LOCAL EDUCATION AGENCY
STRATEGIC LONG RANGE TECHNOLOGY PLAN
PLAN TERM: Begins:
July 1, 2012
Ends:
June 30 2015
The Applicant Agency*
Chinle Unified School District # 24
(Name of Local Education Agency (LEA), i.e. School District, Consortium or Charter School
submitting this plan. If Consortium, list all members in the space below)
Developing a comprehensive technology plan, based on the educational goals of the school
system, will ensure that the most appropriate technologies are effectively infused in your
instructional and/or administrative programs. Thorough planning also ensures that all parties
have equitable access and achieve the greatest benefit from routine use of educational
technology. The comprehensive technology plan should demonstrate clear targets for technology
use, spell out desired goals for learners, create visions for future directions, build "buy-in" from
stakeholders, and demonstrate to those who might provide funding that a district or charter
holder is ready to act.
School Districts, Consortia or Charter Schools (LEAs) who apply for technology funding
through any Federal grant program, are required to have developed a comprehensive, three-year
to five-year plan, which outlines how the agency intends to utilize and integrate educational
technology.
The applying agency (check all that apply)
Yes
is compliant with the provisions of the Children’s Internet Protection Act (CIPA).
Yes
will be CIPA compliant by this date. June 30 2015
Yes
has applied for E-Rate Funding for FY 2015_.
The LEA’s comprehensive technology plan must be approved by the local governing board(s).
(The plan must be approved by the local governing board before funds will be released.)
Date the plan was approved:
OR
Date the plan is to be submitted for board approval:
Certified by:
______________VT_________________________________________________
Signature of Authorized School System Agent (signed in blue ink) Date of Signature
Victor Trejo IT/Computer Services.
Printed Name and Title
Mail completed plan to: Arizona Department of Education, Technology Plans BIN 8, 1535 W. Jefferson, Phoenix,
AZ 85007
LEA Profile
This information should provide a “snapshot” of your district and help planners and reviewers to
understand areas of need.
LEA Profile
LEA NAME: Chinle Unified School District # 24
CTDS: 010224000
7
NUMBER OF SCHOOLS IN LEA
214
NUMBER OF TEACHERS
3772
NUMBER OF STUDENTS ENROLLED
90%
PERCENT OF STUDENTS ELIGIBLE FOR FREE/REDUCED LUNCH
Very High
TITLE I POVERTY LEVEL
24/1
TEACHER / STUDENT RATIO
4/1
STUDENT / COMPUTER RATIO
None
NUMBER OF SCHOOLS IDENTIFIED AS EXCELLING
None
NUMBER OF SCHOOLS IDENTIFIED AS HIGHLY PERFORMING
NUMBER OF SCHOOLS IDENTIFIED AS PERFORMING AND
PERFORMING PLUS
3
3
NUMBER OF SCHOOLS IDENTIFIED AS UNDERPERFORMING
BASED ON CENSUS TRACT INFORMATION, IS YOUR ENTITY RURAL
OR URBAN
Rural
District Technology Coordinator/Contact
Name: Victor Trejo
Telephone #: 928 674-9659
School District: Chinle Unified School District # 24
CUSD Telco Center
PO Box. 587
US, 191 Navajo Rte 7
Address: Chinle AZ, 86503
Fax #: 928 674-9678
Strategic Long-Range Technology Plan, 10/12/2011
E-mail: vtrejo@chinleusd.k12.az.us
2
VISION AND MISSION STATEMENTS
Vision Statement
A vision statement expresses thoughts about what the LEA’s future educational environment should
look like. It should be written in broad terms and guide the development of the technology plan.
Children are the community’s greatest and most important resource. Therefore, the Chinle
Unified School District shall create and implement an exciting, stimulating, safe, and effective
learning environment to assist parents in helping their children develop to each’s maximum
potential and enjoy the same diverse and challenging educational opportunities available to
students elsewhere in this nation. Students shall be taught by highly qualified and motivated
staff that are constantly improving their own skills and improving their teaching abilities.
It is equally important that the curriculum is delivered in such a manner as to challenge and
stimulate and develop, rather than stifle and kill, a love of learning inherent in most young
children. To this end, we shall adopt and productively use the latest technology to provide
maximum educational opportunities, deliver curriculum, and manage all aspects of the
educational process to the best interest of each students’ diverse and unique needs. The
system shall be secure and have high reliability. It is our desire that when a student has
completed their education in the Chinle Unified School District and moves either on to
advanced education or into the community as a productive member, that they shall be
familiar and with and able to use the current technology to their best advantage.
Furthermore, we shall use technology to improve communication between school, community
and family to better support and serve each student’s needs and enhance involvement by all
in the educational process
Mission Statement
A mission statement is a brief, general description of the LEA’s plans for promoting the effective
use of technology to improve student performance. The mission statement describes the step, in
broad terms, which will need to be taken in order to achieve the LEA’s vision.
The Chinle Unified School District shall provide for the education its
students:
1. 1. A secure, reliable, and high-speed voice and data communications network
linking all schools, work areas, classrooms and where possible, community.
2. 2. The network will use proven and dependable technology. It will be constructed to
support the educational goals of the District by providing communication, delivering
instruction, aiding development of skills, providing utilities such as e-mail and word
processing, facilitating management and by providing interaction with the world as a
whole through connecting with other computer systems and the Internet.
3. 3.
This network and its use shall be monitored and managed using an evolving and
integrated plan that is supported and implemented by the District and school
administration with the concurrence of community representatives.
Strategic Long-Range Technology Plan, 10/12/2011
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The District shall train, educate and enable, -wherever possible, - the staff,
students and community members to use technology, the network and its resources
for their maximum educational benefit.
5. We shall develop an infrastructure that can be locally maintained and managed
by District staff.
6. This shall be done in compliance with District policy, and state and federal
regulations. Furthermore,
7. The Technology Plan shall be evaluated and revised on a regular basis, when
appropriate, to incorporate additional technology as it becomes available and to
support the District’s and communities goals of complying with Tribal, State and
Federal Regulations that direct and mandate quality education for our children .
8. In response to these mandates, the District shall also strive to provide supervised
access to District resources for community members and shall actively encourage
community and parental involvement and continuing education.
4. 4.
5.
6.
7.
8.
TECHNOLOGY COMMITTEE
The Technology Committee should represent all stakeholders. Development of the technology plan and
implementation of the plan should enable parents, educators, students and community members to benefit
from the investment in technology and all should have representation on the committee.
LEA Technology Committee
Member
Title
Constituency Represented
Victor Trejo
IT Director
CUSD IT Department
Quincy Natay
Superintendent of
Business
Superintendent
CUSD Business
Department
CUSD Administrator
Gloria Grant
Superintendent of
Curriculum
CUSD Administrator
Lorna Barreras
Teacher
Chinle Junior High
Lori Bitsui Gray
Principal
CanyonDeChelly
(Carolyn Irving) Secondary (Dorothy Yazzie)
Principal
Chinle Elementary
Paulet Scott
Teacher
Chinle Elementary
Moses Aruguete
Principal
Many farms Public School
Dr. Jesus De La Garza
Many farms Public School
Sheila Betz
Strategic Long-Range Technology Plan, 10/12/2011
Federal Programs
Director
CUSD Administrator
4
Janie Christie
Shing Aruguete
Rosetta Begay
Janie C.
Michelle Begay
Paulet Scott
Allen Anderson
Coretta Hall
Eric Yazzie
Teacher
Teacher Tech Advisory
Lennie Begay
Glynes Mitchell
Clayton Tsosie
Comp. Technician
ADM
Network Administrator
MesaView Elementary
Chinle Junior High
CanyonDeChelly
MesaView Elementary
ManyFarms Public School
CES School
Chinle High Schools
Tsaile Public Schools
CDCS & Many farms
Schools
Chinle High School
CUSD IT Department
CUSD IT Department
Lori Gray
Dorothy Yazzie
Cheryl Tsosie
Principal
Principal
Principal
CDC School
Chinle High School
Tsaile Public Schools
Comp. Technician
Long-term role of the Committee:
Write a description of the technology committee’s role in developing, implementing, and evaluating the
technology plan. This description should include how committee members were selected, and the role
each is expected to play. Tentative plans for scheduling meetings for the next school year should also be
included.
1. The Technology Committee shall evaluate the application of technology and recommend the
productive use of technology to provide children with highly qualified and competent instruction and
supervised, diverse opportunities for learning.
2. The committee shall be composed of individuals from the communities served, who have a vested
interest in directing the education of our children, in addition to individuals experienced in educational
leadership, technology and the application of technology in education and business.
3. It shall be the responsibility of Committee members as a whole to recommend changes in the
application and use of technology in our schools and recommend priorities when budgeting the available
funding.
In addition, the Committee may recommend to the Superintendent and to the Governing Board, changes
in administrative policies, Board policy and procedures relating to the use of technology in education,
including the District’s compliance with the Child Internet Protection Act and Arizona Learns.
