organization is the epitome of the Reuse part of the recycling triangle. It collects old computers and printers from many different sources, refurbishes what it can, combines parts of several to make one whole, and installs open-source software (Linux, Open Office, etc.). It then distributes these computers to community members at little or no cost especially to families with students in Ravenswood Schools. CFE also provides a three-hour Distribution Orientation to those who receive a computer. This allows the parents, most of whom have little computer experience, to begin to learn technology. Ravenswood supports this partnership by donating very old junked district computers to CFE, which fixes them and gives out to families in the community.
Goal 3j.1: By June 2015, infrastructure will be provided so that 100% of all parents and guardians will be able to easily access school and district information. Objective 3j.1.1: Ravenswood District will maintain ongoing knowledge about parent and home access to technology within our community. Benchmarks:

Year 1: By June 2011, parents will be surveyed to update our knowledge about parent preferences and home access to technology. Year 2: By June 2012, a small sample of parents will be surveyed to deepen our knowledge about parent preferences and home access to technology. Year 3: By June 2013, parents will again be surveyed to update our knowledge about parent preferences and home access to technology. Year 4: By June 2014, a small sample of parents will be surveyed to deepen our knowledge about parent preferences and home access to technology. Year 5: By June 2015, parents will again be surveyed to update our knowledge about parent preferences and home access to technology. Implementation Plan
Activity
Timeline
Director of Technology.
Parents will be surveyed 7/2010-6/2015 annually regarding home technology access and use.
Results will be reported Parent survey compilation to EPADV partners and reports. funding foundations, district Technology Committee and district grant applications.
Implementation Details A parent survey will be created and given to parents in paper-based and online formats. In partnership with the East Palo Alto Digital Village and with assistance from other local organizations, the district will conduct a comprehensive parent/guardian/family survey regarding home access to technology. This will allow us to assess how many families have telephone, internet connections, and access to other technologies. We will then be able to better tailor our home communications efforts to the actual
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current needs of our parents. This survey will be modified and repeated every other year. A smaller sample of parents will be queried in between surveys. Objective 3j.1.2: By June 2015, 100% of all district families will have access to a home based computer and internet connection. Benchmarks:

Year 1: By June 2011, 30% of all district families will have access to a home based computer and internet connection. Year 2: By June 2012, 50% of all district families will have access to a home based computer and internet connection. Year 3: By June 2013, 70% of all district families will have access to a home based computer and internet connection. Year 4: By June 2014, 90% of all district families will have access to a home based computer and internet connection. Year 5: By June 2015, 100% of all district families will have access to a home based computer and internet connection. Implementation Plan
Activity
Timeline
The district will work 7/2010-6/2015 with partners to develop a home technology access initiative.
The Technology Parent and student surveys. Department and partners will conduct surveys monitoring effectiveness of the program and the increased home access.
Implementation Details The district will work with the East Palo Alto Digital Village and the local Computers For Everyone/WiFi101 project to put together a home technology initiative that will focus on providing access to a home computer and internet access, thereby helping to improve student and parent English literacy, provide technology access and further extend the school day. Objective 3j.1.3: Ravenswood District will implement an easy-to-use online web portal to allow parents to securely access data regarding their child's academic progress. The district will evaluate and implement an online portal system in conjunction with efforts to provide a terminal/internet access in family homes. Significant professional development will need to occur for parents to use the system. Ideally, the web-based system will be bilingual. The system will be highly secure, only allowing parents to access their child's information, while keeping that information confidential from the rest of the world. Benchmarks:
Year 1: By June 2011, 30% of district parents will be able to securely access data regarding their child's academic progress.
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Year 2: By June 2012, 50% of district parents will be able to securely access data regarding their child's academic progress. Year 3: By June 2013, 70% of district parents will be able to securely access data regarding their child's academic progress. Year 4: By June 2014, 90% of district parents will be able to securely access data regarding their child's academic progress. Year 5: By June 2015, 100% of district parents will be able to securely access data regarding their child's academic progress. Implementation Plan
Activity
Ravenswood District will implement an easy-to-use online web portal to allow parents to securely access data regarding their child's academic progress.
Timeline
7/2010-7/2012 Director of Technology, Director of Student Services.
Technology Department Online usage reports created will generate and by the portal. compile online usage reports.
Implementation Details Ravenswood District will implement an easy-to-use online web portal to allow parents to securely access data regarding their child's academic progress. This will probably be the built-in parent portal provided by Infinite Campus (pending board approval). The district will evaluate and implement an online portal system in conjunction with efforts to provide computer access in family homes. Significant professional development will need to occur for parents to use the system. The web based system will need to be bilingual. The system will also be highly secure, only allowing parents to access their child's information, while keeping that information confidential from the rest of the world. Sequoia Union High School District, our feeding high school district, is also implementing the Infinite Campus parent portal, so the district plans to partner with them to provide portal PD to parents.
Objective 3j.1.4: Ravenswood district will maintain an auto-dialer system and school-wide paging systems to notify parents, students, and community stakeholders of pertinent and emergency information. Benchmarks:

Year 1: By June 2011, all schools will have access to a school-wide paging system to notify teachers, students, and stakeholders of pertinent information while on school campuses. Year 2: By June 2012, all schools will be able to contact parents via an autodialer and/or auto-text sender to improve two-way communication with parents and engage them to improve student achievement. Year 3: By June 2013, all schools will maintain school-wide paging systems and the ability to contact parents via an autodialer and/or auto-text sender in order to improve two-way communication with parents and engage them to improve student achievement.
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Year 4: By June 2014, all schools will maintain school-wide paging systems and the ability to contact parents via an autodialer and/or auto-text sender in order to improve two-way communication with parents and engage them to improve student achievement. Year 5: By June 2015, all schools will maintain school-wide paging systems and the ability to contact parents via an autodialer and/or auto-text sender in order to improve two-way communication with parents and engage them to improve student achievement.
The district will 7/2010-6/2015 implement and maintain school-wide paging systems at each school site.
The district will 7/2010-6/2012 purchase, implement and maintain an auto-dialer and possibly auto-text systems that will available to use by each school site and the district office.
Director of The Technology and School-wide Technology, Director Maintenance emergency drills. of Maintenance. Departments and school Principals monitor implementation of school-wide telephone-based paging systems. Director of Student Use will be monitored System usage reports. Services, Director of by the Director of Technology. Student Services and the Director of Technology.
Implementation Details The district will implement and maintain school wide paging systems at each school site using our new Cisco VOIP PBX. The district has purchased Syn-Apps VOIP Paging system that needs to be maintained on a yearly basis in order to provide paging for schools that do not have a traditional analog pager and/or to integrate with those. The district will also purchase, implement and maintain an auto-dialer and possibly auto-text systems that will available to use by each school site and the district office. Schools will be able to autodial or text parents if their child has an unexcused absence, or to inform them of school events. In this way, teachers and administrators can use this to improve attendance, which is shown to have a positive effect on student learning outcomes. The systems will also be used to notify families in case of emergency.
Goal 3j.2: By June 2015, infrastructure will be provided so that 100% of all parents and guardians will be able to easily access school administrators, their child's teacher and the district office.
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Objective 3j.2.1: By June 2015, 100% of district and school staff will have an advanced understanding of the use and functionality of the district's new Cisco VOIP PBX system. Benchmarks:

Year 1: By June 2011, 80% of district and school staff will have a basic understanding of the use and functionality of the district's new Cisco VOIP PBX system. Year 2: By June 2012, 80% of district and school staff will have an intermediate understanding of the use and functionality of the district's new Cisco VOIP PBX system. Year 3: By June 2013, 80% of district and school staff will have an advanced understanding of the use and functionality of the district's new Cisco VOIP PBX system. Year 4: By June 2014, 100% of district and school staff will have an intermediate understanding of the use and functionality of the district's new Cisco VOIP PBX system. Year 5: By June 2015, 100% of district and school staff will have an advanced understanding of the use and functionality of the district's new Cisco VOIP PBX system.
Implementation Plan Activity Timeline Person(s) Responsible Monitoring & Evaluation

