Curriculum Driven Technology Goals
CRITERIA 3 / CURRICULUM COMPONENT
District Documents used in creating this Plan included:
District Curriculum Guides
Curriculum Master Plan Goals
District Technology Plans
District Appropriate Use Policy
CIPA (Children’s Internet Protection Act) Compliance documentation and how your
district is addressing Internet filtering
Other Resources Used in Developing this Plan included:
California Academic and Content Standards
Education Technology Planning: A Guide to School Districts (CDE publication)
EdTech Profile (on-line) Proficiency Survey
School Technology Survey (on-line)
Teacher Technology Proficiencies (CDE)
Overview of the District’s Curricular Goals and Academic Content
Standards
Pacheco Union School District provides all students with a rich and rigorous
academic environment aligned to both the content and cognition level identified
in the California Adopted Academic Content Standards. As such, PUSD has
established clear goals tied to the Academic Content Standards measured by
classroom-level, and state-wide assessment systems and referenced in
comprehensive planning documents and efforts.
The Curricular Master Plan was written by the district Curriculum Committee.
This advisory committee is comprised of district grade-level representatives,
administrators, and an IT representative.
3a. Current Technology Access
The following describes the technology access available in classrooms, libraries
or labs for all students, including special education, GATE, English Language
Learners, both during and after school hours. Access to appropriate site-based
technology resources has been evaluated through district and site inventory
records and the California School Tech Survey data. The 2006-07 data has been
summarized below.
According to our California Technology Survey and current district records, our
student to computer ratio for computers four years old or newer is a minimum of
7:1 in a classroom. All teachers in our district have access to a minimum of two
computers with Internet access in their classrooms as well as access to others in
the libraries and computer labs -before, during, and after school hours. All
teachers scheduled before and/ or after school have access to programs and the
Internet as needed for students to complete classroom activities.
Elementary School
Prairie Elementary School:
All Students, including Special Ed, ELL, and GATE students, have equal access to technology in the
following areas:
Total # of computers* 4 years old or newer (*instructional use) 20
Total # of computers* 4 years old or newer with Internet access 20
# of computers* in Classrooms 64
# of computers* in Library/media centers 2
# of computers* in Computer Labs 22
# Available times for Student access to computers before and after 0
school
Pacheco Elementary School:
All Students, including Special Ed, ELL, and GATE students, have equal access to technology in the
following areas:
Total # of computers* 4 years old or newer (*instructional use) 60
Total # of computers* 4 years old or newer with Internet access 60
# of computers* in Classrooms 96
# of computers* in Library/media centers 12
# of computers* in Computer Labs 37
# Available times for Student access to computers before and after EX: 8-8:25am / 2:50 – 4 pm
school
Pacheco Community School:
All Students, including Special Ed, ELL, and GATE students, have equal access to technology in the
following areas:
Total # of computers* 4 years old or newer (*instructional use) 0
Total # of computers* 4 years old or newer with Internet access 0
# of computers* in Classrooms 6
# of computers* in Library/media centers 0
# of computers* in Computer Labs 0
# Available times for Student access to computers before and after 0
school
3b. Current Technology Integration in Curriculum
The following data offers a snapshot of hardware /software use and typical
frequency and technology / information literacy skills integrated in the curriculum
in our district from the 2005-2006 Ed Tech Profile certificated staff survey data.
Complete tech survey data is available in our online district Ed Tech Profile
reports.
Pacheco Union School District Technology Integration Overview
It has been a struggle for us to keep our 7:1.Technology is being integrated
primarily in the classroom in core curriculum for word processing, reinforcement
and practice, Online and CD-ROM research, and creating reports or projects.
(See details in charts below)
Electronic Learning, Assessment, & Student Information Resources Used
District-wide
See Appendix A:
How often do teachers use the
following technology tools for
classroom instruction?
Computers and Peripherals (scanner,
printers, etc.)
Video based presentation devices (VCR/DVD,
laser disc player, LCD projector, etc.)
Video based creation tools (video camera,
digital camera, etc.)
Internet
Email
Hand-held electronic devices (PDA, GPS,
heart monitor, etc.)
How often and in what subject
areas teachers use technology
tools for instruction?