4. Once the Technology plan is approved by the Governing Board, the Committee shall meet monthly for
the dispatch of all regular business that may regularly come before it. It shall also evaluate research and
amend the District’s Technology Plan as needed.
5. The committee shall assess and recommend optional directions if current plans are failing.
6. At this time, committee members acknowledge a large gap between the expected uses and benefits of
technology as a teaching aid what is currently being delivered to our students. It shall take affirmative
steps to close this gap.
7. The Technology Committee shall also develop, monitor and evaluate staff training, recommend
standards and set minimal skill levels and how they are evaluated. Without continuing staff training the
District will not realize the full value of the investment for its children.
Strategic Long-Range Technology Plan, 10/12/2011
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NEEDS ASSESSMENT
In this section you are to assess your LEA’s current technology status in four categories: curriculum
integration, professional development, equitable use of technology, and infrastructure and
telecommunications services. Use the questions listed beneath each category to guide the assessment.
1. Describe student and programmatic needs that the agency plans to address through educational
technology.
a. Curriculum Integration
Things to consider when evaluating your needs: The current curriculum strengths and weaknesses and
the process used to determine these strengths and weaknesses, how student activities are being aligned to
meet state standards, the current procedures for using technology to address any perceived curriculum
weaknesses, how teachers integrate technology into their lesson - including ways technology is presently
used for entire classroom and for small group instruction, and how students use technology -including
ways students presently use technology for purposes beyond practice of skills.
The Chinle Unified School District #24 is located in northern Apache
County, near the geographic center of the Navajo Nation. The District has seven
schools and is the one of the largest districts in Northern Arizona. Due to a lack of
economic development, the area is characterized by high unemployment and lowincome rates among the majority of the people.
Curriculum integration in the Chinle public schools has some excellent successes and
glaring failures. The quality and consistency of the curriculum is primarily dependent
upon individual school leadership. It is even more dependent on the time the leadership
takes to concentrate on making sure what is taught matches intended goals and the state
standards that are targeted in each lesson are being taught using the best proven,
researched methods available. Because of work in past summers, curriculum alignment
in some subjects meets district stated objectives. In other subjects, or in other grade
levels, various teachers teaching different sections of the same course may deliver
completely unmatched material! This becomes of greatest importance when students
transfer classes or must retake a course of study. When the basic course content varies
depending on who is teaching the course, or at what school the class is taught, there is
no guarantee that a student who changes sections, schools or must retake a course will
ever receive all of the material the curriculum specifies the course should have
included. This being the case, it is not realistic to hold the students responsible for
material they should have received, but never did.
Strategic Long-Range Technology Plan, 10/12/2011
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In some Chinle District schools this consistency exists, but in others it is completely
lacking. The issue all returns to lesson plans and goals. Teachers may and do have
different styles to teach the same subject, however they should identify the same
standards they are teaching for a given course in a given quarter and these standards
should be consistent between sections in the same school, or even between schools.
Technology can help alleviate this problem, but it will not be effective unless the total
solution is an identified goal of the administrators and staff who are directed to
make it happen.
When considering the effectiveness educational computer programs, results have
varied. Where there has been consistency in administration and follow-through to
verify that teachers are using the programs as intended, the new technology has
shown great success. In other circumstances, teachers may show little interest in
changing their mode of teaching to incorporate the new methods. Instruction is done
solely from the textbooks and at best, the technology becomes either a reward for good
behavior, or a baby sitter, without teachers having clear expectations for the potential
educational benefits. This is easily seen when comparing student achievement scores on
standardized tests. Many areas of weakness revealed by these measurements are well
suited for computer-aided education. The willingness of teachers to depend on
technology in their lessons has also been impaired because the network has not
been 100% dependable. While backup plans are always appropriate the system should
be available as planned without frequent down time or lack of availability.
Although the District has invested heavily in computers and educational software such
as Compass Learning, Teach master, Plato Learning, Accelerated Reader, Accelerated
math. and Light Span as well as other diagnostic and remediation packages for
mathematics and the sciences, a majority of the teachers under utilizes the technology.
This is expected to change as the availability becomes more consistent and training and
familiarity with the resources improves.
Technology has expanded the classroom beyond the walls. Using the Internet, teachers
and students have participated in activities and discussions with programs around the
world. Since the majority of our students are Navajo, students in other schools from
around the world seek them out to write to or chat with. There is a great attraction in
actually communicating with a child living on the Navajo Nation rather than having to
depend on the words of someone else concerning life here.
Computers and technology have changed the face of education in some classrooms.
Peer to peer teaching has increased as students, either individually, or in small groups,
are assigned and complete Power-point presentations for the entire class. This has
required integration of digital photographs, research using web libraries, programs to
manipulate the graphic and often inclusion of audio sound tracks. Some teachers have
become very innovative in making assignments that have maximized the use of the
technology. This goes beyond teaching correspondence skills by having the students
utilized School E-mail accounts and writing letters. It includes doing budgeting by
Strategic Long-Range Technology Plan, 10/12/2011
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planning a trip to a distant site and calculating expenses using comparative shopping for
airline tickets and hotel costs, or by searching E-Bay auctions to find a sample of an
archaic item mentioned in literature, but no longer in common use.
Imagination is the only limit on what can be realized using technology to better teach,
captivate and involve our students. The limit seems to be taking the time to focus and
structure this resource on specific identifiable goals. In addition the CUSD teachers
have been using the electronic grade book included in Power School application to
assist them in communications with parents, creating and posting progress reports and
report cards, as well as taking attendance for their records. Once uniform set of
programs are adopted the leaders shall be a great asset in helping their cohorts to make
the change to a more modern and efficient system. (The Chinle District purchased
Power School in December/2003 and is fully implemented meeting these goals today.)
This year, technology has been drawn upon to improve instruction at both the Chinle
High School and Junior High school in order to identify students with weaknesses in
skills required to pass the State of Arizona AIMS test required for graduation. On
November 4, 2003 all Chile High School student who would be tested on the AIMS this
year, completed the Pre-AIMS test. Answer sheets were then scanned and the resulting
files of student responses were graded and transferred to the district’s student data
system. Computer Services created reports of each student’s performance in the six
categories tested, as well as the overall raw score. Reports of these scores were issued
to each student and teacher, as well as summaries by teacher that was distributed to
administrators.
Students that successfully complete the assigned courses should realize a significant
increase in their test scores. An endless cycle of repeated testing to identify areas of
remediation and appropriate programs to address the weaknesses have been a proven
solution for remediation. The Chinle Junior High School has committed to a similar
program for its students in the spring of 2004. Technology has provided the means to
accomplish this goal however the staff, parents and community must continue to
motivate students to make use of this technology to improve themselves! Without the
motivation, the technology will not work.
It must be noted that technology in and of itself is not the complete answer to
education. Technology must be both wisely managed and watched and implementation
must be notice among our teachers. It must be dependable and available and those
expected to use it must be well trained and comfortable in doing so. . Take the
following two examples:
a. a. A teacher who permits students in foreign language classes to use on
line translators when completing written assignments in the foreign
language would seem to teach little. What is learned about the language
when a student writes an assignment in English then submits it to the
Web’s Babel Fish utility to translate the English into the language of the
student’s choice? Examination of the translation show that it contains
many errors when dealing with languages. Oral examinations of
students who have done this show no development of any ability to
converse in the language after two years of study.
Strategic Long-Range Technology Plan, 10/12/2011
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b. b. Some English class instructors chose to have all students in a
computer lab enroll in an on-line e-mail system so that they could write
assignments and email them to her. This was effective, but it ended up
using many more resources than she would have used by teaching her
students to use the District’s word processing program and then sending
her a copy of their work.
In both cases, a review of the application of technology might have resulted in better solutions.
In the second had there been training on all aspects of the system, the teacher herself might have
chosen a different course.
With sound guidance and consistency in administration, many of these obstacles to incorporate
technology can be overcome.
All Elementary School is currently doing a wide variety of assessments (Galileo, DIBELS, & STAR) that
are aligned to the Arizona State Standards. In addition, there are a wide variety of standard aligned
materials available on the IDEAL portal of the Arizona Department of Education website. Most teachers
are using Compass Learning as an intervention for math and reading in the classroom. Some teachers
are very competent in using technology to enhance and support instruction. Other staff members use very
little technology in the classroom and may need more professional development and support. Some
students are using the internet to do extensive research projects.
There was both a Marzano online survey and another school developed online survey to determine the
professional development needs of staff. Many teachers would like additional professional development
on the Power School and Grading programs used by the district. Many teachers need instruction on how
to develop effective formative assessments using the Galileo program. Some teachers need additional
professional development on the effective use of Compass Learning. All teachers and instructional aides
are formally evaluated using the district’s formal evaluation instrument.