The Director of Technology and staff will monitor the reliability and availability of the Cisco VOIP PBX system. Problems will be reported to the Superintendent.
Cisco CallManager reports, HelpDesk ticket reports.
The district will maintain a 7/2010-6/2015 Technology reliable, easy-to-use Voice Over IP Department, PBX telephone system in order to Director of continue to provide internal Technology. telephone service and voicemail service for the district office and 12 school sites. Training will occur for staff and 7/2010-6/2015 Director of stakeholders in order to maintain Technology and effectively utilize district communication services, particularly the VOIP PBX system. The district will purchase 7/2010-6/2015 Business Office cellphones for staff to utilize when stationary phones are not adequate to improve communication.
Training evaluation surveys will Training be completed after trainings. evaluation surveys.
Cellphone usage will be monitored and maintained by Business Office staff. Regular reports are printed and given to staff for sign-off to ensure personal calls are paid for by individuals.
Cellular phone bills.
Implementation Details Ravenswood's Cisco Unity Voice over IP PBX system will provide each of these schools with services for TCP/IP voice communications, voicemail, backup strategies, and independent survivability in case of disconnect from the RCSD District Office for increased reliability. Training will occur for staff and stakeholders in order to maintain and effectively utilize district communication services:
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Year 1 Training: Implementation and training of Voice Over IP system for district staff and site staff. 80% of our teachers will utilize basic function of the new phone system. The teachers will be trained in the first year to answer a call, place a call on hold, end a call, redial the last number, transfer, reverse transfer, conference a call, pick up a call, park a call, search the directories, forward all calls, mute a call, access the voice mail, plug in the headset, and program the speed dial. The RCSD administrator for the VOIP system will be provided Systems Administrators trainings. Year 2 Training: 80% of our teachers will utilize intermediate function of the new Voice Over IP phone system. The teachers will be trained to fast dial, access personal phone books, access the voice mail from outside the network, access their voice mail messages through their e mail (Outlook), record professional standard and alternate voice mail greetings. The training for the Web attendants and RCSD future phone system trainers will be completed. Year 3 Training: 100% of our teachers will utilize intermediate to advance function of the new Voice Over IP phone system. Teachers will be trained in Converging of Video and Outlook, homework lines and links, paging zones, password protection, and how to post information on the system for the parents to retrieve easily. The District will provide training for the parents on how to access student information, field trips, daily events, and homework assignments through the voice messaging system. This will significantly improve parent to teacher communication. The district will purchase cell phones for staff to utilize when stationary phones are not adequate to improve communication. Cell phones will be used strategically to improve safety, enhance operational efficiency, and improve internal and home to school communication. The district will also purchase an inexpensive cellular plan with necessary data, e-mail, text and voicemail services in order to allow cellular communication. 3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. Most of the specific monitoring processes are already mentioned in the objectives listed in Sections 3d-3j. Progress in classroom technology integration will primarily be monitored by classroom visits by principals, site-based staff and the technology director. A tool will be developed to standardize data collection and monitoring during these informal classroom visits, and this will be included in our overall classroom observation protocols used to comply with our Program Improvement status. In addition, progress will be monitored by utilizing teacher surveys, particularly the EdTechProfile online assessment. The Director of Technology will monitor implementation of changes in instructional support staff focus by using computer lab and classroom visits, and by interviewing classroom teachers. The Curriculum and Instruction coordinators and the Director of Technology will work with the Director of Literacy and will monitor progress and suggest corrections in implementation. In addition, results will be reported to the District Literacy Committee and Math Committees. Lastly, the significant Superintendent and school board interest in access and applicability of student data means
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this implementation will be closely monitored. The District Literacy Committee is working on plans to formalize this monitoring of student literacy data. Implementation of the Curriculum component of this Educational Technology Plan will be monitored by the Director of Technology, who will make yearly reports and recommendations to the District Technology Committee. Regular reports on the status of technology integration, especially with regards to the Educational Technology Plan, will be made at District Literacy Committee and bi-weekly Superintendent's Leadership Team meetings. Finally, regular semi-yearly reports will be made to the Governing School Board about the status of technology and the curriculum. The district committees, the Superintendent's Advisory Council and the school board will make suggestions for corrective action and implementation improvements as problems arise. These suggestions will be documented in the minutes of the appropriate meeting, and will be acted upon by district staff. District systems for monitoring compliance to goals and programs are documented in the attached document (on page 84, after the appendices) entitled Essential Accountability Program Components.
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4. Professional Development
4a. Summary of teachers' and administrators' current technology skills and needs for professional development. The EdTechProfile online self-assessment was taken by RCSD teachers in April/May 2009. In the area of Computer Knowledge/Skills, 29% rank themselves as Proficient, 45% as Intermediate, and 26% as Beginner. This gave an average score of 2.0 on the EdTechProfile scale, on the border between Intermediate and Proficient. The teachers consider themselves most proficient in word-processing skills, and also proficient in Internet and e-mail. They rank themselves as Intermediate in presentation and spreadsheets, and Introductory in databases. For the California Commission on Teacher Credentialing (CCTC) Program Standard 9: Using Technology in the classroom, the teachers rank themselves about equally between Intermediate and Introductory levels on most of the standards. They are somewhat higher on the standards around using e-mail and other collaborative tools. It is interesting that 20-25% of the teachers marked 9b, 9f and 9g, which deal with researching and choosing appropriate electronic resources, as Not Applicable, and another 44-50% ranked themselves as Introductory level on these standards. This data reflects the Program Improvement status of RCSD where all teachers must focus on the adopted curriculum, implementing it with fidelity and according to the mandated pacing guide. This is why the Program for Students is centered on the adopted state math curriculum. There is no allowance for individual teachers to select supplemental teaching materials. CCTC Program Standard 16: Using Technology to Support Student Learning is where the need for improvement is greatest. 9% of the teachers marked this area as Not Applicable, and 74% put themselves at a Beginning level. Only 1 teacher marked him/herself as Proficient. 63% of staff currently do not require students to use any kind of electronic media for schoolwork or collaboration. 68% of staff may use e-mail, but use no other means of collaboration with colleagues. 60-70% of teachers may be aware of technology resources in Ravenswood and that technology can be used to enhance student learning, but they do not use technology in their lesson planning. Therefore they also do not teach students the use of technology resources, evaluation of electronic media, or electronic project-based learning. They are not familiar with standards for evaluating students technology-based work. Site and district administrators have not recently been assessed in detail with regards to technology proficiency, however all have expressed informally during administrator and principal meetings their desire to receive more technology related professional development. Administrators have expressed interest in receiving more training in Microsoft Outlook for scheduling, deeper understanding of our Edusoft system to allow better disaggregation of student achievement data, and how to use technology to make the observational walk-throughs more efficient.
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4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan. The proposed professional development (PD) program in this Educational Technology Plan will meet these identified learning needs in several ways:
Teachers will be provided with an intensive 5 days of hands-on training in the use of the hardware and software. They will be students where the use of technology integrated into the curriculum is modeled. They will be taught the various technology tools that are available, so that they can teach their students the use of these tools, and model their use in the classroom. They will learn the use of technology tools embedded in the math curriculum to teach the state content standards. Professional Learning Teams will discuss and implement plans for integrating technology as a seamless part of the math curriculum. Teachers will receive support from each other on how to use available resources to help students learn in ways not previously possible. District Math Coaches and NTC Mentors will work individually with teachers to foster the analysis and synthesis of data as lesson plans are designed to improve student achievement, and to teach the students to use technology to analyze their own data and support their learning.
Goal 4b.1: By June 2015, 100% of principals, teachers and instructional staff will receive ongoing and embedded professional development in the integration of technology in support of the district's ELA and Math goals. Objective 4b.1.1: Teachers will be provided with intensive ongoing and embedded training in the effective use and integration of technology in the classroom. Benchmarks:

Year 1: By June 2011, 30% of teachers will be provided with intensive ongoing and embedded training in the effective use and integration of technology in the classroom. Year 2: By June 2012, 50% of teachers will be provided with intensive ongoing and embedded training in the effective use and integration of technology in the classroom. Year 3: By June 2013, 70% of teachers will be provided with intensive ongoing and embedded training in the effective use and integration of technology in the classroom. Year 4: By June 2014, 90% of teachers will be provided with intensive ongoing and embedded training in the effective use and integration of technology in the classroom. Year 5: By June 2015, 100% of teachers will be provided with intensive ongoing and embedded training in the effective use and integration of technology in the classroom.
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EETT C Grant Report. EdTechProfile teacher survey. Teacher PD evaluations.
Teachers will be provided with 7/2010-6/2015 Director of an intensive 5 days of Technology, hands-on training in the use of Technology PD the hardware and software. Assistant, Asst. They will be students where Superintendent of the use of technology Curriculum & integrated into the curriculum Instruction. is modeled. They will be taught the various technology tools that are available, so that they can teach their students the use of these tools, and model their use in the classroom. They will learn the use of technology tools embedded in the math curriculum to teach the state content standards.
A second level of PD will be occur through the use of Professional Learning Teams (PLTs) that will discuss and implement plans for integrating technology as a seamless part of the ELA and math curricula. Teachers will receive support from each other on how to use available resources to help students learn in ways not previously possible. Teachers will be provided with 7/2010-6/2015 Asst. Superintendent ongoing mentoring and support of Curriculum & with regards to integrating Instruction, Director technology in the classroom. of Technology, District Literacy and Math Technology PD Coaches and NTC Mentors Assistant, NTC will work individually with Mentors, Academic teachers to foster the analysis Services and synthesis of data as lesson Coordinators, plans are designed to improve Principals. student achievement, and to teach the students to use technology to analyze their own data and support their learning.
Evaluations of the progress of the teacher PD program will be done semi-annually. These reports will be shared with the RCSD Board of Trustees, parents and the public at a district board meeting. They will also be given to the San Mateo County Office of Education and to CDE. To make the public reports more available to the community, they will be posted on the RCSD website and at EPA.net, the web portal for the East of Bayshore community. Information will also be shared with local newspapers, especially The Palo Alto Weekly and EPA Today in hopes that they will publicize this subject. 7/2010-6/2015 Asst. Superintendent Evaluations of the progress of of Curriculum & the teacher PD program will be Instruction, Director done semi-annually. Monitoring of Technology, of PLTs occurs through the Technology PD district's DAIT process. Assistant, NTC Mentors, Teacher PLT Facilitators, Principals.
EETT C Grant Report. EdTechProfile teacher survey. Teacher PD evaluations, PLT Minutes and Teacher surveys.
Evaluations of the progress of the teacher PD program will be done semi-annually. Monitoring of coaching effectiveness occurs through the district's DAIT process. Monitoring of mentor systems occurs through NTC reporting process.
EETT C Grant Report. EdTechProfile teacher survey. Teacher PD evaluations, and Teacher surveys.
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Objective 4b.1.2: Principals will be provided with research and training in the effective use and integration of educational technology, in order to provide necessary instructional leadership. Benchmarks:

Year 1: By June 2011, 50% of principals will be provided with research and training in the effective use and integration of technology in the classroom. Year 2: By June 2012, 75% of principals will be provided with research and training in the effective use and integration of technology in the classroom. Year 3: By June 2013, 100% of principals will be provided with research and training in the effective use and integration of technology in the classroom. Year 4: By June 2014, 100% of principals will be continue to be provided with research and training in the effective use and integration of new technology in the classroom. Year 5: By June 2015, 100% of principals will be continue to be provided with research and training in the effective use and integration of new technology in the classroom. Implementation Plan
Activity
Timeline
Ravenswood District will assess principals 7/2010-6/2015 Director of and administrators in their level of Technology, technology proficiency in order to gather Technology PD Assistant. more information that will allow the District to determine the technology needs and proficiency of administrators. This will be done on an ongoing yearly basis, and will utilize the online EdTechProfile survey. All principals and administrators will 6/2010-7/2015 Assessment receive training in the productive use of the Coordinator, district's online student assessment system. Technology PD Generally, the training for Edusoft will Assistant. follow a sustainable, train the trainer model. All principals and administrators will 7/2010-6/2015 Director of receive training in the use of educational Technology, technology. The specific nature of these Technology PD trainings will be determined and adjusted by Assistant. ongoing (yearly) assessments of administrator technology proficiency. ISTE NETS Standards for Administrators will inform the necessary components that the district chooses after the initial administrator assessments.
District and technology EdTechProfile site staff will track the survey. amount of usage of technology tools and evaluation of appropriate use of tools by administrators. Asst. Superintendent of C & I will monitor the effectiveness of the trainings. PD Evaluation surveys.
District and technology site staff will track the amount of usage of technology tools and evaluation of appropriate use of tools by administrators.
EdTechProfile survey and PD Evaluation surveys.
Objective 4b.1.3: Special Education (Integrated Services) staff will be provided with ongoing professional development in the effective use and integration of technology in the classroom. Benchmarks:
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Year 1: By June 2011, 30% of Special Education staff will be provided with ongoing professional development in the effective use and integration of technology in the classroom. Year 2: By June 2012, 50% of Special Education staff will be provided with ongoing professional development in the effective use and integration of technology in the classroom. Year 3: By June 2013, 70% of Special Education staff will be provided with ongoing professional development in the effective use and integration of technology in the classroom. Year 4: By June 2014, 90% of Special Education staff will be provided with ongoing professional development in the effective use and integration of technology in the classroom. Year 5: By June 2015, 100% of Special Education staff will be provided with ongoing professional development in the effective use and integration of technology in the classroom. Implementation Plan
Activity
Timeline

District and technology site staff will track the amount of usage of technology tools and evaluation of appropriate use of tools by instructional staff.
EdTechProfile survey.
Ravenswood District will 7/2011-6/2015 Director of assess instructional staff, Technology, including Special Education Technology PD teachers, in their level of Assistant, Special technology proficiency in Education Director, order to gather more Special Education information that will allow Coordinators. the District to determine their technology needs and proficiency. This will be done on an ongoing yearly basis, and will utilize the online EdTechProfile survey. All instructional staff, 7/2010-6/2015 Director of Technology, including Special Education teachers, will receive Technology PD training in the use of Assistant, Special Education Director, educational technology, including the effective Special Education integration of technology Coordinators. and assistive technologies within the classroom.
District and technology site staff will track the amount of usage of technology tools and evaluation of appropriate use of tools by administrators.
Goal 4b.2: By June 2015, 100% of district and school support staff will receive ongoing professional development in the use of technology in support of the district's ELA and Math goals. Objective 4b.2.1: District and support staff, including classified staff, will be provided with ongoing professional development in the effective use of technology in support of the district's goals and to improve operational efficiency. Benchmarks:
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Year 1: By 2011, 30% of district and support staff will be provided with ongoing professional development in the effective use of technology in support of the district's goals and to improve operational efficiency. Year 2: By 2012, 50% of district and support staff will be provided with ongoing professional development in the effective use of technology in support of the district's goals and to improve operational efficiency. Year 3: By 2013, 70% of district and support staff will be provided with ongoing professional development in the effective use of technology in support of the district's goals and to improve operational efficiency. Year 4: By 2014, 90% of district and support staff will be provided with ongoing professional development in the effective use of technology in support of the district's goals and to improve operational efficiency. Year 5: By 2015, 100% of district and support staff will be provided with ongoing professional development in the effective use of technology in support of the district's goals and to improve operational efficiency. Implementation Plan
Activity
Timeline
Ravenswood District will assess 7/2010-6/2015 Director of Technology, district and support staff, including Technology PD classified staff, in their level of Assistant, Special technology proficiency in order to Education Director, gather more information that will Special Education allow the District to determine their Coordinators, Director technology needs and proficiency. of Human Resources. This will be done on an ongoing yearly basis, and will utilize the online EdTechProfile survey. All district and support staff, including 7/2010-6/2015 Director of Technology, classified staff, will receive training in Technology PD the effective use of technology, Assistant, Special including the use of technology to Education Director, improve operational efficiency. Special Education Coordinators, Director of Human Resources
District and technology EdTechProfile site staff will track the survey. amount of usage of technology tools and evaluation of appropriate use of tools by instructional staff.
District and technology site staff will track the amount of usage of technology tools and evaluation of appropriate use of tools by instructional staff
July 1, 2010 - June 30, 2015
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4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities. The district's technology training coordinator will be responsible for keeping track of and monitoring individual training plans. This will be done by using monitoring tools that accompany the software tools used by the District. Projects produced prior to or after training will also provide evidence on how well teachers can use tools. Principals can evaluate the integration of instructional technologies if this information is included with the teachers lesson plans. Finally, improvement in student scores might reflect effective use of instructional technologies if compared to classes that do not use the technologies. A comparative analysis report will be completed. Implementation of the Professional Development component of this Educational Technology Plan will be monitored by the Director of Technology and Technology Professional Development Assistant, who will make yearly reports and recommendations to the District Technology Committee, as part of the EETT Competitive Grant reporting process. Finally, yearly reports will be made to the Governing School Board about the status of technology-based professional development. The district committees, the Superintendent's Leadership Team and the school board will make suggestions for corrective action and implementation improvements as problems arise. These suggestions will be documented in the minutes of the appropriate meeting, and will be acted upon by district staff.
July 1, 2010 - June 30, 2015
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5. Infrastructure, Hardware, Technical Support, and Software
5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan. Existing Hardware: Existing resources include laptops for teachers. HP has donated a Tablet notebook PC and a new laser printer for each of the 45 6th thru 8th grade target classrooms. We now have a partnership with HP Philanthropy to upgrade the district server infrastructure that will also be used for the program for students. This will allow centralized file storage and data access for students on our internal data network. Additional resources include a computer lab of at least 30 desktop PCs at every target school site for staff professional development and where classes that are not using the laptop carts can still do whole-class technology-enabled instruction. All middle school teachers have received wireless-equipped laptops and classroom printers because of a previous grant from HP, but these 45 classrooms will each need LCD projectors, and document cameras from EETT grant purchases. Existing Internet Access: All classrooms in Ravenswood City School District have high-speed Internet connectivity, and most classrooms have needed wireless infrastructure. The district's networking and telecommunications infrastructure is great, as it was recently upgraded. Ravenswood has centralized its servers by utilizing the JPA I-net fiber to support its Wide Area Network. The current free fiber from the Comcast/JPA I-net is in jeopardy and a solution is being sought out, potentially Optiman solutions, for example.
Existing Electronic Learning Resources: Existing software resources that are available to this program include Edusoft and Moodle. For three years, RCSD has been a data-driven district, and it actively uses Edusoft online software for classroom assessments, CST, CELDT and benchmark data collection pertaining to student achievement. Teachers and administrators heavily use this process, and our existing process of taking assessments every six to eight weeks will be vital in measuring the progress of the target student group in their academic understanding of state content standards. Free Moodle web-based courseware is being set up to provide a front-end to all online curriculum resources to simplify student access to electronic content. Microsoft Office programs are used in most classrooms, however very little curricular software, production tools, or video streaming is in use. Existing Technical Support: The RCSD Technology Department consists of a Director, two full-time Network Specialists, one Systems Administrator, three site Technology Program Specialists (technicians) and a part-time Technology Program Assistant. All of these individuals are well-versed in the hardware, software, and network infrastructure of the district and will support this program.
July 1, 2010 - June 30, 2015
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Because of the state budget crisis and subsequent reduced funding levels, the district has had three technology staff layoffs this year and no longer maintains a one-to-one tech support staff per site. However, using more advanced tech support software and methods such as imaging and standardization have allowed us to increase our level of tech support service. The District has Helpdesk software available on the Intranet where anyone can submit a request for needed services to the Tech Department. The appropriate person is dispatched to solve the problem in a timely manner. Recent surveys and feedback show that RCSD has a good and improving technical support structure in place compared to other school districts, The site technicians rotate through classrooms to provide real-time technical and instructional support for teachers, and will be available to fix problems, aid in technology literacy training, and generally support teachers as they learn to integrate technology into their daily teaching.
5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the districts teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. Hardware Needed: Each school campus will have a computer lab in order to run whole class assignments, allow teacher and staff professional development, after school technology programs and even parent/community trainings. Our goal for each school technology lab is to have enough desktop systems for every student to use a computer simultaneously during lab time and 2 networked printers in each lab (one black/white, one color laser printer). Thus, we need 275 PC systems and 16 printers for our 8 elementary and academy labs in order to upgrade each lab. Each K-8 classroom will have a teacher technology platform for all teachers to deliver instruction of our core math and ELA curricula. This classroom technology will include: A Tablet PC (or laptop with smartboard) for instructional delivery Document camera Ceiling-mounted LCD projector Black/White Laser printer Classroom amplified sound system, consisting of Wireless Microphone Speakers Amps Laptop audio input The goal is to have a standard baseline of a minimum of 5 desktop systems per classroom with one networked and working black/white laser printer per classroom. Thus, in order to complete this goal, we need 800 desktop PC systems and 160 laser printers for our 160 elementary school and academy classrooms. In addition, each 6th through 8th grade classroom will have laptop carts for the use of students for in-class projects, at a minimum of 1 laptop for every two students. Therefore 45 laptop carts of 15
July 1, 2010 - June 30, 2015
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computers each, for a total of 675 laptops, will be shared by middle school teachers to implement our core curricula with fidelity. The child development center and pre-school classrooms at Ravenswood should increase their baseline to 4 desktop systems per classroom with one networked and working printer in each room. Thus, we need 44 PC systems and 11 printers for our 11 district pre-K classrooms. There are no computer labs in pre-K schools. Other instructional staff need access to technology. In particular, desktop computers need to be available for Special Education staff, at an average of 5 per site at 10 school sites including charter schools, for a total of 50 desktop PCs and 10 black/white laser printers. The district's 25 Special Education teachers each need a laptop to use with and on behalf of students. Ongoing materials for video projects need to be provided to keep the video projects going and allow students to create video projects. Video cameras for teacher and classroom use are needed, and aging cameras in existing video studios and audio cables need to be purchased.
Electronic Learning Resources Needed: Ravenswood District will maintain a baseline software standard for every student lab and classroom computer as follows:

Office Suite (MS Office or Open Office) Virus protection software Software to Manage and Lock Desktops (e.g.-DeepFreeze, AD Group Policies) Browser software
Every student and teacher computer will contain office suite software for word processing, spreadsheet, document creation and presentation use. Students will have access to supplemental learning software packages to support their standards-based curricula. This software will include package(s) selected and deemed necessary by the District Math and Literacy Committees to support the district's curricular goals. Software and online resources will be made available to students to enhance math, social sciences, language arts and science curriculum. These resources will include, but will not be limited to adopted textbook-related materials such as textbook CDs and vendor websites. Students will utilize Internet-based learning resources to enhance their instruction. The CTAP websites, county office portal, video clip websites such as Discovery Learning, and other instructional resources will be utilized to identify appropriate and curriculum-enhancing websites for students. One area of need for use with middle school classrooms is a student electronic portfolio software platform that is integrated with MS Active Directory. We will adopt either Moodle, or a SharePoint-based courseware platform to implement this. Software will need to be researched and obtained to provide students with the resources to master the ISTE NETS technology standards for technology and information literacy, for which we currently use EasyTech. The district will need to procure the resources to create a parent-centered portal that gives parents secure access to their child's information. The district will provide a solution to provide safe, spam-free e-mail accounts to 4-8th grade students. A wide variety of software and online instructional materials will be needed to fulfill district professional development goals.
July 1, 2010 - June 30, 2015
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Software-based training materials should be made available for district-purchased curricula. In addition, a wide variety of online professional development material should be purchased for staff, including potential online courseware like Advanced Microsoft Word, etc. but many are not aware of its existence.
Networking and Telecommunications Infrastructure Needed: The district's networking and telecommunications infrastructure is sound, as it was recently significantly upgraded. In order to minimize technical support needs and maximize efficiency, Ravenswood has centralized its servers by utilizing the JPA I-net fiber to support its Wide Area Network. This provides 1Gbps fiber connection for each school site from the district network. Over the next 5 years, we estimate that the District will need the equivalent of 100Mbps of bandwidth to the Internet. One managed, QoS-capable network switch per classroom is necessary to maintain current network standards, which totals 264 switches, when including all charter schools. Every classroom needs to have 100Mbps or more connectivity to the Ravenswood District network. Most district classrooms do not have good internal wiring drops with the class in appropriate workstation locations. 12 CAT5+ wiring drops for every classroom is the standard for the district. Currently, 25 8-12 port fiber switches are needed (QoS capable) to replace dying Cisco 3508 switches. Also about 50 8-12 port PoE switches are needed to replace dying Cisco 3524 switches. Each family will need very cheap internet access for this project. Currently, a ubiquitous wireless network is being installed throughout East Palo Alto and East Menlo Park by Community Wireless EMAP, a non-profit signature project of the EPA Digital village.
Physical Plant Modifications Needed: Each classroom should have one electrical outlet for each desktop system. Therefore, to handle 5 computers per class, plus a teacher or presentation workstation, 7 electrical outlets (or four dual-port outlets) are necessary per classroom. Optimizing the location of new outlets is necessary. In addition, every classroom needs an electrical outlet to power its network infrastructure (in-classroom switch). In addition, every district classroom should have coaxial or wiring infrastructure to provide classroom access to cable TV and in-school video broadcasts. In most of our 170 classrooms we currently have electrical wiring to handle approximately 4 computer systems per class. In addition, about 50% of networking equipment has optimal electrical power. Approximately 924 additional electrical outlets will be needed district-wide to fulfill these goals. Only two school sites (Ronald McNair and Edison Brentwood) currently have working coaxial cable for cable TV broadcasting and viewing. However, every school site has cable TV that terminates to one point of origin at that school. However, since there is no coaxial wiring in the schools, classrooms cannot utilize cable TV programming, nor broadcast student video productions internally. In addition, either coaxial cable for cable TV needs to be installed in 170 classrooms, or some device that can broadcast multiple channels of video over the existing multi-mode fiber needs to be found and purchased.
July 1, 2010 - June 30, 2015
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Good CAT5e or better wiring is necessary to connect the 600 VOIP handsets in the district, and classroom and administrative desktop PCs. This wiring must be maintained. Finally, electrical capacity and HVAC upgrade will need to occur in the District Office Data Center.
Technical Support Needed:"Technology coordinators" at the school provide the first line of support for school administrative staff and teachers. The District Technology Dept. assists the Technology coordinator directly by providing network, infrastructure and installation support. Current academic standards dictate that one full-time Tech Coordinator is necessary per 200 computers. However, the district has never been able to maintain this level of tech support, and recently due to budget cuts, the number was cut to 0.5FTE per school site, with the exception of the charter school Edison Brentwood Academy. In addition, the following District Office staff exist to support our technology infrastructure: - Technology Director - System Administrator - Network Specialists (2) Two technical support infrastructures are necessary to fulfill the goals for providing terminals for families. 1) A System administrators to run the Windows 2008 Servers and Active Directory infrastructures (1.0 FTE) 2) Desktop technical support for families, including a staffed help desk. This will be provided by the EPA Digital Village project Youth Interact! where young adults from the community are trained to provide technical support and "man" a helpdesk. 3) A website development resource (web developer 1 FTE equivalent) will need to be procured to provide and create online content. About 0.25 FTE of technical support time is necessary to maintain the computer systems at CDC/Pre-school. This could take the form of a committed skilled volunteer that comes two mornings per week. A 0.5 FTE Educational Technology Trainer is necessary to support and provide technology training and ongoing professional development to Ravenswood staff. We have approximately one full time employee who manages our current PBX phone system. Our network is currently managed by a volunteer from Cisco Systems. Every database needs a database administrator, and our SIS systems are no exception. Ravenswood currently employs a SASI Coordinator who administrates the SIS database. Any future SIS database will need 1.0 FTE to act as a database administrator. In addition, when new technology is purchased, the district will seek 4-year support contracts for new desktop and computer hardware, in order to minimize in-house personnel costs.
July 1, 2010 - June 30, 2015
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5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b. Ravenswood City School District is committed to providing teachers, students and administrators with the technology necessary to improve student achievement. The following benchmarks and timelines have been set in order to fulfill this goal. The prioritizing of resource acquisition and allocation has been set according to priorities as specified in the Ravenswood Strategic Plan.
Year 1 Benchmark: The benchmark for Year 1 is basic infrastructure building. We will have the classroom technology in place for 6-8th grade teachers to utilize it for Math and ELA, and to fulfill the goals of our EETT C Round 8 grant. In addition, the server and network infrastructure needs to be in place to support this. Finally, our new SIS should be put into place. Recommended Actions/Activities
Edusoft web-based student assessment platform. Subscription needs to be renewed yearly. Acquire or redistribute desktop PCs into K-5 classrooms Maintain fiber WAN connectivity or find/fund another 100Mbps+ WAN connectivity solution. Implement server for distributing electronic learning resources for students. Implement student courseware server. Upgrade HVAC and electrical capacity in district office data center. Acquire teacher technology platform (laptop, LCD projector, printer, document camera) for 6-8 grade teachers. Find resources for and acquire teacher technology platform (laptop, LCD projector, printer, document camera) for 4-5 grade teachers. Acquire and install standard baseline of a minimum of 5 desktop PCs per classroom with one networked black/white laser printer. Need 400 desktop PC systems and 80 laser printers to reach half of this goal. Acquire and install laptop carts for 6-8th grade classrooms. Purchase and install desktop PCs for Child Development Center. Purchase desktop PCs and laptops for Special Education Staff and Teachers. Purchase MS Office suite licenses for any upgraded or new PCs
Timeline
Yearly
Assessment Coordinator
August 2010 Director of Technology August 2010 Director of Technology August 2010 System Administrator August 2010 System Administrator July 2010 July 2010 Technology Department Director of Technology
June 2011
Director of Technology, Asst. Superintendent of C Director of Technology
June 2011
July 2010 June 2011 June 2011 June 2011
Director of Technology Director of Technology, Director of CDC Director of Special Education, Asst. Superintendent of RSIP Director of Technology
July 1, 2010 - June 30, 2015
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Review and purchase core curricular and supplemental learning software packages to support their standards based teaching. This will first be completed for 6-8 grade classrooms. Review and purchase core curricular and supplemental learning software packages to support their standards based teaching. This will next be completed for 4-5 grade classrooms Maintain district technology professional hiring to maintain at least 0.5FTE of tech support per school site and district office tech support. Maintenance of RCSD CAT5e/data wiring, Cisco VOIP PBX system, server infrastructure, Cisco CallManager, VOIP paging system (Syn-apps), VOIP e911 system, Cisco IOS switches, and backup UPSes and batteries. Maintenance and service purchase of phone lines, fax lines, T1s and PRI, direct-in dial numbers and WAN/LAN connectivity services (T1s) Maintain position or contract for a 0.5 FTE Educational Technology Trainer. Purchase and install new SIS infrastructure and software.
June 2011
Academic Coordinators, Asst. Superintendent of C&I, Technology Department
June 2012
Yearly
Director of Technology, Director of HR
Yearly
Yearly
Technology Department
Yearly
Director of Technology, Director of HR
August 2010 Director of Student Services, Director of Technology, Asst. Superintendent of C&I
Year 2 Benchmark: The benchmark for Year 2 is intermediate infrastructure building. We will have the classroom technology in place for 4-5th grade teachers to utilize it for Math and ELA, and acquire more resources for K-3 classrooms. In addition, advanced functions of our new SIS should be put into place. Recommended Actions/Activities
Acquire and install needed replacement 12 Cisco IOS fiber switches for classrooms to fulfill connectivity goals. Find resources for and acquire teacher technology platform (laptop, LCD projector, printer, document camera) for K-3 grade teachers. Acquire and install standard baseline of a minimum of 5 desktop PCs per classroom with one networked black/white laser printer. Need 400 desktop PC systems and 80 laser printers to reach final half of this goal. Review and purchase electronic learning software for Child Development Center use. Purchase necessary materials for video projects to allow students to create video projects, including video cameras for teacher and classroom use, and replacement cameras in existing video studios. Also, audio cables and equipment need to be purchased. Should purchase 8 upgraded Brother scanner/printers to scan paper-based assessments into Edusoft.
Timeline
August 2011 Director of Technology
June 2012
Director of Technology, Asst. Superintendent of C Director of Technology
June 2012
June 2012 June 2012
Director of CDC, Technology Staff Director of Technology, After School Coordinator
June 2012
July 1, 2010 - June 30, 2015
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Purchase and implement any additional SIS June 2012 functionality, including autodialer and associated autodialer VOIP/calling services.
Director of Student Services, Director of Technology
Year 3 Benchmark: The benchmark for Year 3 is advanced infrastructure building. We will have the classroom technology in place for K-3rd grade teachers to utilize it for Math and ELA, and acquire more resources to support upgrades of old equipment. Recommended Actions/Activities
Review and purchase core curricular and supplemental learning software packages to support their standards based teaching. This will next be completed for K-3 grade classrooms District modernization project should pay for installing the necessary 960 or so electrical outlets in classrooms. Either coaxial cable for cable TV needs to be installed in 170 classrooms, or some device that can broadcast multiple channels of video over the existing multi mode fiber needs to be found and purchased. Acquire and install needed replacement 50 Cisco IOS switches for classrooms to fulfill connectivity goals.
Timeline
June 2013
June 2013
Chief Business Officer, Director of Maintenance, Director of Technology Director of Technology
June 2013
June 2013
Year 4 Benchmark: The benchmark for Year 4 is infrastructure maintenance. Classroom technologies should be in place, but we need to maintain it and acquire more resources to support upgrades of old equipment. Recommended Actions/Activities Timeline Person(s) Responsible
Director of Technology Acquire resources to maintain or replace desktop June 2014 PCs and laptops whose 3-year support contract has expired.
Year 5 Benchmark: The benchmark for Year 5 is resource acquisition to begin funding new equipment, according to the new technology plan that will be written. Recommended Actions/Activities
Begin acquisition of resources to fund new 2015-2018 technology plan.
Timeline
June 2015
July 1, 2010 - June 30, 2015
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5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks and timeline of activities including roles and responsibilities. For all purchases, including district technology and infrastructure purchases, purchase orders are kept in the online Financial2000 system and in a binder in the Technology Department and Business Offices. These purchase orders are monitored regularly by department administrators. The Director of Technology and the Business Office under the Chief Fiscal Officer will monitor purchases and make corrections if there are unwarranted delays or improper procedures. Irregularities in purchasing of equipment and software are revealed during yearly equipment inventory process that begins in January of each year, and the annual fiscal audit in September, which looks at lists of capital and non-capital equipment. Once a year the technology infrastructure of Ravenswood District will be accounted for and inventoried. The inventory will be updated regularly as new or additional materials are delivered to the district and the school sites. The district Technology Department is responsible for the monitoring and maintenance of the inventory database. The Directory of Technology will keep the Superintendent, the Leadership Team and site administrators informed and schedule discussion meetings if implementation of new infrastructure elements falls behind schedule.
July 1, 2010 - June 30, 2015
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6. Funding and Budget
6a. List of established and potential funding sources.
Established Funding Sources Year 2010-2011 2010-2011 2010-2011 2010-2012 2010-2011 2010-2012 2010-2012 2010-2015 2010-2015 2010-2015 2010-2012 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2010-2011 Funding Source Silicon Valley Community Foundation Grant HP Infrastructure Donation HP/Ravenswood Education Foundation Prof. Dev. Grant EETT Competitive Grant, Round 8 California Emergency Technology Fund (to EPADV) CA K-12 Voucher Program CA Microsoft Voucher Program - Government Federal Title V - Innovative Funds Federal Title I - Categorical Funds Federal Title III/ELAP Categorical Funds Child Development Fund District General Funds District General Funds District General Funds District General Funds District General Funds EETT Formula Funding Amount ($) 15,000 675,000 35,000 450,000 250,000 115,000 30,000 125,000 1,420,000 18,000 35,000 200,000 200,000 200,000 200,000 200,000 15,000
July 1, 2010 - June 30, 2015
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Potential Funding Sources Year 2010-2012 2011-2012 2012-2013 2013-2014 2014-2015 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2010-2012 2010-2011 2011-2012 2012-2013 Funding Source EETT Competitive ARRA Grant EETT Formula Funding EETT Formula Funding EETT Formula Funding EETT Formula Funding Federal E-rate Federal E-rate Federal E-rate Federal E-rate Federal E-rate EPA Kids Foundation Corporate and Foundation Grants Corporate and Foundation Grants Corporate and Foundation Grants Amount ($) 630,000 15,000 15,000 15,000 15,000 300,000 500,000 300,000 600,000 300,000 80,000 500,000 200,000 200,000
July 1, 2010 - June 30, 2015
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6b. Estimate annual implementation costs for the term of the plan.
Item Description
Year 1
Year 2
Year 3
Year 4
Year 5
Funding Source Including E-Rate
1000-1999 Certificated Salaries