Reading/Language Arts
Mathematics
Science
History/Social Science
PE/Health
Fine Arts
Business/Computer Science
Foreign Language
Home Economics
Industrial Arts
Careers
Daily
33
0
8
17
0
0
4
0
0
0
0
Daily
2-4 days
a week
Between
once a week
and monthly
Less
than
monthly
Available,
but I never
use it
Not
available
63
21
13
4
0
0
13
13
50
13
13
0
0
8
42
13
33
4
71
92
21
8
4
0
4
0
0
0
0
0
4
0
8
8
13
67
Less than
monthly
0
4
13
13
17
13
8
4
4
4
0
Available,
but I never
use it
4
13
4
4
29
33
29
29
29
29
29
2-4
days a
week
25
17
4
13
4
4
0
4
0
0
4
In what ways and to what degree teachers use
technology tools (computers, video, Internet,
and hand-held devices) at their school?
Create instructional materials
Deliver classroom instruction
Manage student grades and attendance
Communicate with parents or students
Gather information for planning lessons
Access model lesson plans and best practices
Between
once a week
and monthly
21
42
33
38
17
8
8
4
0
0
4
Daily
38
21
79
25
25
13
To what degree do teachers use the following
technology tools at your school to support and
improve home/school communication?
Voice Mail
School web site with class related information, such as
assignments, grades, upcoming events, parental information, etc.
Video Conferencing
Electronic Grading System
Online Student Assessments
Teachers have their students use
technology tools for classroom
assignments in the following locations.
My students use technology tools in
Library
media
center
17
Not
available
17
25
38
17
29
42
50
58
67
67
63
Between once a
week and
monthly
38
38
8
29
29
38
Less than
monthly
4
13
0
4
8
17
Never
4
8
4
17
8
8
Daily
29
2-4
days a
week
29
Between
once a
week and
monthly
25
Less than
monthly
0
Never
17
54
17
13
4
13
0
54
0
13
4
4
8
4
88
25
2-4 days
a week
17
21
8
25
29
25
Computer
Lab
42
Classroom or
other
instructional
areas
40
My students
don't use
technology
tools.
Total
Responses
52
How often teachers require students to use
technology tools for classroom assignments?
Computers and peripherals (scanner, printer, etc.)
Internet
Email
Hand-held electronic devices (EX: PDA, GPS, heart monitor, etc.)
Daily
25
8
8
0
How often teachers assign students in their typical
classroom, work that involves using technology tools?
Word processing
Reinforcement and practice
Research, using the Internet and/or CD-ROMs
Creating reports or projects
Demonstrations or simulations
Correspondence with experts, authors, students from other schools,
etc., via email or Internet
Solving problems or analyzing data
Graphically presenting information
2-4
days a
week
33
21
4
0
Between
once a week
and monthly
25
38
0
4
Less than
monthly
0
8
8
4
Available,
but I never
use it
13
17
46
25
Daily
0
4
0
0
0
2-4
days a
week
33
21
8
8
4
Between
once a week
and monthly
29
50
29
46
25
Less
than
monthly
17
13
33
13
25
Never
21
13
29
33
46
4
0
8
17
71
4
0
8
8
17
8
25
25
46
58
3c. Summary of District’s Curricular Planning Documents
Pacheco Union School District is trying to establish clear curricular goals tied to
the academic content standards monitored by various district and site-based
assessment systems, and referenced in comprehensive planning documents and
efforts. Our district plans to improve student achievement.
English - Language Arts
Annual Measurable Objectives (AMOs) 2005-06
DISTRICT PERCENT PROFICIENT
Data Resource: http://dq.cde.ca.gov/dataquest/dataquest.asp
LEA-wide
African American or Black (not of Hispanic origin)
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not of Hispanic origin)
Socio-economically Disadvantaged
English Learners
Students with Disabilities
Mathematics
% At or
Above
Proficient
Met 2005
AYP
Criteria
% At or
Above
Proficient
Met 2005
AYP
Criteria
42.1
Yes
45.4
Yes
23.8
36.4
28.9
28.9
43.3
30.4
15.4
Yes
Yes
46.8
28.9
18.5
Pacheco Union School District Curricular Goals
Our school board adopts key goals annually, which are tied to and support the
adopted, state approved, content standards in all academic areas. These key
goals support the LEA plan on the district level. Each of our schools ties its sitebased curricular goals directly to the district’s LEA Plan and school board’s key
goals in site-based comprehensive school plans and School Accountability
Report Cards (SARC).
Based on our student data, federal and state mandates, and research-based
best practices, our district’s current key curricular goals are:
1. All schools in the district will meet or exceed the NCLB Annual Measurable
Objectives (AMO’s) for student proficiency, including all ethnic/racial, socioeconomically disadvantaged and students with disabilities subgroups with the
state content standards in English / Language Arts and Math. By 2013-2014,
Yes
Yes
2.