Method
The needs assessment for Chinle High School was conducted by survey, observation,
and computer lab sign up records, AIMS and Terra Nova results.
Chinle High School serves students in grades 9-12 who enter our school from six feeder
schools. Some of those feeder schools are members of the same district as Chinle High
School, but others are not. CHS is located in a remote area of Arizona on the Navajo
Nation. Many of our students come from communities other than Chinle, and ride the
bus for an hour or more to get to school. The students who attend CHS are generally
from a low socio economic background. Chinle High School is part of a district that is
100% free and reduced lunch. There is some industry including a Bashas grocery store,
three major hotel/restaurants, tourism (Canyon De Chelly National Monument), four gas
stations/convenience stores, a Wells Fargo Bank, four fast food restaurants, a cellular
telephone company, telephone company, utility company, several small businesses,
four K-12 public schools, and satellite campuses for Dine College, Northern Arizona
University and Arizona State University. For the first time in several years, we are
labeled a performing school under both NCLB and AZLEARNS. Chinle High School
achieved AYP in two consecutive years (2004-2005 and 2005-2006) to get out of school
Strategic Long-Range Technology Plan, 10/12/2011
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improvement. Currently, CHS is in Warning Status under AYP and is a Performing
School under AZLEARNS.
Curriculum Integration
All content areas currently are taught from curriculums that are aligned with AIMS.
Teachers design lesson plans that incorporate these standards and assessments to
measure student achievement. Our math department makes use of the PLATO math
curriculum and a software for Geometry called Geosketch on a daily basis. Additionally,
Galileo Assessment Technologies and A+ Software are currently being implemented for
Math and English. Math teachers can reserve time in the general computer labs and
library to use the software, but there is competition for use of these labs from all other
departments. A need has been expressed by members of the math department to
establish an additional lab specifically for software that supports the math curriculum.
The math and English teachers also need to be able to scan answer sheets from their
quarterly assessments into a database and then be able to manipulate that data to
determine areas of weakness in student knowledge. English, Science and Social
Studies teachers need additional training and support in implementing the PLATO,
Galileo and the new A+ Software resources in their respective subject areas.
Several other teachers (roughly 32%) make use of a general computer lab, digital
projectors or classroom computers for lessons that require online simulations, research,
word processing and development of slideshows. This population includes
representatives from the English, Science, vocational and art departments. Another
12% of the teaching staff teaches a subject area that requires the use of computers.
These include business teachers, graphic arts, and radio and television broadcasting.
These teachers have computers or labs within their classrooms. Our assessment of
curriculum integration shows that 44% or nearly half of our teaching staff is integrating
technology in the classroom to some significant degree.
Scholastic's Read 180 was purchased with 60 student licenses. We rolled this program
out in the spring of 2005 in the remedial reading classes. There is a need for additional
licenses. This need is clear by looking at the AIMS reading test results and the reading
assessments given by the reading specialist and the English teachers. Only 42% of our
sophomores passed the reading test this year. Also, according to a reading assessment
given by the reading specialist, roughly three out of twenty of the students in our
Freshman Academy read at grade level.
A need to offer distance-learning opportunities to our students has been expressed.
There are situations with student absenteeism due to illness, pregnancy or other similar
issues where this would help improve graduation rates. It would also be useful for the
students who require accelerated learning opportunities in order to provide challenge.
A critical strategy we have planned is to implement an assertive, on-going professional
development plan that includes additional training in PLATO, United Streaming Video,
Internet resources, Excel, Word and PowerPoint classroom applications. Additionally,
we have upgraded the computers in the general lab and increased the number to make
it possible to facilitate three full classes at any given time. We have also increased the
number of computers in the library to accommodate a full class.
Strategic Long-Range Technology Plan, 10/12/2011
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In addition to our regular high school campus, we also have an alternative program that is under
the leadership of our high school. The students at this school have been unsuccessful in the
traditional high school setting for a variety of reasons. Most of them are behind in credit accrual
for graduation by a considerable sum. A need has been expressed by teachers and students at this
school to maintain the technologically oriented credit recovery and establish GED preparation
opportunities.
b. Professional Development
Things to consider when evaluating your needs: The process the LEA uses for assessing the technology
professional development needs of teachers, administrators, and non-certified staff; the technology
professional development activities that have been offered to teachers; and how will teachers be assessed
to determine the effectiveness of the professional development activities.
It is the long range goal of the Chinle Unified Schools that every member of
the educational team become a highly qualified teacher who has a mastery of not
only their subject area, but also a mastery of the tools technology affords which
allows them, as teachers to more effectively manage, communicate and evaluate
instruction.
The Chinle Unified School District is located in a rural setting. There are no libraries
other than those in the schools themselves. While higher some colleges and universities
education does conduct limited classes in the community, a wide range of courses is not
available. For those interested and patient, some books may be obtained through
lending agreements with libraries in nearby communities (90 miles), but most research
now is being completed using on-line libraries and collections on the Internet.. The
District has recently re-created a Staff Development office. However, because of our
remote location, Staff and departments may discover the increasing value of available
programs delivered over the network to train staff.
Professional Development
Professional development in the area of technology is of an ongoing and sustained
nature at Chinle Unified School. Data does exist to indicate how professional
development needs have been measured or strategies implemented. Over the past
years, we have been able to offer on-site training in the use of a computerized grade
books including Grade keeper & Power Grade, Power School, district email,
PowerPoint, technology integration, Internet resources, United Streaming Video and
long Distance learning using BNI, Polycom and Tandberg Video carts. We have
increased the bandwidth to a full dedicated DS3 (45mps) of internet access avoiding
bottlenecks on video, data, and voice servicing our District Schools, advanced
PowerPoint and Excel. We want to focus in 3 benchmark of education Math. English,
writing and Science during the next few year to increase their use of the resource.
Currently, the technology team is working on a plan for professional development at
CUSD that will include considerations such as identifying needs, timing, teacher
turnover/new staff, compensation/incentives and continuing support.
According to a survey of the teaching staff, 6% wanted training on Microsoft Word, 19%
on Microsoft Excel, 38% on Microsoft PowerPoint, 38% on Microsoft Publisher, 63% on
Internet Resources for Educators, 19% on email, 19% on how to implement technology
Strategic Long-Range Technology Plan, 10/12/2011
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in the classroom, and 37% on AZ Technology standards. The technology team will
consider this data in determining immediate on-site training needs. Commentary from
surveys indicated that a need exists to provide professional development on the ISTE
standards to make more teachers more knowledgeable in this area.
Furthermore, 43% of the survey respondents indicated that the statement that best described their
computer use was “to record class grades, check email, and generate lessons plans, activities
and/or worksheets and tests.”
c. Equitable Use of Technology
Things to consider when evaluating your needs: The availability of technology to students and staff in
the district -- include in your description the types of assistive technology tools that are provided for
students with disabilities where necessary/applicable. How much time is available for use of technology
by students and staff?
Teachers/classrooms: Currently there is 6 computers and network printer in each
classroom that is to be reserved for the students in classroom to use. The vast majority
of these machines (more than 95%) are Pentium’s running Windows XP with 4gigs +
MB of RAM. All machines have CD writers. The 4gigs+ MB of RAM is sufficient for
running Windows XP and more than one or two applications concurrently. These
computers will need to be updated in the next few year or so to at least have more
RAM. All are Internet accessible, and are monitored with Websense/ligthspeed. On
these machines the district has installed the Microsoft Office 2007 Suite include Word,
Excel, PowerPoint, Access, Publisher and FrontPage. Training will also need to be
planned for on the new version as it is significantly different than older versions of
Office. We have transitioned to a new student data-management system that allows the
teachers to take attendance online and to record grades in a grade book that will be
exported to the report cards. All users will not allowed to install any software or make
changes on the devices settings, this direction is taken to avoid any inconvenience on
the device functions as designed.
General Lab: There are 70 computers in one lab that facilitates two classes at any given
time. There are also 2 other labs with 25 computers each. All of these computers are
Duo-Pentium 5's or grreater running Windows XP with 4 GB of RAM. Additional
software installations planned include Galileo, A+ and Compass Learning. A high end
laser printer is networked to these machines. All computers are Internet accessible, and
are monitored by Websense/ligthspeed. Teachers can reserve the use of this lab with
classes on a first-come, first-serve basis.
Business Labs: There are 4 business labs on campus that each house 25 computers.
One of these labs has Pentium 4's with 256 MB running Windows XP with 256 MB of
RAM. Another is set up with new Apple computers running OSX and 512 MB of RAM.
CISCO Lab: There is one lab that is dedicated to the teaching of CISCO by a Career &
Technical Education teacher. This lab houses 20 Pentium 4 computers with 1gbMB of
RAM.
Strategic Long-Range Technology Plan, 10/12/2011
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Radio/Television Broadcasting: This small lab of 12 computers is made up of Apple
computers that are at least 2 years old. These computers are running OSX and recently
had memory and processor upgrades. This teacher would like to be able to post student
work to the school website and produce student created school wide broadcasts.
