Technology Plan

Redwood City Elementary

July 1, 2011 - June 30, 2014

This plan is for EETT. and E-Rate

Redwood City Elementary July 1, 2011 - June 30, 2014 Page 1

Table of Contents

Background and Demographic Profile - Optional

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 of 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 and Administrator Skills and Needs

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

5d. Process to Monitor 5b

6. Funding and Budget

6a. Established and Potential Funding Sources

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

Appendix C - Criteria for EETT Technology Plans

Appendix J - Technology Plan Contact Information

Redwood City Elementary July 1, 2011 - June 30, 2014 Page 1

Redwood City Elementary July 1, 2011 - June 30, 2014 Page 1

Background and Demographic Profile

2011 – 2014 TECHNOLOGY PLAN’S ACCOMPLISHMENT

Student Outcomes

  • Throughout the district the average student to computer ratio has decreased from 1 computer per 20 students to 1 computer per 5 students.
  • Throughout the district the average student time spent on computers per week has increased from thirty minutes to sixty minutes.
  • Most students use the Internet to assist them with their schoolwork.
  • There is a Student Acceptable Use Policy and a Student in Media form used district-wide.

Staff Outcomes

  • One hundred percent of our teaching staff has at least one multi-media computer in their classroom connected to the Internet.
  • Every teacher, administrator and most classified personnel uses an email account to communicate.
  • Teachers access the student information system, PowerSchool as well as the data information system, DataDirector.
  • A hardware refresh cycle has been implemented for our teaching staff. In December 2010 they all received a new Apple MacBook notebook.

Parent/Community Involvement

  • The district and school websites along with the district email system allow staff to communicate with the larger community.
  • Parents and community members participate in technology steering committees and planning for the technology needs.
  • Parent volunteers work in school labs.

Administration

  • The Technology Department has reorganized into a more centralized and standardized technical operational model for the technician support positions to accommodate the increasing technical needs throughout the district.
  • Every school library uses an automated system for book circulation and inventory.
  • A comprehensive student information system was recently adopted and has been implemented.
  • All personnel and accounting records are in an electronic archive for easy access.
  • A web-based program has been implemented for tracking and keeping budget information coordinated with the county office financial system.
  • A web-based program has been implemented for the creation and submission of electronic purchase orders.

Infrastructure and Maintenance

  • All schools have an updated network for improved performance and in preparation the Digital California Project.
  • All schools are connected via private fiber circuits to the district’s LAN/WAN and Internet.

There are standards for the WAN, LAN and WLAN infrastructures such as wiring and termination, passwords, server guidelines and security protocols.

1. Plan Duration

THE NEXT THREE YEARS

During the next three years, Redwood City School District’s Technology Plan will continue to focus on the three areas established in our last Technology Plan: Curriculum, Professional Development and Infrastructure. They are interdependent and essential in helping us achieve our mission…

To encourage sound use of the district’s technology resources to support and enhance the academic setting as well as to promote productivity, efficiency and communication within the school community.

This technology plan will address the next three years, 2011—2014. It begins July 1, 2011 and will last through June 30, 2014.

2. Stakeholders

The Director and Assistant Director of Technology met with key district and county personnel—technology resource teachers, administrators, teachers, librarians, parents—as well as vendors to determine the needs and priorities for the next three years.

We are grateful for the time and efforts of all who contributed to this Technology Plan, in particular…

Stakeholders
Name / Position / CDS
Joseph Siam / Director of Technology
Cheryl Biggs / Database Administrator
Eric Underwood / Systems Specialist
Carlos Reyna / District Support Specialist
Jan Christensen / Superintendent
Patricia McRae / Assistant Superintendent
Raul Parungao / Chief Business Official
Chris Baquero / Selby Lane School Teacher
Naomi Hunter / Director of Communication/ Parent Involvement
Jane Yuster / Director of Assessment
Diana Vallance / Apple Computer
Muffy Franke / Apple Computer
Sandy Somera / San Mateo County Office of Education
Berni Schuhmann / Garfield School Teacher
3. Curriculum
3a. / Description of teachers' and students' current access to technology tools both during the school day and outside of school hours.