3.
4.
5.
all students in the district will be proficient or better with English/Language
Arts and Math grade level content standards.
All schools in the district will meet or exceed the state’s Annual Performance
Index (API) growth target as well as the API growth targets for each
numerically significant ethnic/racial, socio-economically disadvantaged and
students with disabilities subgroups at the school.
All students will be taught by highly qualified teachers, as defined by NCLB.
The district will work with site administration to collect and analyze school and
student data and develop continuous cycles and plans for school
improvement including: improving curriculum, improving instruction, improving
student support & intervention, improving the monitoring of student
achievement, and improving home/ school/ and community partnerships.
All students will be educated in learning environments that are safe, drugfree, conducive to learning and conducive to building student’s internal and
external resources.
These district goals and corresponding specific measurable objectives that
support them can be found in the following district and site comprehensive
planning documents.
Our state adopted academic standards, curriculum, pacing guides, assessments,
interventions and professional development plans are articulated in our District
Curriculum and Assessment Plan that is updated and modified each year. A copy
of this guide is provided to each principal and teacher at the specified grade
level(s) annually.
The Pacheco Union Elementary School District’s 2010 Strategic Plan represents
a working document to guide the improvement of student achievement and the
quality of instruction for all students. The Strategic Plan includes measurable
district strategies that call for: integrating state standards and assessment;
improving teaching and learning; providing high quality professional
development; providing equitable access to digital age skills and technology;
nurturing linkages among district schools, parents, families, and communities;
providing governance, funding, evaluation, and accountability.
To meet the District’s Strategic Plan goals and objectives, each school site
develops a School Accountability Report Card (SARC) that targets specific
achievement goals for their school, with an action plan and evaluation
component to measure success. Beginning with the 2003-2004 planning cycle,
each school site included a technology component in their SARC that identifies
the site’s focus in relation to technology integration, implementation, and
professional development.
Other district and site comprehensive planning documents and data that
establish and/ or guide our standards-based curriculum include:
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The district adopted State Content Standards for K-12.
The district LEA plan.
No Child Left Behind compliance / implementation documentation.
CDE and Federal district-wide school achievement data from annual AYP,
API, and STAR results.
The CDE’s Academic Performance Survey (APS) and District Assessment
Survey (DAS)
The District’s Master Plan for English Language Learners (ELL)
describes the policies for identifying, assessing, and reporting students
who have a primary language other than English. This ELL Master Plan
provides details on the reclassification procedure and the English
Language Development and instructional programs to be provided for
ELL students to assist them in meeting and/or exceeding district
content standards and graduation requirements.
The District’s Gifted and Talented (GATE) Plan provides challenging
curriculum and instruction to gifted and talented students capable of
achieving significantly beyond the level of their peers. The GATE plan
supports the provision of services that are integrated into the regular
school day as differentiated learning experiences that are based on the
core curriculum.
The Policy and Procedures handbook which details the District’s philosophy
and goals, and policy and procedures regarding students, instruction,
promotion and retention, equity, administration, personnel, community
relations, business, and much more.
Site–based Single Plans for Student Achievement, SARC, WASC and CPM
self study reviews and actions plans. School Improvement Program (SIP),
categorical programs, and other program goals, which vary from site to site.
Our current district Educational Technology Plan.
3d- 3h. Curricular Driven Technology Goals and Implementation Plans
3i -3j. Benchmarks, Timelines, Monitoring, and Evaluation
All of the Curriculum Component Criteria 3d-3j elements are included in the
curricular driven action plan charts in the Component 3 pages that follow. Our
curricular driven technology plans include clear, specific, realistic goals and
measurable objectives that will support our district’s curriculum goals and student
achievement of the state approved content standards.
3d. To Improve Teaching and Learning
Goal 1: Teachers will integrate technology in the district’s curriculum to support
the district curricular goal of ALL students attaining proficiency or better with ELA
& math grade level content standards by end of the 2013-14 school year.
3e. For Student Acquisition of Technology and Information Literacy Skills.
Goal 2: ALL Students will acquire the Technology Continuum of Skills K-8 to
support achievement of the academic standards in the classroom, district
curricular goals, and ultimately for lifelong learning and success in our digital
society.
3f. For Appropriate Access to Technology for All Students
Goal 3: ALL students will have equal access to technology to support
achievement of the academic standards in the classroom, district curricular
goals, and ultimately for lifelong learning and success in our digital society.
3g. To Make Student Record Keeping & Assessment More Efficient and
Useful
Goal 4: Our district will support district and site use of technology to improve
student achievement data collection, analysis, reporting, and decision-making.