Graphic Arts Lab: There are 2 labs in the classrooms of Graphic Arts teachers. One of
these labs has 18 computers and the other has 20. The 18 machines include 10 newer
systems in running Windows XP with a Pentium 4 processor and 1 gig MB of RAM.
Each of these labs is equipped with a networked laser printer. The remaining 8 are
Pentium III’s with 1gig MB of RAM. Library: There are currently 25 Pentium 4 systems
in the library that run Windows XP on 1 GB of RAM. They are all networked to a laser
printer. The library is currently implementing a new system for an online card catalog
that has a friendlier interface and is predicted to improve user access. Currently the
library houses televisions with DVD/VCR’s for checkout to the teaching staff.
Classrooms: Recently 5 to 6 new computers were placed in all classrooms at the high
school for use with online simulations and research. They are all Internet accessible and
monitored by Websense/lightspeed.
Alternative Education: There are 16 student computer workstations running Windows
XP on a Pentium 4 with 1gbMB of RAM. These machines need to have resource
upgrades at least for 1 GB of RAM.
The new trend in technology is the interactive board, 15% of CUSD classrooms has this
device, and the goal is to have 1 per classroom district wide with all the amenities.
Other: All student computers are equipped with the same software options as listed for
teacher computers on the previous page. There are continuous issues with the
replacement of consumables—in particular, paper for printers and copiers, toner and ink
cartridges for printers and lamps for LCD projectors
The following matrix may be used to determine the extent technology is available to students and staff
Few, if any have Access primarily in teacher
User has access to
access
work areas, offices,
computer for individual
libraries, or computer labs
use in classroom or office
X
Administrators
X
X
Teachers (academic)
X
X
Teachers (vocational)
X
X
Teachers (exceptional
education)
Strategic Long-Range Technology Plan, 10/12/2011
13
X
X
X
X
X
X
X
X
Teachers (electives)
Students
Students with disabilities
Non-certified staff
d. Describe the Infrastructure and Telecommunication needs.
Things to consider when evaluating your needs: the technology infrastructure of each
school or a typical school in your district --explaining the type of data and video
networking and Internet access that is available, the effectiveness of the present
infrastructure and telecommunication services that have been provided by the district,
and how E-Rate has allowed the district to improve or increase its technology
infrastructure.
For the past 6 to 9 years, The District has worked with several entities include SLD, ASFB, Consortiums
and other grants to improve and enhance to 1 gig to 10 gig mps locally and the performance of our
Internet Services, backbone infrastructure (copper, fiber and Wi-FI) and devices use to have our networks
works. In 2003 and 2004 school year the CUSD # 24 invested with its own budget purchasing all devices
includes Switches, Routers, Firewalls, Content engines and other devices, this same devices still in place
and supporting our CUSD schools, at some points some of this devices has an end life and not longer
supported neither by Smart net or others. According to our prior technology plan our devices should have
a life span between 5 and 6 years. Our IT department will work on how we can replace all this devices for
newer devices and current using SLD programs, State funds or local funds. CUSD has or will update all
its cable copper to a standard settings and apply for funds via SLD to maintained due to its functions
current days, this cable services video, voice, data, paging system, internet services, POE, Wi-Fi AP’s
and others.
CUSD is an entity fully integrated to VoIP and moving on the direction with Green Technology with
Virtualization and thin net Networks, and Smarter UPS technology. Currently our UPS technology needs
to be re-visited and update, change, replace for better Technology and avoid burns out our power
outages. The UPS should be able to report of any issue to a SMTP mail settings so attention will be give
at the proper time with an anticipation rather than late and device lost.
CUSD will ask all schools to remove devices out of the room and make these rooms dedicated to
technology and avoid distress with personal walking in and out.
Chinle Unified School District # 24 has 14 video carts, 1 per school and some in others, this units are set
to receive calls locally from any of our 7 Schools and also setup with a public address to meet and long
distance learning from other entities and schools, includes video conferences, grade recoveries, virtual
tours and video meetings. Our Special Educational department has utilized this equipment for their
speech therapies and special class with their special needs children.
Chinle Schools also is working currently with its ISP provider with their current offer with Metro-Ethernet
and PRI’s to meet the need of our Phone System (VoIP). From Chinle campus to the Internet or cloud we
working with 45-50 mps; to Tsaile Public School 20 mps and 20 mps to Many farms Public Schools.
Chinle Unified School stills maintain and support the majority of the applications posted in the prior
technology plan that includes: Compass, Accelerated Math, Library System, Accelerated reading, Power
School and utilities, Exchange, and Microsoft applications.
Chinle Unified Schools also maintain and support its own finance system, payroll, direct deposits and
other. Vision, VMWare and Terminal Services application is the current software use to run our District
finance system includes transportation, warehouse, backups and other libraries,
Strategic Long-Range Technology Plan, 10/12/2011
14
Since early 2009 CUSD installed a set of VMware, the IT department is currently virtualizing application
that can run in the environment with not glitches, the goal is to populated our Virtual applications with all
our application and eliminate servers saving power and maintenance per device. Due to the versatility of
virtualization the IT department will do research with vendors and start a pilot computer lab setting in any
of the schools with thin net devices, emulators, citrix settings, terminal services and others. The goal is to
serve the same student with de same application without conformizing their learning process.
CUSD Voice over IP depends on Call managers (Subscriber and Publisher) and Unity must be
maintained and supported with new devices or updates. Currently we have a the latest setting with 9 to
10 Version.
CUSD IT Department has a new building designed to be a Server and core farm with technology consider
standard in year 2011, that includes Room with temperature control at the discrecion of the quantity of
devices producing heat, an UPS capable to handle the transition from the utility power to a Generator
also capable to maintain and supply power to devices around 75 amps.
In the new Server farm, is also equipped with the most current devices including Windows enterprise
Servers 64 bits using Dell 710 PowerEdges Raid 1, 5, 7. Also core Switches, routers, ASA firewalls,
Access Points controllers, berbe paging System, Vision system, call managers, ISI, Vmware 6000, and all
other Application was migrated with new Servers.
Active Directory is cleaned and updated to 2008, also Email Exchange is updated from 2003 to 2010
enterprise, web base including the unifying messaging.
In this line or topic I will like to reserve the opportunity to add more issues as we go building this
document. VT
School needs:
A Local Area Network (LAN) exists on the CUSD District connecting all buildings and
campuses. Currently, networking issues are handled largely by the District. Certain
problems have been identified with the network:
 Computers rotated from 5 to 6 years, devices exiding the defaulted from the
marquet or main street.
 Teachers need more staff development and training with current technology
assigned to the classrooms.
o Interactive boards.
o Digital projectors.
 Jump drives/memory keys for all faculty and administration
 There is a need to upgrade the television sets in the classrooms to be compatible
with DVD players and also work with the Multimedia in demand.
 There is a need for Interactive boards in every classroom in the District or similar
technology to engage student learning visually.
 There is a need for funding to replace consumables for existing projectors and
printers.
 There is a need for funds to pay for tech support agreements on all software and
infrastructure
 Apple computers are needed for use in certain content areas such as graphic
arts, publications, and radio/television broadcasting where those machines are
the industry standard.
 Additional professional development in multiple technology areas for teachers.
 Test answer sheet scanners and software for manipulation of data
 Galileo, A+ and Compass training and support for English, Science and Social
Studies teachers
 Infrastructure, equipment and funding to offer distance learning classes
 Training for teachers in the use of the new library card catalog system
Strategic Long-Range Technology Plan, 10/12/2011
15
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A system/budgeting plan for procurement of consumables such as paper, ink and
LCD lamps
Training for counselors and administration in advanced features of Power School
such as querying the database, report generation and Power Scheduler
Training and maintenance of Student ID Maker
Develop an ongoing support system for integration of technology
Infrastructure and equipment necessary to produce closed circuit broadcasts
Training and continued maintenance of the school website
A site technology integration specialist and/or an addition site computer
technician.
Establish requirements of teachers to integrate technology into the curriculum
and lesson plans
Assistive technologies for special education students are needed.
Completion of the intercom system installed in the summer/fall 2008 and
continued maintenance of that system for CDC School and Mesaview School
Maintenance and expansion of the security camera system.
Lesson plans forms and templates posted in District Website.
Staff Developer, plans and curriculum
Virtual Visits using long distance learning equipment to Zoo’s and Trainings.
Video content delivery or streaming media banks for student’s research.
Update current backbone Infrastructure includes: Core Switches and UPS at the
Schools,
e. Describe the administrative needs that the agency plans to address through technology.
Things to consider when evaluating your needs: How administrative (certified and classified) staff use
technology to include accessing data for decision making, SAIS reporting, communication tools,
information gathering, and record keeping. Also include the professional development opportunities that
are available to administrative staff.