Teacher Professional Development, Salaries $90,000 $90,000 $20,000 $20,000 $20,000 EETT C Funds
2000-2999 Classified Salaries

Technology Support Staff, Salaries $405,000 $405,000 $413,000 $413,000 $413,000 Title I Funds, EETT C Grant
3000-3999 Employee Benefits

Technology Professional Development, Benefits Technology Support Staff, Benefits $16,500 $16,500 $4,000 $4,000 $4,000 EETT C Funds
$109,000
$109,000
$112,000
$112,000
$112,000 Title I Funds, EETT C Grant
4000-4999 Materials and Supplies

Edusoft Online Assessment System Desktop PCs and Peripherals Printers and Ink cartridges Teacher Technology Package (Tablet, LCD, Speakers, Doc Cam) Microsoft Office licenses Supplemental electronic learning resources Video equipment and supplies $25,000 $25,000 $25,000 $25,000 $25,000 Federal Title I Categorical Funds $235,000 CA K12 Voucher $50,000 EETT C Grant $315,000 HP Equipment Donation
$235,000 $88,000 $315,000
$235,000 $50,000 $310,000
$235,000 $50,000 $0
$235,000 $50,000 $0
$100,800
$0
$0
$0
$60,000
$60,000
$60,000
$0
$40,000 CA K12 Voucher Program, Title I $0 EETT C Grant
$0
$20,000
$20,000
$0
$20,000 Corporate and Foundation Grants
July 1, 2010 - June 30, 2015
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Edusoft Scanners
$0
$4,000
$0
$0
$0 Title I Funds
5000-5999 Other Services and Operating Expenses

Student laptops and laptop carts Upgrade HVAC in data center; Electrical outlets in classrooms Classified Prof. Dev. Services Maintenance of Servers, Cisco VOIP PBX, data wiring, network infrastructure Telecommunicat ions lines, T1s, phone service, cell phone service and maintenance Fiber/100Mbps + WAN Connectivity Student Information System (Infinite Campus) $220,000 $220,000 $0 $0 $220,000 HP Infrastructure Donation Grant $0 Building Modernization Funds
$10,000
$0
$400,000
$0
$8,000 $150,000
$8,000 $150,000
$8,000 $150,000
$8,000 $170,000
$8,000 RCSD General Fund $170,000 Federal E-rate Funds
$275,000
$275,000
$275,000
$275,000
$275,000 Federal E-rate Funds
$315,000
$315,000
$315,000
$315,000
$315,000 Federal E-rate Funds $49,000 RCSD General Fund
$98,000
$49,000
$49,000
$49,000
6000-6999 Equipment
Servers and Server Infrastructure Replace aging Cisco Switches and Network Infrastructure Video (cable) broadcasting to classrooms equipment Totals: $375,000 $0 $0 $0 $375,000 HP Equipment Donation $0 Federal E-rate Funds
$0
$125,000
$0
$100,000
$0
$0
$110,000
$0
$0 Federal E-rate Funds
$2,895,300
$2,466,500
$2,246,000
$1,776,000
$2,646,000
July 1, 2010 - June 30, 2015
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6c. Describe the district's replacement policy for obsolete equipment. The district will adjust its current technology renewal cycle from three years to four years in order to allow students access to the most up-to-date technology possible and to decrease the overall technical support burden. This adjustment is made possible by the current district's move to terminal services-based computing, which lowers the total cost of ownership as well as extending the life of current equipment. In addition, hardware technology advances have slowed in recent years as "Moore's Law" in the technology industry and hardware innovations has slowed their pace. It is the strong recommendation of this technology plan that Ravenswood obtain the resources necessary to provide a four-year renewal cycle for computers within the district. By planning for and maintaining new computers, Ravenswood ensures that our students have access to functional, relevant technologies. Keeping very old computers out of the classrooms will have a significant positive effect on student learning within our schools. Current vendor technical support contracts, as well as software licensing schemes, assume a three-year cycle. Keeping equipment well beyond this three-year life expectancy adds significant, if hidden, cost burdens to the district. The district scraps obsolete computers that no longer fill the baseline criteria for use in schools and classrooms. With the assistance of partner organizations, such as volunteers from Computers for Everyone, many of these computers are recycled and given to families in the community. This has the additional positive effect of providing a vehicle for parents to access student records online. We will encourage volunteers within the community to assist with recycling old computers to the home in the community.
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. Monitoring of the Educational Technology Plan budgets will be handled by the Director of Technology, the Assistant Superintendent of Curriculum and Instruction and the District Fiscal Services Office, under the Chief Financial Officer. Yearly technology budget monitoring is required by E-rate, and occurs in the Fall. In addition, regular school district audits are conducted by an outside auditing firm.
July 1, 2010 - June 30, 2015
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7. Monitoring and Evaluation
7a. Describe the process for evaluating the plan's overall progress and impact on teaching and learning. A variety of evaluative systems are now in use at RCSD to collect, track, and assess data to inform instruction and evaluate progress towards our goals. These systems include benchmark exams given for math and English language arts in every classroom every 6-8 weeks that help us make decisions about student instruction. Classroom observations are conducted regularly by site level and district level teams, and teacher peers. Grade level teams of teachers meet frequently to share their student data and examples of student work. In addition, the use of data walls at schools and in our district office board room where we post the results of the student benchmarks to the whole school and district community. All of these systems are tied together by our district-wide use of Edusoft, an easy-to-use system that allows web-based access to student assessment data. With the assistance of the DAIT, RCSD has very specific benchmarks and student goals that are evaluated on a formative and summative basis. In particular, for the first two years of the Educational Technology Plan, a formal evaluation involving outside evaluators will occur because of the EETT Competitive Grant Funding we have received. The evaluation of the EETT grant will be led by Educational Support Systems, Inc. (ESS), a company specializing in the evaluation of educational technology programs and projects. The evaluation will semi-annually determine the extent to which each project objective and related benchmark activities has been implemented and attained. The EETT evaluation will include formative evaluation and summative evaluation. Formative evaluation will include data collection and analysis needed to guide the development of the project. This includes: effectiveness of PD (including follow-up mentoring); integration of the technology in classroom teaching strategies; level of student participation and academic change as a result of the project; and level of access to and use of technology by students, teachers and parents. Summative evaluation will analyze each project component individually, as well as the contextual and implementation factors to determine the impact of the components and factors on teaching and learning. This will include analysis of student change using California Standards Test (CST) assessment data and benchmark assessments, pre- and post-assessments of teacher technology skills and ability of participating teachers to use and apply the EETT resources to their own teaching. Others involved in the evaluation have the following titles, roles and responsibilities: Principal: guides teachers, does classroom observations and supervises district surveys, benchmark assessments and CST. Coach/Mentor: participates in Professional Learning Teams (PLTs) for data analysis, does classroom observations and analyzes lesson plans. Teacher: provides assessments & surveys as required by grant, takes the Teacher EdTechProfile survey, and participates in PLTs for data analysis and program improvement. Assistant Superintendent of Curriculum & Instruction: oversees assessment and district benchmarks and oversees fidelity of PLTs.
July 1, 2010 - June 30, 2015
Page 62
Director of Technology: convenes District Technology Committee quarterly, provides necessary software and hardware for data collection using the various instruments listed below and provides student and teacher demographic data from district resources. EETT Program Coordinator: with Evaluator develops necessary surveys and provides them to teachers, gathers district data for outside Evaluator and coordinates data gathering and dissemination to PLTs and other program participants.
7b. Schedule for evaluating the effect of plan implementation. Below is the detailed schedule for the formal outside evaluation of the district's primary technology initiative through June 2012, which is being funded by the EETT Competitive Grant. For subsequent years, July 2012 through June 2015 unless funding appears to pay another outside evaluator, Ravenswood will monitor and evaluate the implementation of the plan yearly using formative and summary evaluations of the District Technology committee. The committee will focus its evaluation of student progress and on the professional development of teachers, support staff, and administrators. Data will be collected on an ongoing basis through a student database system and a professional development tracking system. The summative data will be compiled, analyzed, and presented to the Superintendent Leadership Team on a yearly basis.
July 1, 2010 - June 30, 2015
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Evaluation Data, Collection Schedule and Use of Data MAJOR DATA SOURCES, COLLECTION SCHEDULE AND USE OF DATA Data collection timeline How growth measured Data SourceInstrumentation Ravenswood Student Tech Survey & EasyTech assessments Classroom observations ISTENETS tool District Benchmark and MathScore Assessments Selected items, EdTechProfile Professional Development evaluations Classroom observations ISTENETS tool Teacher demographic data: Yrs taught, degrees, PD, grade EETT Survey (validated previous grants by evaluators) Oct 2009Sep 2010 F Aggregated by grade, Student Tech Literacy Sp S F Sep2010Sep 2011 Sp S Reporting timeline & method Online, each participating student Prin. 3x/yr, Coach-Mentor & Proj Dir 1x/yr Teachers and Administer Assessments 3x/yr Online, each participating teacher End of each PD activity, online and paper Prin. 3x year, Coach-Mentor & Proj Dir 1x/yr Collect from district; use for data disaggregation Online survey of participating teachers
Indicator of student tech use for Math
Monitor academic progress; T-Test analysis with use of EETT Technology resources Change in Teacher Tech Proficiency
Impact of prof. devel for teachers
Indicator of teacher tech use for Math
Identify teacher variables
Level of participation / implementation of Prof Dvlpmnt, Tech use & integration. Determine level of project implementation. Correlate to student tech use and acad. change EETT Prof Devel impact on tech integration Assess Student-Computer Ratio; documentation of tech purchases Assess Student-Computer Ratio
Analysis of teacher lesson plans Spreadsheet district technology CDE accepted CSTSreplacement