3h. To Improve Communication Among Home, School, and Community
Goal 5: The district and its schools will use technology to improve
communication among home, school, and community.
Goals, objectives, benchmarks, implementation strategies, and timelines
can be found in the pages that follow.
Table of Contents
Pacheco Union School District
Technology Action Plan
July 1, 2007 – June 30, 2012
(Appendix C 3d, 3i-j)
Goal 1 – Enhancing Student Achievement with Technology
Teachers will integrate technology in the district’s curriculum to support the
district curricular goal of ALL students attaining proficiency or better with ELA &
Math grade level content standards by end of the 2013-14 school year.
Target Group: All students including special education, English Learners, and
GATE students.
Specific Measurable Objective by June 30, 2012
Objective 1: By the 2011-12 school year, a minimum of 95% of all students will
score proficient or above on the English-Language Arts portions of the STAR:
CST test supported by state and district approved instructional resources,
technology-based supplemental resources, professional development, student
achievement data-driven decision making, and collaboration time.
Objective 2: By the 2011-12 school year, a minimum of 95% of all students will
score proficient or above on the Math portions of the STAR: CST test supported
by state and district approved instructional resources, technology-based
supplemental resources, professional development, student achievement datadriven decision making, and collaboration time.
*(~ NCLB AMO benchmark for all students in 2012)
Annual Benchmarks for Objectives 1 and 2
Show growth from 2005-06 baseline proficiency data.
Year 1: minimum of 60% in 2007-08
Year 2: minimum of 70% in 2008-09
Year 3: minimum of 80% in 2009-10
Year 4: minimum of 90% in 2010 -2011
Year 5: minimum of 95% in 2011-2012
Evaluation Instrument(s) & Data
Instruments: Bi-annual Grade level assessments; Annual STAR/CST test
results in English/Language Arts and Math.
Data: Percentage scoring proficient or above/ passing
Instrument: Grade/subject level district and site professional development and
collaboration meeting times / agendas / participation records and outcomes.
Data: % of teachers participating: Calibrated and articulated standards-aligned
Grade/subject level objectives and assessments across the district and
standardized list of District supported research based programs and practices.
Instrument: Ongoing Classroom Observations by site admin./ principal aligned
to teachers’ evaluation schedule
Data: Teachers’ use of standards-aligned learning objectives, instructional and
intervention time, research based programs, practices, and arrangements.
Instrument: Annual Academic Software Survey
Data: Curriculum-based state and district approved software and productivity
software in use at each site.
Instrument: Annual CDE EdTech Profile online tech proficiency survey (
www.edtechprofile.org )
Data: teacher’s self assessed technology and integration skills
Goal 1: Enhancing Student Achievement with Technology
Implementation Strategies / Timelines
Beginning in the 2007-08 school year and continuing through the duration of the
tech plan, the LEA will coordinate grade level and / or subject area district
professional learning community meetings to develop and refine the district’s
common viable articulated ELA and math curriculum comprised of common
essential grade level content standards, relevant information & communication
technology skills and aligned assessments.
1. Annually, the district and the school(s) will invest the necessary time to
identify and/ or review grade level essential standards and assessments
based on CDE’s latest CST Blueprints and released test questions.
2. Annually, purchase as needed state adopted instructional materials (K-8 ),
and supplemental curriculum-based technology resources (adopted and/ or
CLRN approved) and ensure they are being used with fidelity in the
classroom during monthly classroom visits by school administration.
3. Ongoing, the district, principal, and teachers will research, learn, and
integrate research-based best practices and technology that support specific
ELA and Math student achievement needs identified during data reviews of
significant subgroup populations at the school.
4. Annually, the district and the school(s) will effectively allocate funding, time,
training and human resources to overcome the school’s identified barriers to
student academic achievement.
5. Annually, support site-based response to intervention in key curricular areas
identified as needing attention.
6. Annually, increase-learning time in key curricular areas identified as needing
attention.
7. During the 2007-08 school year, develop a reading and math intervention
programs for students in grades 3 to 8, inclusive, whose reading scores are
Far below Basic and Below Basic in the CST performance level. The tiered
intervention program will be implemented by fall 2008.
8. Annually, provide direct instruction in reading at grade level.
9. Every school year, assess students periodically throughout the year with
common grade level standards-aligned assessments to monitor student
progress and provide immediate intervention support.
10. Annually, provide students with adequate learning support including, but not
limited to, a standards-aligned curriculum, quality instructional materials,
technology access and resources, support services, and supplies for every
pupil.