We need flexibility, accessibility and dependability of the technology to exchange and manage
information with staff and students. The administration requires software tools to be able to
manage finances, employees, funding, expenses, curriculum, and primarily students’
attendance, demographics, enrollment, and performance.
1. Make it simple for District clerks to transfer district data using the Internet,
2. Allow clerks to comprehend what data the State has accepted and
3. If data is rejected, understand what corrections are required
4. Make the necessary adjustments and resubmit the data as is appropriate and necessary.
5. Check to ensure the re-submission was accepted and posted.
We would to conduct classes in Web page design for the schools so schools and teachers could
develop websites linked with the District’s main page.
When examining technology in the Classroom, it is evident that use of technology in teaching is lacking
complete and well planned implementation. While the District has purchased some excellent computer
programs, neither student nor teacher has yet to receive full benefit of all they can provide.
Strategic Long-Range Technology Plan, 10/12/2011
16
This extends from basics as simple as using results of previous year’s test scores to group and target
student needs, to managing student achievement towards specific targeted goals, to documenting and
planning the classroom activities and coordinating it all with Standards required by the State and by which
the students will eventually be held accountable.
CUSD # 24 is on the forefront with its technology, other schools, districts in the nation has publicy its
advances in technology with applications like Power School and others recently. CUSD has these
applications running since 2003.
The IT Department will sick new technologies to implement with its users and that Includes:
1; - Conference Bridge and gatekeeper for secure video conferences
Media library, content management, streaming media.
2; - Interactive boards
3:- Close Circuit IPTv
4; - backups and storage consolidation for District wide information archival and compliance for email.
5; - Cisco Works update
6. - Virtual desktops.
There is a need to produce student identification cards for our student body. For
security and safety purposes students will be required to wear these cards in a visible
place at all times. There will be a need to maintain, train and update this system.
The administrative and counseling staffs have received only the basic level of Power
School training. There will be a need to provide updated training and to train any new
staff in this area.
The counselors and administrative staffs have information that should be posted on the
school website for student and staff access. There is a need to provide training as
needed to staff in the use of the school website interface software.
CUSD is acquiring more internet bandwidth to the District and the 2 remote Schools, a full DS3
with 45 mps of internet to the ISP and DS3 45 mps to many farms School and DS3 45 mps to
Tsaile Public Schools. This solution will solve internet bottlenecks in our District.
PLAN IMPLEMENTATION
LEA Technology Goals and Strategies
The goals listed below are the State Goals as identified in the State Technology Plan. The LEA
technology plan should be aligned to the State Plan. The LEA may include any additional goals that
apply to their technology plan.
CUSD # 24 technology objectives are aligned with the State of Arizona's technology
goals.
Goal 1: Improve student academic achievement through the use of technology in
elementary and secondary schools with a target of fully integrating technology into the
academic curriculum by December 2006.
Strategic Long-Range Technology Plan, 10/12/2011
17
Goal
1.1 Curriculum
Intergration using
technology to enhance
student learning
Strategies
1.1.1 Create and post
Lesson plans with
using technology
via word or PDF
files on School
Website for
downloads or
future teachers
use.
1.1.2 Continue to provide
after hours
tutoring through
the Extended
Learning
Program.
1.1.2 Purchase software
proven and researched in
helping our students
learning advances. that is
cross platform and
research based, includes
opportunities for
assessment and
immediate feedback and
is aligned to state
standards for remedial
and enrichment purposes.
1.1.3 Purchase laptops,
notebooks, Ipads or
similar that will be
checked out to students
and faculty members in
the school for use
throughout the school
year.
1.1.4 Budget for the
upgrade of current and
purchase of new assistive
technologies as needed
by the students of all 7
schools
1.1.5 Incorporate and retrain in core application
including PowerSchool,
Exchange Email,
Microsoft Products to enhance reading, writing
and math standards in
specialized subjects
Strategic Long-Range Technology Plan, 10/12/2011
Action Steps
1.1.1a All teachers will
have their lesson plans or
silabus by grade posted
by the end of first fiscal
year 2011-2012
Cost
TheDocument will be
made viewable from the
website for parents,
guardians information
parental contact regarding
student academic
achievement and tutoring
needs
1.1.1b Log the students
who attend tutoring
1.1.2a Before Software
and Equipment inventory,
purchase, make sure
policies in place is
followed ( tested in
current networks,
committee approval and
local board approval
before deployment) and
the application must meet
Schools requirement in
Web base and hosted by
District Server farms.
1.1.3a Equipment should
be able to work with
applications offert by
School district with sames
configuration as a
workstation and meeting
the CIPA filtering model.
on Contract
1.1.4a Any application
that will be use will be
also monitored constantly
for updates and
enhancements for best
performance and liability.
1.1.5a Staff development
by groups no greater that
20 teachers to master the
use of the application
listed.
1.1.6 Groups training
should be consistant 1
per week and utilized
PID’s days
Local IT not
cost.
District and
local School
500,000
100,000
20,000 and
local Staff
18
Goal
Strategies
1.1.6 Utilize current or
Purchase equipment
necessary to implement a
closed circuit school wide
broadcast system or long
distance class, devices
currently use are
Policoms, BNI and
Tandberg.
1.1.7 Purchase equipment
and software for the
purpose of generating
standards based
assessments resulting in
efficient disaggregation of
data related to student
performance
1.1.8 Acquire and
implement software that
will assist in credit recover
and GED preparation for
Alternative School
students.
1.2CDC School students
able to understand
keyboarding.
1.2.1 sofwtware rese, test
have..pilot...
Action Steps
1.1.6a Teacher will
produce clases known as
Iclass store at the Servers
for student with
desabilities and other to
view via remote or
download the class in a
computer for viewing.
1.1.6b The video should
be able to run using
Skynet, Real Player and
Windows to delivered and
broadcasts a class
1.1.7a Teacher or user
should be able to monitor
its class graphically and
anmend when necessary
for positive results.
1.1.7b Observation and
survey of teaching staff
1.1.7a this option will be
implemented in the Nontradicional students,
include adults and other
wishing to finish High
School
1.2.1a pilont 3th end reassestment
Cost
60,000
requirement
20,000
20,000
20,000
46% 2009
69% 2009
100% 2010
1.2.2 Align district
curriculum with the ISTE
standards and Arizona’s
Technology Standards to
include teaching of
standards in all subject
areas ensuring that all
students are taught all
ISTE standards.
1.2.3 Develop a GenY
type program where
students learn to assist
teachers in learning to
use and support
technology in teaching
1.2.1b Require the use of
technology activities and
presence in lessons for
purposes of teacher
evaluation.
1.2.2a Scrutinize
individual teacher
curriculum maps and
lesson plans for evidence
of alignment.
100% 2009
30% 2009
67% 2009
100% 2010
1.2.3a Course offerings
1.2.3.b Teacher lesson
plans
Ongoing
30% 2009
67% 2009
100% 2010
Strategic Long-Range Technology Plan, 10/12/2011
19
Goal
Strategies
1.2.4 Utilize PLATO, A+
and Compass resources
in all applicable areas
Action Steps
1.2.4a Review the
computer lab use logs
1.2.4b Review the student
account reports in PLATO
1.2.5 Utilize Scholastic’s
Read180 for all students
significantly below grade
level
1.3.1 Develop high quality
online classes for the
students of CHS and for
the gifted students of our
six feeder schools.
1.25b Review reading
specialist’s records
Cost
50% 2009
100% 2010
Ongoing
1.3 Provide a more
flexible learning
environment for the
students who attend or
will attend Chinle High
School.
1.3.2 Make the PLATO
GED program available
after school at the parent
center and the alternative
school
1.3.3 Maintain a safe
environment that is
conducive to learning
1.4 Encourage high
school seniors to attend
college/post-secondary
training after high school.
1.5 Expand the school
community’s perspective
of technology integration
to include technologies
1.4.1 Provide access to
online classes offered by
Arizona Community
Colleges for the students
of CHS
1.4.2 Counselor will
promote student
participation in these
classes whenever the
student’s class schedule
accommodates such
activities.
1.5.1 Purchase the
necessary equipment to
produce daily student
newscasts.
Strategic Long-Range Technology Plan, 10/12/2011
Ongoing
2009-2010
1.3.1a Develop a list of
course offerings and
related information to be
disseminated by CHS's
website, school
newspaper, letter’s home
and at parent/teacher
conferences.
1.3.1b Track the use of
this service specifically by
students who have
extenuating
circumstances that
prevent them from
attending school during
regular school hours.
1.3.2a Sign in sheets at
sites
1.3.2b PLATO account
log
1.3.3a Maintenance of
intercom and camera
systems
1.4.1a Develop a list of
courses offerings and
related information to be
disseminated by CHS's
website, school
newspaper, letter’s home
and at parent/teacher
conferences.
1.4.2a Review the course
enrollment reports at the
end of the year.
Ongoing
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
1.5.1a Equipment
inventory, purchase
orders and invoices.
