Technology Plan
Tustin Unified
July 1, 2013 - June 30, 2016
Table of Contents
1. Plan Duration ............................................................................................................................................ 1
2. Stakeholders .............................................................................................................................................. 2
3. Curriculum ................................................................................................................................................ 5
3a. Current access by teachers and students ............................................................................................. 5
3b. Current use of technology to support teaching and learning............................................................... 8
3c. District curricular goals to support plan .............................................................................................. 9
3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ............................................... 11
3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks)
................................................................................................................................................................ 17
3f. Ethical use.......................................................................................................................................... 20
3g. Internet safety.................................................................................................................................... 22
3h. Description of access for all students ................................................................................................ 24
3i. Student record keeping ...................................................................................................................... 25
3j. Two way home-school communication ............................................................................................. 27
3k. Curriculum Monitoring Process ........................................................................................................ 29
4. Professional Development ...................................................................................................................... 30
4a. Summary of Teacher and Administrator Skills and Needs ............................................................... 30
4b. Providing PD Opportunities (Measurable Objectives, Benchmarks)................................................ 32
4c. Professional Development Monitoring ............................................................................................. 43
5. Infrastructure, Hardware, Technical Support, and Software................................................................... 45
5a. Existing Resources ............................................................................................................................ 45
5b. Needed Resources ............................................................................................................................. 47
5c. Annual Benchmarks and Timeline for obtaining resources .............................................................. 50
5d. Process to Monitor 5b ....................................................................................................................... 52
6. Funding and Budget ................................................................................................................................ 54
Tustin Unified
July 1, 2013 - June 30, 2016
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6a. Established and Potential Funding Sources ...................................................................................... 54
6b. Annual implementation costs ............................................................................................................ 55
6c. District replacement policy ............................................................................................................... 56
6d. Budget monitoring ............................................................................................................................ 57
7. Monitoring and Evaluation ..................................................................................................................... 59
7b. Evaluation schedule .......................................................................................................................... 60
7c. Communicating evaluation results .................................................................................................... 61
8. Collaborative Strategies with Adult Literacy Providers ......................................................................... 64
9. Effective, Researched-Based Methods and Strategies ............................................................................ 65
9a. Research Summary, District Application .......................................................................................... 65
9b. Technology to Deliver Rigorous Curriculum ................................................................................... 70
Appendix C - Criteria for EETT Technology Plans.................................................................................... 71
Appendix J - Technology Plan Contact Information .................................................................................. 80
Tustin Unified
July 1, 2013 - June 30, 2016
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1. Plan Duration
July 1, 2013 - June 30, 2016
The Tustin Unified School District Technology Plan, beginning July 1, 2013 through June 30,
2016, replaces the previous Plan that expires on June 30, 2013. This Plan is a comprehensive
technology plan that will guide the District's use and integration of technology for the next three
years. This Plan will also be used for E-Rate funding.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 1
2. Stakeholders
Stakeholders
Name
Position
Location
Dr. Alex Rojas*
District Administrator
Assistant Superintendent of
Administrative Services
District Administrator
Coordinator of Educational
Technology
District Administrator
Director of IT
District Administrator
Chief Academic Officer of
Educational Services
District Administrator
Director of Educational Services
District Administrator
Director of Educational Services
District Administrator
Director of Educational Services
District Administrator
Coordinator of GATE/BTSA
District Administrator
Coordinator or Special
Education
District Administrator
Coordinator of English
Language
District Administrator
Director of Business Offices
Technology Support Staff
District Office
Site Administrator
Assistant Principal
Site Administrator
Assistant Principal
Site Administrator
Principal
Site Administrator
Principal
Foothill High School
Deena Vela*
Jeremy Powell*
Kathie Nielsen
Dr. Grant Litfin*
Nancy Lev
Dr. Sharon Cordes
Sharon Maeda*
Cheri Kuntz*
Dr. Vivian Choi*
Joslyn Crawford*
Travis Farnum*
Joshua Porter*
Donnie Rafter*
Erick Fineberg*
Eric Kilian*
Tustin Unified
July 1, 2013 - June 30, 2016
District Office
District Office
District Office
District Office
District Office
District Office
District Office
District Office
District Office
District Office
District Office
Arnold O. Beckman High School
Benjamin F. Beswick Elementary
Robert Heideman Elementary
Page 2
Dean Crow*
Columbus Tustin Middle School
David Waldram*
Site Administrator
Principal
Site Administrator
Principal
Teacher (Non-Classroom)
RTI TOSA
Teacher (Non-Classroom)
Science/AVID TOSA
Classroom Teacher
Steve Hollingshead*
Classroom Teacher
Guin Foss Elementary
Susan Holliday*
Ranjit Mayadas*
District Administrator
Capistrano Unified School District
Executive Director of IT
Parent
Beckman High School
Community Member
County Office of Education Staff Orange County
Richard Nelson*
Corporate/Non-Profit
Irvine Valley College Foundation
Bruce Junor*
Retired
Julie Sokol*
Senior Citizen
Community Member
District Administrator
Executive Director of IT
Corporate/Non-Profit
Roger Powell*
Corporate/Non-Profit
College Professor
Maggie Villegas*
Stephanie Yang*
Beth Blackman*
Terry Mullin*
Brianne Meyer*
Arroyo Elementary
District Office
District Office
Tustin High School
Irvine Unified School District
Irvine Company
The stakeholders of this technology plan include:
Teachers
Administrators
Parents
Students
Community and Business Leaders
District Office Staff
The purpose of technology in schools is to support achievement and empower all students
through transforming teaching and learning. The goal of technology planning is to provide
technology resources to support District curriculum standards and create measureable objectives
for technology integration. Technology is used to assist students in mastering their grade level
standards and to prepare them for success in high school, higher education, and beyond as
productive, digital citizens in the 21st century.