11. Annually, provide professional development on adopted curriculum and
technology resources (such as SB 472 (AB 466) for teachers, AB 430
(formally AB 75) training for site administrators).
12. Beginning in fall 2007 and every year thereafter, provide systematic
professional development and learning community collaboration time for site
administration and teachers to align standards-based instruction and quarterly
assessments horizontally and vertically through grade levels in the district,
review data, learn and share best practices including the use of technology.
13. By fall 2008, design and distribute an annual site academic software usage
survey.
14. By fall 2009, create and distribute a matrix of CLRN approved E/LA
curriculum and intervention software that is supported by the district.
Beginning in the fall 2007 and annually thereafter, provide professional
development on district/ CLRN approved curriculum software and online
resources as needed.
15. Annually, continue to leverage grant, district, school, site council, and
community resources to increase access to technology resources, hardware,
and peripherals for students and teachers.
16. Annually, continue to provide technology productivity and integration training
as needed.
17. Ongoing district support and professional development opportunities on the
integration of E/LA skills and standards across the curriculum including in
career tech courses.
Electronic Learning, Assessment, & Productivity Resources
 Adopted Text Supplemental Tech resources including publisher software and
websites.
 CLRN and district approved curriculum software such as: Renaissance
Learning products, FrontPage, and United Streaming
 Web based student information and reporting platforms such as AeriesCS/ABI.
 Web-based student assessment platform Datawise: Measures Aligned and
Measures Applies Plus, and Edusoft.
 Microsoft Office and other productivity software.
 Internet Access and Resources
 Peripherals such as LCD projectors, digital cameras, video cameras, and
printers.
 CTAP Online Professional Development.
Ongoing Monitoring for Continuous Improvement
District curriculum & technology committees, IT department and school
administrators conduct ongoing formative data reviews; tracking the development
and implementation of all tech plan activities and accomplishments reporting
progress during district/ site meetings. The site administrators are responsible for
summative data analysis and needs assessments conducted annually in late
August / September after the state releases all relevant district data and
school(s) complete early assessments of incoming students. Modifications to our
Tech Plan activities will be made as needed in order to insure that we meet or
exceed this goal by June 2012. The Superintendent is responsible for a
summative annual report to stakeholders in September.
Goal 2 - Student Acquisition of Technology and Information
Literacy Skills
ALL Students will acquire the Technology Continuum of Skills K-8
to support achievement of the academic standards in the
classroom, district curricular goals, and ultimately for lifelong learning and
success in our digital society.
Target Group: All students including special education, English Learner, and
GATE students.
Specific Measurable Objective by June 30, 2012
Objective 1: By the 2011-12 school year, all students will pass the NETS 8th
grade technology assessment. Students will learn the following grade-level
Technology Continuum of Skills K-8 based on NETS (including technology
productivity tools and information literacy) as appropriate, during curricular
assignments.
See Appendix B: Technology Continuum of Skills K-8
Annual Benchmarks for Objective 1 Proficiency of 8th grade NET’s
assessment (EdTech Profile Student Survey).
Year 1: minimum of 20% in 2007-08
Year 2: minimum of 40% in 2008-09
Year 3: minimum of 60% in 2009-10
Year 4: minimum of 80% in 2010 -2011
Year 5: minimum of 100% in 2011-2012
Evaluation Instrument(s) & Data
Instrument: Student NETs proficiency will be tracked as criterion in technology
integrated curricular assessments (k-8), 8th grade portfolios.
Data: Percentage passing assessments
Instrument: Annual CDE Ed Tech Profile (www.edtechprofile.org )
Data: Students’ self assessed technology integration proficiency skills.
Goal 2: Student Acquisition of Technology & Information Literacy Skills
Implementation Strategies / Timelines
1. During the 2007-08 school year, the Technology Committee, district
administrators and the IT department will help refine the Technology
Continuum of Skills K-8 and use the 8th grade technology assessment
EdTech Profile Student Survey.
2. Beginning in the summer/fall 2008 and annually thereafter, provide
Professional Development opportunities (from the District, CTAP Online, and
CTAP Region 2) to K-8 teachers on integrating the student Technology
Continuum of Skills K-8 and standards in their curriculum
3. By fall 2009, Students will begin systematically learning the Technology
Continuum of Skills K-8 including technology productivity tools and
information literacy, as appropriate, during curricular assignments.
4. By spring 2010, begin administering annually the standards-aligned grade
span Technology Continuum of Skills K-8 based exit assessments /
portfolios for grades 8.