Ongoing
2009-2010
20
Goal
beyond personal
computers and related
software.
Strategies
1.5.2 Train an interested
faculty member in the use
of the equipment and in
methods for integrating it
into the curriculum.
Action Steps
1.5.2a Development of
daily, student led
newscasts, quarterly
lessons and
implementation in other
classes.
Cost
Ongoing
2009-2010
Goal 2: Ensure that quality teachers, staff, and administrators are involved in Arizona
educational institutions and that they are proficient in the use and integration of
technology through professional development activities.
Goal
2.1 Provide teachers with
quarterly and day-to-day
support in the area of
integrating technology
into the curriculum.
2.2 Provide teachers,
staff, administrators,
counselors and librarian’s
incentives for developing
Strategies
2.1.1 Adopt the Generation
YES model to structure a
program where students
(Student Technology
Experts – STE’s) will
provide technical assistance
to teachers in creating
activities and lessons that
utilize technology.
2.1.2 Coordinate with the
district technology trainer to
provide training to the
teachers and their STE’s in
the resources available at
ASSET and on the Internet.
2.1.3 Hire a consultant to
come on site once per
quarter to work one on one
with teachers on methods
and activities for integrating
technology into their
existing curriculums.
2.1.4 Offer incentives for
successful creation and
implementation of
technology activities and
lessons.
2.1.5 Provide laptops with
docking stations and LCD
projectors to participating
teachers.
2.1.6 Pay the tuition so that
teachers who participate
can gain one credit hour
through the University of
Washington.
2.2.1 Offer incentives for
successful completion of
approved technology
classes.
Strategic Long-Range Technology Plan, 10/12/2011
Action Steps
2.1.1a Review the training
sign in sheets, teacher
lesson plans, STE progress
reports and report cards
and the artifacts created by
the teacher/STE teams.
2.1.2a Review the training
sign in sheets.
Cost
Ongoing
2009-2010
Ongoing
2009-2010
2.1.3a Review the training
sign in sheets, teacher
lesson plans, STE progress
reports and report cards
and the artifacts created by
the teacher/STE teams.
2.1.4a Examine the artifacts
that teachers and STE’s
create cooperatively, lesson
plans and evaluations.
Purchase orders
Inventory
Ongoing
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
Purchase orders
Ongoing
Teacher transcripts
2009-2010
2.2.1a Examine the records
indicating the percent of
teachers who participated.
Ongoing
2009-2010
21
Goal
their technological skills.
2.3 Provide teachers with
a method of evaluating
their own technology skills
and determining areas of
strength and weakness.
Strategies
2.2.2 Budget to pay the
costs associated with travel,
lodging and tuition for offsite
classes and tuition for
online classes.
2.2.3 Budget to provide ongoing training for SAIS for
office staff.
2.2.4 Budget to provide
training to the principal and
assistant principals for
technological advancement
in managing and tracking
site funds, facilities, staff
and student achievement
2.3.1 Lead all staff through
My Compass assessment at
the beginning and end of
the school year.
Action Steps
2.2.2a Examine the records
indicating the percent of
teachers who participated.
Cost
Ongoing
2009-2010
2.2.3a Observe the
improved accuracy of data
sent to the State
Department of Education
2.2.4a Observe the
improved accuracy of
financial data
Ongoing
2009-2010
Ongoing
2009-2010
2.3.1a Examine the results
of the assessment and the
percent of teachers who
participate.
Ongoing
2009-2010
2.4 Ensure that certified
teachers will have expert
knowledge in the area of
assistive technologies.
2.5 Ensure that
counselors, principals and
support staff have expert
knowledge in the
software’s that they need
for daily work.
2.4.1 Provide stipends to
teachers who pursue
coursework related to
assistive technologies.
2.4.2 Coordinate with the
ADE’s Technology
Integration Specialists to
provide on-site training for
100% of the teachers on
assistive technologies.
2.5.1 Bring in Power School
consultants and trainers to
train administrative and
counseling staffs.
2.4.1a Observe the percent
of teachers who participate.
Ongoing
2009-2010
2.4.2a Examine the log
sheet of attendees.
Ongoing
2009-2010
2.5.1a Training records
Ongoing
2009-2010
Goal 3: Ensure that all K-12 educational institutions have the capacity, infrastructure,
staffing, and equipment to meet academic and business needs for effective and efficient
operations.
Goal
3.1 Provide verification
that all facilities meet the
Strategies
3.1.1 Develop and
implement a plan for
Strategic Long-Range Technology Plan, 10/12/2011
Action Steps
3.1.1a Examine the plan
and records including
Cost
Ongoing
22
Goal
minimum standards for
technology infrastructure
as necessary for
hardware placement.
Strategies
continued evaluation,
upgrading and replacement
of infrastructure, hardware
and software as needed.
Action Steps
results of yearly
evaluations, purchase
orders and hardware
placement.
3.2 Provide ongoing
maintenance and support
for computers, related
technology and
networking.
3.2.1 Coordinate with
District computer services to
establish a system for
regular tech visits and
support
3.2.2 Adjust job description
of computer teacher to
become a site technology
specialist who will prioritize
repair projects and to assist
with those between
technician’s visits.
3.2.3 Utilize the skills of the
students at the high school
who successfully complete
computer repair & Cisco
courses.
3.3.1 Purchase additions to
infrastructure, hardware and
software that are compatible
with technology that is
already in place or that will
be purchased in the future.
3.3.2 Course content and
student needs dictate
equipment purchases.
3.2.1a View work orders
and schedule of visits for
district computer tech staff
3.3 Maintain an
infrastructure with
hardware, software and
related technology that is
interoperable and that
serves the needs of the
students at CHS.
3.4 Replace consumables
in equipment such as
LCD projectors and
printers.
3.5 Ensure that
equipment purchased for
the site can be located
and used as long as it is
in working order.
3.6 Ensure that
appropriate equipment is
in place to be used in all
classrooms.
3.4.1 Prepare a plan and
procedures for financing
and ordering these items.
Ongoing
2009-2010
3.2.2a View job description
Ongoing
2009-2010
3.2.3a View work orders
and tech assignments
Ongoing
2009-2010
3.3.1a View purchase
orders inventory
Ongoing
3.3.2a Consider industry
standards in equipment
usage for vocational
classes.
3.3.2b Purchase orders
3.4.1a View a copy of the
plan
3.4.2 Consider the cost of
consumables before
ordering equipment
3.4.2a NA
3.5.1 Develop a system of
inventory and accountability
for equipment at the site
level.
3.5.1a Check centrally
organized inventory list
3.6.1 Equipment is
purchased at the discretion
of the CTE, Federal
Projects director and or
principal in cooperation with
the technology director.
3.6.1a Purchase
Requisitions compared to
invoices and receiving
reports
Strategic Long-Range Technology Plan, 10/12/2011
Cost
2009-2010
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
Ongoing
2009-2010
23
Goal 4: Ensure that all K-12 institutions will be positively involved in collaboration and
partnerships that are supportive of technology use and curricular integration.
Goal
4.1 Develop computer
portfolio to carry from
grade K to grade 12
within the school district.
4.2 Continue adult literacy
partnerships.
4.3 Make facilities
available to members of
the community to support
life-long learning.
4.4 Maintain a safe school
environment through the
use of technology.
Strategies
4.1.1 Computer Coordinator
at each school will provide
access to technology before
and after school to provide
technical assistance.
4.1.2 Provide technical
assistance and training on
technology equipment for
parents at each site.
4.2.1 Work cooperatively
with Dine’ College,
Northland Pioneer College,
Northern Arizona University,
Arizona State University to
provide classes both for
college credit and for other
purposes to adults in the
community.
4.2.2 Hire GenY students to
work in the parent center to
assist parents in learning to
use technology.
4.2.3 Make a GED
preparation program
available to community
members.
4.3.1 Open the parent
center to the community
during specified time after
school hours.
4.3.2 Make the parent
center available to the local
PTA as a location where
they can provide training to
their volunteers, including
the use of computers and
an LCD projector.
4.4.1 Use Websense to filter
and protect children from
inappropriate content as
required by CIPA.
4.4.2 Use a student id
maker to provide student
id’s to all CHS students for
required use
Strategic Long-Range Technology Plan, 10/12/2011
Action Steps
4.1.1a Observation of
portfolios
Cost
Ongoing
2009-2010
4.1.2a Sign in sheets
Ongoing
2009-2010
4.2.1a Course catalogs
showing site located
classes
Ongoing
2009-2010
4.2.2a Payroll
records/parent center logs
Ongoing
2009-2010
4.2.3a Parent
center/Alternative School
logs
4.2.1a Parent center logs
Ongoing
2009-2010
Ongoing
2009-2010
4.3.2a Parent center facility
use records
Ongoing
2009-2010
4.4.1a Examine the log of
security issues or violations
to the Websense policies.