•Access to Technology: Students

RCSD currently has over 9,000 students in grades K8 in sixteen schools. Included in this count are two middle schools, two alternative schools, a GATE/Magnet school and four K8 schools as well as traditional K5 school settings. Students currently have access to technology in their classrooms, computer labs and the Library. Every computer in the district has wired access. There is currently a plan to implement wireless technology and build a wireless network at each of the schools. This network will be centrally managed by the Technology Department. Classrooms have a minimum of two student computers and some schools have classrooms that have as many as five student computers. Each student uses technology as part of their curriculum daily. Their use of technology supports their grade level curriculum and technology training. When students enter the Redwood City School District, they are given a managed server-based account, accessible via their unique login. Students accumulate work and projects through out their RCSD experience which are stored on the servers that are in use at each school site. There is a plan to build a dedicated student server at each site with more than 500 students. Teachers utilize technology to align with curriculum standards for all subjects. The use of computers in the classroom assist in small group instruction through both software programs, web-based software or curricular websites. Computer programs are standardized at all school sites with Microsoft Office(Word, Excel, PowerPoint), FileMaker Pro, Kidspiration, Inspiration, KidPix and a web browser. Computers also have a folder of useful, curriculum based websites. There are also color and black and white printers, scanners, digital cameras as well as digital video cameras on site. There is a plan to upgrade those schools with computers that are over five years old on a rotating basis.

With the introduction of the Apple iPad in April 2010, we have begun to seriously look at how this type of device will change classroom learning. With the multitude of inexpensive programs geared toward math, language arts, interactive story eBooks, and digital media in general, it is hard to ignore the potential that these types of devices offer when it comes to supplementing student learning. The projects that we currently have underway will lend to this type of hardware model where the device will connect to our network wirelessly and access web-based resources via this wireless network. Currently we have a handful of iOS devices in the district that have been purchased for various uses. Selby Lane School has received a grant that they used to pilot a small implementation of Apple iPod Touch devices with the purpose supplementing math curriculum in the 2nd and 3rd grade classes.

Special Education students are supported with proper modifications as needed for their IEP requirements. In addition, these students will be working to meet curriculum benchmarks and standards per their grade level with appropriate software and hardware to compensate and adjust to the individual needs.

•Access to Technology: Teachers and Administrators

All teachers/administrators are provided an updated, networked computer. As with the students, all RCSD employees are provided managed server accounts accessible via a unique login, that are housed on servers at each school as well as the District Office. All servers are backed up and secure. Teachers and administrators have more time to focus on instruction and productivity with appropriate programs and hardware access. Web-based student data information program, PowerSchool and test data information program, DataDirector, technology plays a major role in the function of the teachers and administrators in the RCSD. Administratively, the budgets are managed and shared via CECC, software that is managed and directly connected to the SMCOE. In 2010, new modules were put into use such as the Electronic Purchase Order system where POs are electronically generated and processed eliminating the need for paper. Report cards, email communication, student information, testing results, evaluations all require the use of technology. All RCSD employees productivity is very dependent on the access to technology.

•Access to Technology: Outside of School Hours

All RCSD personnel have an email account, which makes communication possible when outside of school. The email system not only provides email communication, but also houses many important curriculum resources. Departmental information can be easily accessed via this email system. Parents can be confident of electronic communication to RCSD. The district has an extensive website of student resources, references and information. Each school has their own website also. Parents have easy access to information about the schools and the district. Newsletters are posted weekly, meeting agendas and notices as well as academic and activity calendars are posted to assist parents seeking information from work, home or anywhere they may be. The individual schools’ websites are accessible via the district web address: The level of communication of information for parents and teachers/staff is greatly enhanced by the use of technology. Continual updating to this system must be addressed with the new programs and systems developing as well as the new and ever changing online resources.

Our technology resources provide all of our teachers and students with access to computers in their classrooms and in the library media centers before, during and after school. Many schools have homework centers available after school in the library media centers. There are also programs funded by various sources that provide access to computers after school in classrooms with teacher support. All teachers received a new Apple MacBook laptop for their professional use and they have the option to bring it home to do additional work if needed.