Electronic Learning, Assessment, & Productivity Resources
 Adopted Text Supplemental Tech resources including publisher software and
websites.
 CLRN and district approved curriculum software such as: Renaissance
Learning products, FrontPage, Dreamweaver, and United Streaming
 Web based student information and reporting platforms such as AeriesCS/ABI.
 Web-based student assessment platform Datawise: Measures Aligned and
Measures Applies Plus, and Edusoft.
 Microsoft Office and other productivity software.
 Internet Access and Resources (NETS)
 Peripherals such as LCD projectors, digital cameras, video cameras, and
printers.
 CTAP Online Professional Development.
Ongoing Monitoring for Continuous Improvement
District curriculum & technology committees, IT department and school
administrators conduct ongoing formative data reviews; tracking the development
and implementation of all tech plan activities and accomplishments reporting
progress during district/ site meetings. The site administrators are responsible for
summative data analysis and needs assessments conducted annually in late
August / September after the state releases all relevant district data and
school(s) complete early assessments of incoming students. Modifications to our
Tech Plan activities will be made as needed in order to insure that we meet or
exceed this goal by June 2012. The Superintendent is responsible for a
summative annual report to stakeholders in September.
Goal 3 - Appropriate Access to Technology for All Students
ALL students will have equal access to technology to support
achievement of the academic standards in the classroom, district
curricular goals, and ultimately for lifelong learning and success in
our digital society.
Target Group: All students including special education, English Learner, and
GATE students.
Specific Measurable Objective by June 30, 2012
Objective 1a: By June 30, 2012 we will maintain our current district average
student to computer* ratio will be 7 to 1 or better.
Objective 1b: By June 30, 2012 we will met a new goal (based on economic
trends and enrollment increase) district average student to computer* ratio will be
5 to 1 or better.
Annual Benchmarks for Objective 1a & 1b
Year 1: acquire 20% of the needed equipment
Year 2: acquire 40% of the needed equipment
Year 3: acquire 60% of the needed equipment
Year 4: acquire 80% of the needed equipment
Year 5: acquire 100% of the needed equipment
All students will have equal access to technology to support achievement of the
academic standards in the classroom, district curricular goals, and ultimately for
success in the workplace including special education, English Learner, and
GATE students. The technology goals and objectives for these student sub
groups are the same as for all other students (see Goal 3) although the programs
and methods for achieving the objective may be adapted to best meet their
needs. Students with active Individualized Education Programs will have
appropriate access to technology hardware, peripherals, and software including
assistive technology as deemed appropriate and defined by the IEP site team
and the students’ IEP goals. English Learners will have appropriate access to
technology hardware, peripherals, and software needed to support their English
language acquisition as well as their achievement of the academic standards.
Students identified as Gifted and Talented (GATE) will have appropriate access
to technology hardware, peripherals, and software needed to support their
advanced curriculum.
Objective 2: By June 30, 2012, our district will expand access to each schools
computer lab technology before and after school to students and parents.
Annual Benchmarks for Objective 2
Year 1: minimum of
. 5 hr in 2007-2008
Year 3: minimum of
. 75 hr in 2009-10
Year 2: minimum of 1 hr in 2008-09
Year 4: minimum of 1. 5 hrs in 2010 -2011
Year 5: minimum of 1.75 hrs in 2011-2012
Evaluation Instrument(s) & Data
Instrument: Annual California School Technology Survey and ongoing district /
school records.
Data: average student to computer ratio by school and district wide – Four years
old or newer
Instrument: District/Site Admin, IT Department and Annual Technology
Committee review
Data: Technology Accessibility to all students including special technology needs
(IEP, EL, and GATE).
Goal 3: Appropriate Access to Technology for All Students
Implementation Strategies / Timelines
Use of Technology
1. Annually leverage curricular and technology funding and grants to provide
new computers to schools and teachers participating in district Ed Tech
professional development and to district schools with the highest student to
computer ratio (as facility space permits).
2. Annually in the spring, conduct a systematic supplemental survey and review
of school technology hardware and software accessibility and inventories
including adaptive equipment, EL support software, and GATE technology
resources from evaluation surveys. Data is used to develop a matrix of site
technology obsolescence, purchase, installation priorities and schedules.
3. Annually install new computers and remove outdated computers at sites on a
rotating schedule during designated breaks in the school year.
4. Beginning in the 2007-08 school year, cultivate ongoing two-way
communication between district Special Education program directors and
educators, site administrators, and the district Tech Director (via email/phone) and meet annually to determine appropriate technology access
and assistive technology needs of IEP students.