Review sample of lesson plans, 1 per Teacher Annual review of district data Annual review of data reported to CDE
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Aggregated by grade, student home access and use for Math Parent access of Moodle student information Parent perspective of student academic improvement from tech use Level of home access to computers and Internet
Ravenswood Student Tech Survey Moodle Logons Parent Survey
Online, each participating student Annual review of district data Annual parent survey Annual review of district data
Computers for All distribution data
7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. Evaluation results will be reported yearly to the Superintendent, the Superintendent's Leadership Team and to the Governing Board. Results will be shared with all persons who are directly or indirectly involved in the plan. The positive effects of the plan will be presented and the successful strategies will be shared with all persons who will benefit from following a similar approach. Any mid-course corrective actions will be discussed thoroughly and implemented as needed. Final reports will be shared with local media outlets every other year.
July 1, 2010 - June 30, 2015
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8. Collaborative Strategies with Adult Literacy Providers The Ravenswood City School District will continue to work with community-based adult literacy service providers to further the goals of English-language adult literacy. The Ravenswood City School District is fortunate to have seven schools with computer training labs consisting of 20 or more fully functional, internet-connected computers. One of these computer labs is currently used to support adult education, and the district would like to increase this as much as resources allow. The East Palo Alto and East Menlo Park community where the Ravenswood School District is located contains a high percentage of adult English language learners. The districts Multilingual Department runs a Community-Based English Tutoring (CBET) Program CBET Program funded by state CBET funds. The Ravenswood CBET program offers adult English Language Development (ELD) classes in the evenings for adults that are parents of district students. In the past, an intrinsic part of the CBET program has been a computer class component taught by district personnel in one of our school site computer labs. These classes emphasized basic computer literacy, keyboarding, and Internet use in support of the English language instruction that the adults were receiving. The district is currently seeking the resources to expand the technology component of the Ravenswood CBET program to offer 1) more in-depth computer literacy training to the adult students and 2) greater access to software that directly supports the English language instruction of the students. The maturation of the East Palo Alto Digital Village Project (EPADV), of which Ravenswood District is a primary partner, is providing additional opportunities for collaboration in support of adult literacy. The vision of the East Palo Alto Digital Village is to provide the technological capability to create "One East Palo Alto" that is informed, connected and empowered. The current signature project of EPADV is WiFi101, which provides free ubiquitous wireless in the community, and is teaching community adults to use computers and the Internet. They currently do their teaching in our Cesar Chavez Academy TAP computer lab. The District Technology Department, the Ravenswood CLASS After School Program, and the Multilingual Department will continue to work collaboratively to solidify these adult literacy efforts. We intend to identify additional viable community partners to expand our work with adult literacy service provider, and expand the use of district technology resources in particular to support adult education. Finally, our local high school district Sequoia Union High School District has recently opened up an adult education center in our East Palo Alto community. RCSD will work collaboratively with them to identify joint training opportunities for our stakeholders.
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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. In these times of decreased economic resources and increased criticism of computers as expensive toys, the Ravenswood City School District finds it important to base our use of educational technology in current research. Specifically, the Ravenswood City School District Educational Technology Plan is based on research and conclusions of the US Committee on Developments in the Science of Learning as expressed in their report How People Learn: Brain, Mind, Experience, and School published in 2000 by the National Academy of Sciences. This publication is an excellent summary of modern cognitive research that helps provide a theoretical basis for using computer technologies to enhance learning. Ravenswood fundamentally agrees with the findings of the report that technology has great potential to enhance student achievement and teacher learning, but only if used appropriately. Providing computers and Internet access alone will not satisfy the academic needs of our children, nor help to improve student learning. In particular, the National Academy of Sciences report strongly suggests that new technologies can be used in fives ways: 1.Bringing exciting curricula based on real-world problems into the classroom; 2.Providing scaffolds and tools to enhance learning; 3.Giving students and teachers more opportunities for feedback, reflection, and revision; 4.Building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people; 5.Expanding opportunities for teacher learning. Research by Sivin-Kachala and Bialo (2000)[i] specifically focused on improvement in student learning made possible when technology is effectively integrated into the core curriculum. They found that classroom-based uses of computer applications were demonstrated to be more effective than lab use for the teaching of math. In a similar study by Mann (1999)[ii] of 5th grade students who had access to computers with standards-based software in their classrooms, along with their teacher-led standards-based instruction, they demonstrated higher gains overall in math on standardized achievement tests than did students who experienced the same curricula and technology in lab settings. Additional results by Parr (2000)[iii] found that for educational technology to be maximally effective, it must be integrated into the basic fabric of the classroom instructional process. [i]Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools. (7th ed.) Washington, DC: Software and Information Industry Association.
[ii]Mann, D. (1999). Documenting Effects of instructional technology: A fly-over of policy questions. Retrieved November 2, 2000 from http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper6.html
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[iii]Parr, J. (2000). A review of the literature on computer-assisted learning, particularly integrated learning systems, and outcomes with respect to literacy and numeracy . Wellington, New Zealand: Ministry of Education. Retrieved August 19, 2002 from www.minedu.govt.nz/web/document/document_page.cfm?id=5499
Research has shown that the single most influential factor for student success is teacher excellence.[i] We can promote excellence in our teachers in several ways: by providing training classes, by coaching/mentoring, and by on-going collegial collaboration. Researchers have found that when teachers were given only a description of new instructional skills, 10% used the skill in the classroom. When modeling, practice, and feedback were added to the training, teachers implementation of the teaching practices increased by 2% to 3% each time. When coaching was added to the staff development, however, about 95% of the teachers implemented the new skills in their classrooms.[ii] The RCSD PD Program for Teachers will include all of these positive efforts for teacher excellence. [i]Hanushek, Eric and Hoxby, Caroline, Some Questions Youve Always Had About Education and Why Economists Have the Answers. Lecture at Stanford University, May 9, 2009. Retrieved 30 June 2009 from
http://deimos3.apple.com/WebObjects/Core.woa/Browse/itunes.stanford.edu.1292699560.01292699565.2142653961?i=12 10200751 .
[ii]Bush, Robert N., Effective Staff Development, Far West Laboratory (Ed.), Making Our Schools More Effective: Proceedings of Three State Conferences. San Francisco: August 1984. Roschelle, Pea, Hoadley, Gordin, & Means, Changing How and What Children Learn in School with Computer-Based Technologies. Children and Computer Technology, Vol. 10, No.2. (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Building local communities utilizing technology is an ongoing project here at Ravenswood, which we hope to accomplish with our participation in the East Palo Alto Digital Village. Finally, research by the National Academy of Sciences committee and many other institutions shows that increased teacher professional development leads to better performing students. As outlined in the Ravenswood City School District Educational Technology Plan, teacher technology training is a critical component to achieve our district goals for student learning.
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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. The primary challenge to the Ravenswood community is the issue of access to technology itself. That is, because 90% of our families qualify for free and reduced school lunch; many students access to computers is confined to the resources that the district and local non-profits can supply. Therefore, the primary use of innovative strategies on behalf of our students has been and will be to find creative ways to provide student access to computer technologies. We plan to achieve this with the assistance of the East Palo Alto Digital Village initiative. Other creative funding and partnership possibilities are also being explored. Because of the small size of the area that Ravenswood serves (a few square miles in an urban area), distance learning strategies are not a priority. However, we are discussing using distance learning for home-based learning for sick or suspended students, and as a strategy for independent learning for migrant students and those that are away from the classroom. This would involve finding resources for laptops that could be checked out for these students, as well as video cameras with which teachers can broadcast lessons. District plans to extend or supplement the curriculum include providing teachers with the opportunity to use technology to bring outside resources and experts into the classroom. Other plans to inject rigor into the academic day involve providing students with enough technology access to better access game-like, but research-proven to get help in specific areas where they need it. However, these plans will be difficult for Ravenswood teachers to implement with current Program Improvement/DAIT and other compliance requirements regarding strict use of instructional minutes and fidelity to the core curriculum materials.
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Appendix C Criteria for EETT Technology Plans