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

•Hardware

RCSD utilizes Apple computers and servers. In an effort to standardize school sites and administrative offices, HP networked printers are being used to upgrade existing printers. Teachers received a new MacBook laptop in December 2010 for their professional use. Student use either a desktop (eMac or iMac) computer in the classrooms or labs and some sites use the mobile laptop/wireless carts. We recently implemented virtual server technology to host our mail server infrastructure. For the cost of one server we were able to host 4 on the same machine. There is a plan to continually update technology so that students and staff have access to current technology.

As mentioned in the previous section, we are looking into how portable devices like the iPad and iPod Touch can supplement student learning and simplify staff operations. There are a handful of these types of devices available to the Technology Department for testing.

•Software

All computers in RCSD have a standard image consisting of Microsoft Office (Word, Excel, PowerPoint), FileMaker Pro, Inspiration, Kidspiration, KidPix, PowerSchool’s PowerTeacher, Adobe Reader, Safari or FireFox web browsers, an email client, iTunes, iPhoto and iMovie. Web-based programs such as BrainPop and Renaissance Learning Programs (STAR Reading, Accelerated Reader, Math Facts in a Flash) are also being implemented beginning in 2007. Type to Learn is the keyboarding program. Schools with electives or specific focus use specialized software for yearbook, journalism or video production.

•Support of teaching and learning

Redwood City School District has adopted an Achievement Plan. The goal of RCSD is for exemplary academic achievement for all students. It is the goal that each student in the RCSD will meet federal and state academic achievement goals, as measured by the California Standards Test (CST), California Alternate Performance Assessment (CAPA) and the California English Language Development Test (CELDT), with 100% of the students scoring proficient or advanced by 2014 (NCLB target). As such, the technology must conform to and support these goals. Technology is an integral component for the Achievement Plan. Software programs for assisting teachers/admin are Microsoft Office (Word, Excel, PowerPoint), FileMaker Pro, Easy Grade Pro and web browsers. For teachers and administrators, the use of a web-based program, DataDirector, all CST data, CELDT data and CAPA results are available for use in providing appropriate instruction and remediation. In addition, DataDirector is being used to house and report data from benchmark testing, using Curriculum Associates testing materials. With this program, teachers/admin are able to specifically identify standards or curriculum cluster areas that need more intensive instruction. Also, students can be grouped or identified for very targeted instruction. PowerSchool is another web-based tool that is being utilized by teachers/admin for the purpose of student information. Attendance, class schedules, special programs, discipline history and report cards are the most useful tools for the day to day productivity for teachers/admin. FileMaker Pro is used for report cards for the kindergarten through fifth grade students as well as the program used for progress reports for English Language Learners. The Special Education Department now uses a web-based program (CASEMIS) for IEPs and all reporting information concerning Special Education. By use of technology, the teachers and administrators have readily available access to information so that they may better provide appropriate instruction for all students.

A standardized image for all computers ensures that all students in RCSD have access to appropriate software and programs. The integration of technology in the curriculum, in alignment with the Achievement Plan, incorporates Microsoft Office (Word, Excel, PowerPoint), Kidspiration, Inspiration, KidPix, Type to Learn and web browsers with bookmarks for skill building websites. In addition, web-based programs from Renaissance Learning (Accelerated Reader, STAR Reading and Math Facts in a Flash) provide support for reading and math skills. By appropriate use of technology, the desired outcomes have been to raise student achievement, articulate curriculum throughout grades K8 and equip students with the technology skills required for further education and the workplace. With professional development for teachers/admin, students will comfortably use technology in the computer labs or classroom computers to enhance learning.

Students use word processing programs for many literacy skills as well as for social studies and science. Younger students use Word for stories, poetry, reflections and report writing. Younger students use word processing for spelling and letter skill building. Students are taught to use Safari or FireFox to research information for the reports but the use of the web has become critical as most adopted book series (math, reading, writing, science and social studies) have a web component to their text. Many web resources are available for skill building in both reading and math. Folders of these websites are place on the standard image for the students and teachers easy access. Kidspiration and Inspiration are critical software programs to support the Step Up to Writing program. The mind mapping feature of these programs provide the basis for good writing that will reflect in improved writing skills. The use of Accelerated Reader are used to improve their reading fluency and comprehension. STAR Reading and STAR Math provide teachers with quality data and information on student’s achievement as the year progresses. Math Facts In a Flash provide students with ongoing practice in mastery of math facts from grades 16. This program also provides an easily managed program for tracking mastery of these skills.