5. Beginning in the 2007-08 school year, cultivate ongoing two-way
communication between district English Learner program directors and
educators, site administrators, and the district Tech Director (via email/phone)and meet annually to determine appropriate access to technology
hardware and software needed to support EL students’ English language
acquisition as well as their achievement of the academic standards.
6. Beginning in the 2007-08 school year, cultivate ongoing two-way
communication between district Gifted and Talented (GATE) program
directors and educators, site administrators, and the district Tech Director (via
e-mail/phone)and meet annually to determine appropriate access to
technology hardware, peripherals, and software needed to support GATE
students’ advanced curriculum.
Electronic Learning, Assessment, & Productivity Resources
 Adopted Text Supplemental Tech resources including publisher software and
websites.
 CLRN and district approved curriculum software such as: Renaissance
Learning products, FrontPage, Dreamweaver, and United Streaming
 Web based student information and reporting platforms such as AeriesCS/ABI.
 Web-based student assessment platform Datawise: Measures Aligned and
Measures Applies Plus, and Edusoft.
 Microsoft Office and other productivity software.
 Internet Access and Resources
 Peripherals such as LCD projectors, digital cameras, video cameras, and
printers.
 CTAP Online Professional Development.
Ongoing Monitoring for Continuous Improvement
District curriculum & technology committees, IT department and school
administrators conduct ongoing formative data reviews; tracking the development
and implementation of all tech plan activities and accomplishments reporting
progress during district/ site meetings. The site administrators are responsible for
summative data analysis and needs assessments conducted annually in late
August / September after the state releases all relevant district data and
school(s) complete early assessments of incoming students. Modifications to our
Tech Plan activities will be made as needed in order to insure that we meet or
exceed this goal by June 2012. The Superintendent is responsible for a
summative annual report to stakeholders in September.
Goal 4 – Efficient & Effective Student Data Collection, Analysis
& Decision Making
Our district will support district and site use of technology to improve
student achievement data collection, analysis, reporting, and decisionmaking.
Target Group: All district schools.
Specific Measurable Objectives by June 30, 2012
Objective 1: By June 2012, 100% of district teachers will have implemented and
integrated student assessment and data management system.
Annual Benchmarks for Objective 1
Year 1: 60% of teachers by June 2008
Year 2: 70% of teachers by June 2009
Year 3: 80% of teachers by June 2010
Year 4: 90% of teachers by June 2011
Year 5: 100% of teachers by June 2012
Objective 2: By 2009 the District will complete a curriculum audit of intervention
materials and select intervention materials for remedial instruction.
a. - Complete curriculum audit
b. - Purchase intervention materials for resource library.
c. - Build Resource Library
Annual Benchmarks for Objective 2
Year 1: 100% Complete curriculum audit
Year 2: 100% Purchase intervention materials for resource library.
Year 3: 100% Complete Resource Library
Year 4: 20% Connect resources to assessment databases.
Year 5: 40% Continue connecting resources.
Evaluation Instrument(s) & Data
Instrument: District integrated student assessment and data management
system training participation records and usage records.
Data: 100% of teachers using integrated student assessment and data
management system to inform instruction.
Instruments: Through classroom observations and data desegregation.
Data: Base line, benchmarks and an end of year assessment.
Goal 4: Efficient & Effective Student Data Collection, Analysis & Decision
Making
Implementation Strategies / Timelines
1. Annually, provide systematic professional development and collaboration time
for site administration and teachers to: improve student achievement
assessment, data collection, analysis, reporting, and data driven decision
making; align standards-based instruction; learn and share best practices in
instruction and intervention; including the use of technology and develop
formative assessments horizontally and vertically through grade levels in the
district.
2. Through the collection of data through Datawise support contract 4 hours a
week.
Electronic Learning, Assessment, & Productivity Resources








Adopted Text Supplemental Tech resources including publisher software and
websites.
CLRN and district approved curriculum software such as: Renaissance
Learning products, FrontPage, Dreamweaver, and United Streaming
Web based student information and reporting platforms such as AeriesCS/ABI. Web-based student assessment platform Datawise: Measures
Aligned and Measures Applies Plus, and Edusoft..
Microsoft Office and other productivity software.
Internet Access and Resources
Peripherals such as LCD projectors, digital cameras, video cameras, and
printers.
CTAP Online Professional Development.