(Completed Appendix C is REQUIRED in a technology plan) A technology plan needs to Adequately Address each of the following criteria: EETT Requirements are listed on Appendix D - EETT Technology Plan Requirements Appendix C must be attached to the technology plan with Page in District Plan properly cross-referenced and completed. Page in Example of Adequately District Addressed Plan Page 2 The technology plan describes the LEA use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). The plan must include a specific start and end date (7/1/xx to 6/30/xx). Page 3 Example of Not Adequately Addressed The plan is less than three years or more than five years in length.
1. PLAN DURATION
CRITERION The plan should guide the districts use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year)
2. STAKEHOLDERS
CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D). Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.
Pages 3-4
The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.
Little evidence is included that shows the district actively sought participation from a variety of stakeholders.
3. CURRICULUM
Page 5
COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D). a. Description of
Pages 5-
The plan describes the
The plan explains
July 1, 2010 - June 30, 2015
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teachers and students current access to technology tools both during the school day and outside of school hours.
technology access available in the classrooms, library/media centers, or labs for all students and teachers.
b. Description of the districts current use of hardware and software to support teaching and learning. c. Summary of the districts curricular goals that are supported by this tech plan. d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed
Pages 67
Pages 78
Pages 819
The plan describes the typical frequency and type of use (technology skills/information and literacy integrated into the curriculum). The plan summarizes the districts curricular goals that are supported by the plan and referenced in district document(s). The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the districts curriculum goals and academic content standards to improve learning.
technology access in terms of a student-tocomputer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology. The plan cites district policy regarding use of technology, but provides no information about its actual use. The plan does not summarize district curricular goals.
The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
Pages 19-25
The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.
The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals.
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Page 71
in the classroom and the workplace. f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism g. List of goals and an implementation plan that describe how the district will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators. h. Description of or goals about the district policy or practices that
Pages 25-27
The plan describes or delineates clear goals outlining how students and teachers will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading.
The plan suggests that students and teachers will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.
Page 27
The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety.
The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals of educating students and teachers about Internet safety.
Pages 27-28
The plan describes the policy or delineates clear goals and measurable objectives about the
The plan does not describe policies or goals that result in equitable technology
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ensure equitable technology access for all students.
policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plans goals. Pages 28-33 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the districts student record-keeping and assessment efforts.
i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers efforts to meet individual student academic needs. j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation
access for all students. Suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
Pages 33-39
The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.
The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
Pages 39- 40
The monitoring process, roles, and responsibilities are described in sufficient detail.
The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.
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activities including roles and responsibilities. 4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D). a. Summary of the teachers and administrators current technology proficiency and integration skills and needs for professional development.
Page 41
Page 41
b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (Sections 3d - 3j) of the plan. c. Describe the process that will be used to monitor the Professional Development
Pages 42-46
The plan provides a clear summary of the teachers and administrators current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include Commission on Teacher Credentialing (CTC) Standard 9 and 16 proficiencies. The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d 3j) of the plan.
Description of current level of staff expertise is too general or relates only to a limited segment of the districts teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels. The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.
Pages 47
The monitoring process either is absent, or lacks detail regarding who is responsible and what is
July 1, 2010 - June 30, 2015
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(Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. 5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D). a. 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. b. Describe the technology hardware, electronic learning resources, networking and telecommunication s infrastructure, physical plant modifications, and technical support needed by the
expected.
Page 48
Pages 48-49
The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.
The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail. The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesnt seem to be any real relationship between the activities in the Curriculum and
Pages 49-52
The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the districts Curriculum and Professional Development
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districts teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan.
components.
c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components identified in Section 5b. d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities.
6. FUNDING AND
Pages 53-55
The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.
Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components. The annual benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.
Page 56
The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.
Page 57
BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D) a. List established and potential funding
Pages 57-58
The plan clearly describes resources that are available
Resources to implement the plan
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sources.
or could be obtained to implement the plan.
b. Estimate annual
implementation costs for the term of the plan.
Pages 59-60
c. Describe the
Page 61
districts replacement policy for obsolete equipment.
d. Describe the
Page 61
process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. 7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D). a. Describe the process for evaluating the plans overall progress and
Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan. Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components. The monitoring process, roles, and responsibilities are described in sufficient detail.
are not clearly identified or are so general as to be useless. Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.
Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented.
The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.
Page 62
Pages 62-63
The plan describes the process for evaluation using the goals and benchmarks of each component as the
No provision for an evaluation is included in the plan. How success is determined is not defined. The
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impact on teaching and learning.
indicators of success.
evaluation is defined, but the process to conduct the evaluation is missing. The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan. The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.
b. Schedule for evaluating the effect of plan implementation.
Pages 63-65
Evaluation timeline is specific and realistic.
c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. 8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D). a. If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential
Page 65
The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.
Page 66
Page 66
The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used
There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.
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future outreach efforts.)