4.4.1b Use Websense to
filter privilege area and
block inappropriate
websites.
4.4.2a Observe student id’s
visible on students
4.4.2b Purchase orders and
inventory
Ongoing
2009-2010
Ongoing
2009-2010
24
Goal
4.5 Encourage parental
involvement and support
by increasing
communication with
parents.
Strategies
4.5.1 Develop a section of
the school website to
include a place for
announcements of
upcoming events and
activities within the
classrooms.
4.5.2 Develop and update
regularly a section of the
school website to publish
the accomplishments of
CHS students and alumni
4.5.3 Send student progress
reports every three weeks
generated by teachers from
their electronic grade books.
Action Steps
4.5.1a Update the site
weekly with 100% of the
teachers providing
information to the
webmaster via internal email for posting.
4.5.2a View these links
regularly for accuracy
Cost
Ongoing
2009-2010
Ongoing
2009-2010
4.5.3a 100% of the teachers
submits progress reports
every three weeks.
4.5.3b 100% of teachers
keep grade books current
for parent viewing on Power
School
Ongoing
2009-2010
Goal 5: Ensure that all K-12 resources are available for all students, regardless of race,
ethnicity, income, geographical location, or disability, so they can become
technologically literate by the end of twelfth grade and achieve their academic potential.
Goal
5.1 Ensure that students
with special needs and
English language
deficiencies will have their
needs addressed through
technology.
5.2 Provide an
environment where all
students will have the
opportunity to increase
their technology
knowledge base in order
to achieve their academic
potential.
Strategies
5.1.1 Place new computers
in the SPED and LEP
rooms and include software
and peripheral devices as
needed by those students.
5.1.2 Provide specialized
training for all teachers in
the area of assistive
technologies through
stipends for off-site courses
and by partnering with the
ADE’s Technology
Integration Specialists to
train teachers on-site.
5.2.1 Ensure equal access
to technology rich
classrooms, labs and the
media center regardless of
ethnicity, needs status,
primary language or gender.
5.2.2 Purchase and
implement the use of
software that is geared to
assist students who are
below level in basic
academic skills
Strategic Long-Range Technology Plan, 10/12/2011
Action Steps
5.1.1a Observe increased
academic achievement by
all students.
Cost
Ongoing
2009-2010
5.1.2a Observe the
percentage of teachers
participating.
Ongoing
2009-2010
5.2.1a Observe the class
scheduling records.
Ongoing
5.2.2a Observe purchase
orders
2009-2010
25
Goal
5.3 Provide a curriculum
and course offerings that
will ensure an opportunity
for all students to become
literate users of
computers and
information.
5.4 Expand the use of the
school website as an
educational tool.
Strategies
5.3.1 Require all freshman
to take an introductory
computer class
Action Steps
5.3.1a Student transcripts
5.3.2 Integrate technology
into the curriculum of all
classrooms
5.3.2a View teacher created
syllabi, lesson plans and
computer lab records
5.4.1 Develop the new
format for the website that
includes places for teachers
and counselors to post
items
5.4.1a Observation checklist
Cost
Ongoing
2009-2010
Ongoing
2009-2010
Goal 6: Develop a continuous process of evaluation and accountability for the use of
educational technology as: a teaching/ and learning tool, a measurement and analysis
tool for student achievement, and a fiscal management tool.
Goal
6.1 Update the
technology plan regularly.
Strategies
6.1.1 Schedule and facilitate
quarterly meetings of the
technology team.
Action Steps
6.1.1a Examine the minutes
and attendance records.
6.2 Allow students to take
on-line tests when
available to facilitate their
involvement and
compilation of resulting
information.
6.3 Provide professional
development to enable
teachers and
administrators to use data
from mandated tests and
to promote data driven
decision-making.
6.2.1 Schedule and facilitate
testing sessions of this
nature for students.
6.2.1a Log sheets of
students using this method.
6.4 Maintain electronic
resources to improve
service to the state and
ensure administrative
needs are addressed and
solutions developed.
6.5 Assess the
effectiveness of any
Cost
Ongoing
2009-2010
Ongoing
2009-2010
6.3.1 Partner with the RTC
to provide this training on
site and make it required for
all teachers,
paraprofessionals and
administrators.
6.3.2 Present the test
results in an in-service and
disaggregate the data at
that time.
6.3.3 Develop and
implement technology
initiatives to improve
student learning resulting in
the purchases of software
being based on the
disaggregated data from
test results.
6.4.1 Take
attendance/maintain grades
using the online system in
Power School.
6.3.1a Observe the
attendance log sheets.
6.5.1 Survey the people
impacted by the project
6.5.1a View the survey
results
Strategic Long-Range Technology Plan, 10/12/2011
Ongoing
2009-2010
6.3.2a NA
Ongoing
2009-2010
6.3.3a Observe improved
test scores from the
students.
Ongoing
2009-2010
6.4.1a Observe the
improved accuracy of
information sent to the AZ
State Department of
Education
Ongoing
2009-2010
Ongoing
26
Goal
technology
implementation project.
Strategies
implementation.
Action Steps
Cost
2009-2010
In the following table, copy and paste at least seven to eight goals listed in the above tables for
Goal 1 through Goal 6 to address how you will evaluate the goals you select. E-Rate requires
that mid-course evaluation of program goals be done each year and this table meets that
requirement.
Tech Plan Goals
Evaluation
Question(s)
Evaluation
Strategies
Responsible
party/parties
Timeline (Task %
Done/Year)
Determine the
technology skills
necessary for
students to be
successful in the
middle school
grades
Has a survey been
implemented
To determine the
level of
technology skill of
middle school
students.
Technology home
survey
A survey will be
develop by tech
committee and
apply during new
school year
enrollment
School tech
coordinator,
media specialist
Ongoing
Determine the
software and/or
educational
websites that best
support the
curriculum in the
core academic
disciplines.
Is the school using
a wide range of
educational
website or
software?
Both teachers and
students suggest
periodically new
software and
educational
website that
support
technology and
core standards
School tech
coordinator
Media Specialist
Class
observations, staff
development
logs/calendar
Administration
Provide staff with
the professional
development
opportunities
necessary in order
to execute
curriculum
initiatives and
continue to
integrate
technology
throughout their
curriculum in a
meaningful and
authentic way
GOAL 5
Evaluate course
descriptions at the
middle school to
ensure
opportunities to be
Is it available to
students and
parents?
Middle school
teacher use
technology
effectively to
improve and
support core
subjects
Ongoing
Evaluation Check
Points for mid
course corrections.
December 2009
December 2009
ongoing
August 2009
FALL 2009
December 2009
Media specialist
technology
coordinator
Technology
support specialist
Teachers
Has a plan been
developed to
evaluate course
description at the
middle school
level?
All course
catalogs must
reflect technology
standards
embedded within
core content area
Strategic Long-Range Technology Plan, 10/12/2011
Curriculum
instruction and
professional
learning
27
technology literate
classes
Has the plan been
executed?
GOAL 6
Provide electronic
resources within
our student
management
system that enable
AIMS preparation
Have the resources
been
implemented?
Yes
Study island
Software is been
used by middle
school as a extra
tool for Aims
All middle school
students have
access to software
augmentation is
based on student
success during
program and
progress report
Study island
software aligned
with Arizona
standards
Ongoing
November 2009
Goal 7: Develop a schema of current and future financing requirements to support the
LEA’s Technology Plan.
Goal
7.1 Meet current and
future funding
requirements to support
plan implementation and
keep our technology
infrastructure, hardware
and software current.
Strategies
7.1.1 Pursue funding
through Educational
Technology Grants, No
Child Left Behind, E-Rate
and other grants from
private industry such as
Apple and Oracle.
7.1.2 Make use of district
funds.
Actions Steps
Cost
NA
Ongoing
2009-2010
NA
Ongoing
2009-2010
7.2 Develop policies and
procedures related to
maintenance of hardware,
software and technology
infrastructure.
7.2.1 Quarterly meetings of
the technology committee
will provide opportunity for
the development of the
technology procedure
manual.
7.2.2 Technology specialist
will be responsible for
assimilating the procedures
developed by the committee
into a manual, and then
overseeing the
implementation of those
procedures.
Strategic Long-Range Technology Plan, 10/12/2011
7.2.1a View attendance logs
and minutes.
Ongoing
2009-2010
7.2.2a Examine the manual,
evaluation of Technology
specialist.
Ongoing
2009-2010
28
STRATEGIES FOR FINANCING TECHNOLOGY
In this section, provide information as to how the LEA will fund the goals, objectives, and
strategies detailed in the previous sections in the first table. In the second table, provide
information of when the supporting resources will be acquired.
Supporting Resources:
Things to consider:
 What supporting resources and services do you already have available that effectively leverage
and expand your technology investment? Where are the gaps?