Datawise support staff
Ongoing Monitoring for Continuous Improvement
District curriculum & technology committees, IT department and school
administrators conduct ongoing formative data reviews; tracking the development
and implementation of all tech plan activities and accomplishments reporting
progress during district/ site meetings. The site administrators are responsible for
summative data analysis and needs assessments conducted annually in late
August / September after the state releases all relevant district data and
school(s) complete early assessments of incoming students. Modifications to our
Tech Plan activities will be made as needed in order to insure that we meet or
exceed this goal by June 2012. The Superintendent is responsible for a
summative annual report to stakeholders in September.
Goal 5: Improve Communication among Home, School, and
Community
The district and schools use technology to improve communication
among home, school, and community.
Target Group: Parents of all students including special education, English
Learner, and GATE students and the community.
Specific Measurable Objective by June 30, 2012
Objective 1: Provide classroom materials via the web.
Annual Benchmarks for Objective 1
Year 1: 15% of staff in 2007-08
Year 2: 30% of staff in 2008-09
Year 3: 45% of staff in 2009-10
Year 4: 60% of staff in 2010 -2011
Year 5: 75% of staff in 2011-2012
Evaluation Instrument(s) & Data
Instrument: Ongoing District Aeries-CS/ABI usage records,
http://www.pacheco.k12.ca.us and web counters, artifacts, and annual Ed Tech
Survey data.
Data: % of teachers trained; % of parents using website, evidence and survey
data of efforts to improve two-way communication.
Objective 2: By June 2012, Prairie School will offer parents password protected,
online access to their student’s attendance, assignments, and standard-based
benchmarks through a web-based student information system. (Pacheco School
and CDE already provides this service).
Annual Benchmarks for Objective 2
Year 1: 10% of Prairie staff in 2007-08
Year 2: 25% of Prairie staff in 2008-09
Year 3: 50% of Prairie staff in 2009-10
Year 4: 75% of Prairie staff in 2010 -11
Year 5:100% of Prairie staff in 2011-12
Evaluation Instrument(s) & Data
Instrument: Ongoing District Aeries-CS/ABI usage records and
http://www.pacheco.k12.ca.us and web counters, artifacts, and annual Ed Tech
Survey data.
Data: % of teachers trained; % of parents using website, evidence and survey
data of efforts to improve two-way communication
Instrument: Ongoing Aeries-CS/ABI trainings and usage records or EasyGrade
Pro.
Data: % of parents using web-site and web-site counters.
Goal 5: Improve Communication Among Home, School, and Community
Implementation Strategies / Timelines
1. By June 2008, the district will design and distribute a standardized district
2.
3.
4.
5.
6.
7.
8.
Student at Risk notification template letter to schools.
By June 2009, ensure all district schools have the hardware, infrastructure,
and training needed to maintain the parent component of the district’s online
student information system.
By June 2012, all district schools will provide 95% of district parents with
access and training on using the parent component of the district’s online
student information system.
Annually the LEA and schools will solicit community, business, and/or
university partnerships.
Annually the LEA will communicate to all stakeholders (teachers,
paraprofessionals, parents, and students).
Annually, continue to fund and maintain, district and school websites where
news, announcement, staff contact information, teacher class information,
events, etc. are communicated with students and parents.
Annually, provide training opportunities for teachers to learn to publish /
communicate on their school web site.
Annually, provide Word and Desktop publishing training to teachers and
classified staff to learn to publish professional documents to improve
communication between home, school, and community.
Electronic Learning, Assessment, & Productivity Resources








Adopted Text Supplemental Tech resources including publisher software and
websites.
CLRN and district approved curriculum software such as: Renaissance
Learning products, FrontPage, Dreamweaver, and United Streaming
Web based student information and reporting platforms such as AeriesCS/ABI.
Web-based student assessment platform Datawise: Measures Aligned and
Measures Applies Plus, and Edusoft.
Microsoft Office and other productivity software.
Internet Access and Resources
Peripherals such as LCD projectors, digital cameras, video cameras, and
printers.
CTAP Online Professional Development.
Ongoing Monitoring for Continuous Improvement
District curriculum & technology committees, IT department and school
administrators conduct ongoing formative data reviews; tracking the development
and implementation of all tech plan activities and accomplishments reporting
progress during district/ site meetings. The site administrators are responsible for
summative data analysis and needs assessments conducted annually in late
August / September after the state releases all relevant district data and
school(s) complete early assessments of incoming students. Modifications to our
Tech Plan activities will be made as needed in order to insure that we meet or
exceed this goal by June 2012. The Superintendent is responsible for a
summative annual report to stakeholders in September.