9. EFFECTIVE,
to identify adult literacy providers or potential future outreach efforts. Page 67
RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D). a. Summarize the Pages relevant research 67-68 and describe how it supports the plans curricular and professional development goals. b. Describe the Page 69 districts plans to use technology to extend or supplement the districts curriculum with rigorous academic courses and curricula, including distance-learning technologies.
The plan describes the relevant research behind the plans design for strategies and/or methods selected.
The description of the research behind the plans design for strategies and/or methods selected is unclear or missing. There is no plan to use technology to extend or supplement the districts curriculum offerings.
The plan describes the process the district will use to extend or supplement the districts curriculum with rigorous academic courses and curricula, including distance learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).
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Appendix C1.
Section
Appendix J. Contact Information 1. Plan Duration 2. Stakeholders 3. Curriculum 3a. Current access by teachers and students 3b. Current use of technology to support teaching and learning 3c. District curricular goals to support plan 3d. Teaching and learning goals (Measurable Objectives, Benchmarks) 3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) 3f. Ethical use 3g. Internet safety 3h. Description for access for all students 3i. Student record keeping 3j. Two way home-school communication 3k. Curriculum Monitoring Process 4. Professional Development 4a. Summary of Teacher 4b. Providing PD Opportunities (Measurable Objectives, Benchmarks) 4c. Professional Development Monitoring 5. Infrastructure, Hardware, Technical Support, and Software 5a. Existing Resources 5b. Needed Resources 5c. Annual Benchmarks and Timeline for obtaining resources
Status
Finished Finished Finished
Finished Finished Finished Finished Finished Finished Finished Finished Finished Finished Finished
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5d. Resource in 5b Monitoring Process 6. Funding and Budget 6a. Established and Potential List 6b. Annual implementation costs 6c. District replacement policy 6d. Budget monitoring 7. Monitoring and Evaluation 7a. Overall progress and impact evaluation 7b. Evaluation schedule 7c. Communicating evaluation results 8. Collaborative Strategies with Adult Literacy Providers 9. Effective, Researched-Based Methods and Strategies 9a. Research Summary, District Application 9b. Technology to Deliver Rigorous Curriculum
Finished
Finished Finished Finished Finished
Finished Finished Finished Finished
Finished Finished
July 1, 2010 - June 30, 2015
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Appendix J - Technology Plan Contact Information (Required) Education Technology Plan Review System (ETPRS) Contact Information
County & District Code: LEA Name: *Salutation: *First Name: *Last Name: *Job Title: *Address: *City: *Zip Code: *Telephone: Fax: *E-mail: 1st Backup Name: E-mail: 2nd Backup Name: E-mail:
41 - 68999 Ravenswood City Elementary Mr. Solomon Hill Director of Technology 2160 Euclid Ave. East Palo Alto 94303-1703 650-329-2800 650 327-7004 solomonh@ravenswood.k12.ca.us Susan Allen sallen@ravenswood.k12.ca.us Khang Vodinh kvodinh@ravenswood.k12.ca.us Ext: 60160
School Code (Direct-funded charters only):
Please provide backup contact information.
* Required information in the ETPRS
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Essential Accountability Program Components
Curriculum
Standards Based Curriculum
Ravenswood School District is under a DAIT team entering the 5th year of Program Improvement. The Essential Program Standards are reflected here and require a focused implementation.
Core/Subject Area TE Alignment with GL teams and all grade levels
Intervention
Supplemental Materials
Support Systems
Instructional Strategies
GLMs/ Dept. Mtgs.
Coaching
Resource
Teams
Principal 1:1s
PLTs
ELA Fidelity to the Core SLA and ELD Math & SS/Sci Sheltered Instruction & Thinking Maps GLAD, Grouping Strategies
Teacher/Student
1:1s
Accountability Assessment
Principal Observations/ Performance Walk Throughs Leadership Team Meetings
Blueprint Standards Focused: STAR, Curriculum Associates
Curriculum Aligned: Theme Tests, Chapter/Unit Tests Benchmarks
Diagnostic: Dibels, DWAP. DRA
Evaluations Observation Checklist ELD Observation Form
Parent & Board

Monthly, annual meetings/in service
Data Walls
EduSoft
Data Analysis: School-wide, Grade Level, Classroom, Individual Student Benchmarking against other Similar Schools
July 1, 2010 - June 30, 2015 Page 83

East Palo Alto (CA) Ravenswood School District Technology Plan (2010-2015)

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East Palo Alto (CA) Ravenswood School District Technology Plan (2010-2015)

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Ravenswood City School District Educational Technology Plan

" Our Children Our Future! "

Board Adopted June 24, 2010

School Code (Direct-funded charters only):

Please provide backup contact information.

* Required information in the ETPRS

Ravenswood City Elementary

July 1, 2010 - June 30, 2015

Ravenswood City Elementary

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Ravenswood City Elementary

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July 1, 2010 - June 30, 2015

Ravenswood City Elementary

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Ravenswood City Elementary

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Ravenswood City Elementary

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Ravenswood City Elementary

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Ravenswood City Elementary

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Ravenswood City Elementary

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Ravenswood City Elementary

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Monitoring & Evaluation

Ravenswood City Elementary

July 1, 2010 - June 30, 2015

Reports given to committees and Superintendent Leadership Team.

Reports given to committees and Superintendent Leadership Team

Ravenswood City Elementary

July 1, 2010 - June 30, 2015

Monitoring & Evaluation

Ravenswood City Elementary

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Internal materials audits, Williams Textbook Audi, EETT C Grant Reports.

Reports given to committees and Superintendent Leadership Team.

Reports given to committees and Superintendent Leadership Team

Ravenswood City Elementary

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Implementation Plan Activity Timeline Person(s) Responsible Monitoring & Evaluation

Ravenswood City Elementary

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Monitoring & Evaluation

Ravenswood City Elementary

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Ravenswood City Elementary

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Monitoring & Evaluation

Ravenswood City Elementary

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Ravenswood City Elementary

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Monitoring & Evaluation

Ravenswood City Elementary

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Classroom and computer lab observations.

Presentations and products collected by the teacher

Ravenswood City Elementary

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Monitoring & Evaluation

Literacy Coordinators, Classroom and LIMAs, Director of library observations Technology.