 What untapped community resources are available that can provide hands-on support of
technology-enhanced learning? For example, are there local institutions of higher education that
can help investigate alignment of proven practices for technology integration and the methods
used at your school or district?
 Does your school or district expect and provide the structures that encourage technology and
curriculum coordinators to plan together so that software, services, and resource acquisition link
directly to current curriculum priorities? Are there particular supporting resources that can assist
in this sort of ongoing collaboration?
Source
Amount
Capital Funding for
Computer
Equipment
Strategic Long-Range Technology Plan, 10/12/2011
Period Available
Status
Purpose and
Restrictions
2009-2012 School
Year
Most
of
this
funding
has
already been used
for
purchasing
computer
equipment.
The purpose of
this funding is for
computer-related
hardware.
29
M & O Funding for
Maintenance
&
Repair
2009-2012 School
Year
This funding is
available
for
maintaining
and
repairing
technological
equipment.
The purpose is to
keep technological
devices
fully
functioning. There
are no restrictions.
M & O Funding for
Supplies
2009-2012 School
Year
This funding is
used to purchase
consumable
supplies
like
printer cartridges’.
The purpose is to
pay
for
replacement parts
on
technological
devices.
Use the following table to describe the supporting resources for the technologies to be acquired that
the agency plans to use during each year of the plan.
Year 1
Year 2
Year 3
Connectivity/Infrastructure
District Funds
District Funds
District Funds
Hardware
Software
School & District
Funds
District Funds
School & District
Funds
District Funds
School & District
Funds
District Funds
Interoperability
District Funds
District Funds
District Funds
Curriculum Integration
District Funds
District Funds
District Funds
Evaluation
District Funds
District Funds
District Funds
Professional Development
School & District
Funds
District Funds
School & District
Funds
District Funds
School & District
Funds
District Funds
School & District
Funds
School & District
Funds
School & District
Funds
School & District
Funds
School & District
Funds
School & District
Funds
Technical Assistance
Support and Maintenance
Training/Conferences
Strategic Long-Range Technology Plan, 10/12/2011
30
Technology Funding Sources and Costs
ANNUAL BUDGET SUMMARY
YEAR 2011-2012
NOTE: DUPLICATE THIS PAGE FOR EACH YEAR AS NEEDED
1. List the technologies and professional development opportunities to be acquired during each year of the
agency’s plan.
Note: At least 25% of the funds allocated to an LEA through the ED Tech Program, must be allocated for
professional development activities.
2. Choose ONLY those technologies and professional development opportunities for which the agency has
reasonable expectations of funding through local, state or community resources and that are not solely
dependent on monies provided by the Ed Tech Program.
3. Place the cost of these technologies and professional development opportunities in the appropriate
column(s) from which the agency intends to take the funds.
4. Remember to transfer the items listed in column one (Acquired Technologies) and column two (Ed Tech
Cost) to ADE Form 9702 and the Budget Components Report pages in the Application.
Acquired Technologies
And Professional
Development
Ed Tech
Competitive
Ed Tech
Formula/
Title II-D
Plato Applications
Compass Application
M&O
Bond/
Overr
ide
Capital
E-Rate
NCLB
Other
(Specify)
10,000.0
12,000.00
Accelerated reader and
Math
Internet
5,000.00
14,000
132,000
110,000.
00
70,000.0
0
20,000.0
0
40,000.
00
Gallileo
Microsoft office 2007
Exchange 2003
Long Distance learning
BNI carts
TOTAL
Strategic Long-Range Technology Plan, 10/12/2011
31
Source
Period
Available
Status
Purpose and Restrictions
NCLB Title I
A And
109,000 On-going
innovative Ed.
On-going
Pays salaries for technology staff
and innovative educational ideas
using technology
Ed. Tech
competitive
Grant
Currently
awarded
&endash; will
apply again for
next year
Allows us better and more
valuable training and trainers.
Keeps our technology program
current with up-to-date, usable
multimedia equipment
On-going
Provides basic, essential teacher
training and provides new staff
with computers for SAIS and
grade entry an
Ed. Tech
formula grant
District funds
M&O and
capital
e-rate
Amount
50,000
4,000
Applied
for
annually
On-going
10,000
On-going
On-going
Pays for SAIS compatible engine
for state reporting. Limited funds
fill in gaps for needed software
and light infrastructure
improvements
20,000
Applied
for
annually
Currently
awarded
&endash; will
apply again for
next year
Provides much needed funds for
telephone, internet access, and
upgrades to infrastructure
Strategic Long-Range Technology Plan, 10/12/2011
32
Technology Funding Sources and Costs
Acquired
Technologies
And
Professional
Development
Ed Tech
Competitive
Power School
Annual
Subscription
and support
Ed Tech
Formula/
M&O
Bond/
Capital
Override
E-Rate
NCLB
Other
(Specify)
Title II-D
20000
Training
2500
Mobile Lab
Insurance
4000
X
X
X
X
X
X
X
X44304044440 X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1500
Mobile Wi-FI
labs
Maintenance
Teacher
Training
Instructors
1500
Laptop
computers
8000
2000
7500
Stipends
Lab
computers 12
Windows
updates
11000
11000
2500
X
Maintenance
Infrastructure
upgrades T-1
line and ISP
to DS3
1100
20
5000
400
File Server
11000
X
12,000permoth
X
5800
Maintenance
agreement
VMware
Strategic Long-Range Technology Plan, 10/12/2011
33
Virtualization
Improvements
Software As
per needs
2000
X
200
X
X
X
Technology
X
Staff 3.0 FTE
X
X
X
X
X
X
X
X
X
X
X
TOTAL
X
50,000
4000
Strategic Long-Range Technology Plan, 10/12/2011
3100
0
6900
X
X
109,00
X
20,000
X
X
109,00
34
0
ACCOUNTABILITY AND EVIDENCE OF ACCOMPLISHMENTS
List the people and activities developed to monitor progress and accountability in implementing the
technology plan.
Things to consider:
 What set of evaluation questions will most effectively yield answers to whether and how your
district needs were addressed through funding provided by the grant?
 What evaluation strategies (e.g., interviews, questionnaires, classroom observations, teacherdriven action research projects, analysis of student products or scores) will most effectively
provide the data needed to address your evaluation questions?
 When addressing accountability measures, what are the quality, reach, and impact of your
project’s work?

CUSD IT department will make its recommendation base on observation and best practices according to
regulations and what’s written on this documentation, ultimately the 3 superintendents, CUSD
superintendent, Superintendent of curriculum and Superintendent of finances will have to decide and
amend this document as progress is in place. Monitor progress should be also in hand of the principals
and the Director of Federal programs.
COORDINATION AND ALIGNMENT OF LOCAL FUNDS
In this section, describe how your district/charter coordinates or aligns the other federal, state and local
funds and with district/charter consolidated plans and/or individual schools' School Improvement Plans.
CUSD IT department is working with Federal programs to meet the needs of the Staff, students and
projects. Staff development is done in District level, also some schools has the opportunity to follow and
acquired staff development to meet their needs. District funds (local), State, Federal programs and SLD is
use accordingly to their particular policy funding the District technology needs.
Strategic Long-Range Technology Plan, 10/12/2011
35
TECHNOLOGY PLAN RESOURCES
Websites in Support of Arizona’s Technology Plan and Resources to Assist with Completing a
Technology Plan
Arizona Department of Education, Technology Support
http://www.ade.az.gov/technology/
Research based results to be shared during the course of the plan’s implementation
http://www.ed.gov/nclb/research/
RTC tech planning and support
http://www.sansimon.k12.az.us/tech_info.htm
Regional Training Centers
http://www.ade.state.az.us/rtc/
Arizona Department of Education, Technology Curriculum
http://www.ade.state.az.us/state_tests_acad_stds.asp
Nov 26, 2001 Accountability Program
http://www.ade.state.az.us/services/pio/press-releases/2001/pr11-26-01.asp
March 7, 2002 Accountability Report
http://www.ade.state.az.us/services/pio/press-releases/2002/pr3-07-02.asp
Arizona School Facilities Board (standards for infrastructure, hardware and software)
http://www.sfb.state.az.us/sfbmain/core_home.asp
Arizona Education and Technology Alliance (professional association)
http://www.aztea.org
Arizona Educational Media Association (professional association)
Arizona Association of School Business Officials
http://www.asbointl.org/
Arizona K-12 Center Administrative Grant
http://www.sfb.state.az.us/sfb/sfbdoc/announcements/AzK12_brochure.pdf
COPI reference to support for mentor model
http://www.seattleschools.org/area/it/studies.xml
Evaluation and Research of Educational Technology http://www.ed.gov/technology/evaluation.html
South East Initiatives Regional Technology in Education Consortium
http://www.seirtec.org/
ISTE International Society for Technology in Education
http://www.iste.org
NOTE: For information on developing an acceptable use policy, visit
http://www.netc.org/tech_plans/aup.html
Strategic Long-Range Technology Plan, 10/12/2011
36