The process used in updating the District Technology Plan included studying current practices
and recent research and forming and collaborating with an Executive Technology Advisory
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July 1, 2013 - June 30, 2016
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Committee (ETAC). The Executive Technology Advisory Committee was integral in building
and monitoring the District's Technology Plan. (All ETAC members are noted with an asterisk in
the Stakeholder's table.)
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July 1, 2013 - June 30, 2016
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3. Curriculum
3a. Description of teachers' and students' current access to technology tools both during the
school day and outside of school hours.
Today, many students’ lives are filled with technology that provides them mobile access to
information and resources 24/7, enables them to create and share multimedia content, and allows
them to participate in online social networks where people from all over the world share ideas,
collaborate, and learn new things. Outside school, students are free to pursue their passions in
their own way and at their own pace. The opportunities are limitless, borderless, and
instantaneous.
The challenge for our education system is to leverage the learning sciences and modern
technology to create engaging, relevant, and personalized learning experiences for all learners
that mirror students’ daily lives and the reality of their futures. In contrast to traditional
classroom instruction, this requires that we put students at the center and empower them to take
control of their own learning by providing flexibility on several dimensions.
A core set of standards-based concepts and competencies should form the basis of what all
students should learn. Beyond that, students and educators should have options for engaging in
learning: large groups, small groups, and work tailored to the individual goals, needs, interests,
and prior experience of each learner. Technology should be leveraged to provide access to more
learning resources than are available in classrooms and connections to a wider set of "educators",
including teachers, parents, experts, and mentors outside the classroom. It also should be used to
enable 24/7 and lifelong learning.
All teachers and students have access and availability to appropriate technology during the
school day. There are some existing equity issues that this Technology Plan will address.
Currently, not all teachers and students have access to appropriate technology after school hours.
This Technology Plan will also address this equity issue.
The following is a brief summary of the technology currently available to teachers:
1) Most teachers have a teacher computer connected to a projector with an interactive whiteboard
and its associated software tools for conducting interactive and engaging lessons.
2) Most teachers have a document camera for incorporating objects and print resources into their
lessons. The document camera may also be used to scan formative and benchmark assessments
into the student assessment system.
3) Some teachers have iPads with Apple TV connected to their SMART Boards.
4) Most teachers have access to at least one printer, scanner, and copier used to provide paper
materials to students and forms such as test bubble sheets for scanning by the student data
management system.
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July 1, 2013 - June 30, 2016
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5) All teachers have access to a telephone in their classroom including voice mail. They can
access their voice mail from anywhere.
6) All teachers have access to an email account for communication that is available to them from
anywhere.
7) All teachers have access to an internal video distribution system provided through Cisco Show
and Share hosting converted videos from the District's media resource center. In addition, all
teachers have access to an educational video library through Discovery Education. The
Discovery Education videos are available from home.
8) All teachers have access to the Cisco Meeting Place to schedule webinars for professional
collaboration both at school and at home.
9) Currently 43% of teachers have audio amplification in their room. This plan will put audio
amplification into every classroom district-wide.
10) Currently 11% of teachers have student response systems that can be used to conduct student
assessment with immediate results and feedback. We will replace student response systems with
student mobile learning devices and software.
11) Most teachers utilize Illuminate, a comprehensive student data management system that
stores historical information on classroom formative, benchmark, and standardized test
information. This system is available from anywhere at any time.
12) All secondary school teachers have access to an online gradebook that integrates with the
student information system and provide for parent access. This plan will expand use of this
system to all schools. This system is available anywhere at any time.
13) Some schools and teachers make use of Positive Behavioral Interventions and Supports
(PBIS) and School Wide Information Systems (SWIS) to guide positive school wide and
individual student intervention.
14) All teachers have access to Haiku, the school district's learning management system, to
which rostering information is automatically synchronized and from which gradebook
assignment information can be exported. This system is available anywhere at any time.
15) All teachers have access to a social networking platform called Nimbus supporting
professional collaboration among all staff. This system is available anywhere at any time.
16) All schools send automated attendance messages home to parents of students who have an
unexcused absence using the Blackboard Connect Ed community notification system. In
addition, all teachers have 24/7 access to send home progress and other information to some or
all of their parents using this system. This system is available anywhere at any time.
17) Most teachers have access to Accelerated Reader and Reading Counts to assess and improve
student literacy and reading comprehension. All elementary schools also make use of Dynamic
Indicators of Basic Early Literacy Skills (DIBELS) to assess students’ basic early literacy skills.
In addition, some schools also make use of Earobics and Read Naturally for improving literacy.
A number of elementary schools also make use of keyboarding programs.
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July 1, 2013 - June 30, 2016
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18) Some high school teachers make use of Plato online learning for credit recovery and
remediation.
19) Each high school and most of the middle schools have a STEM program that makes use of
software specific to the program such as SolidWorks and RobotC.
20) Teachers will use VoiceThread and other applications that integrate with Haiku for
classroom collaboration, instructional webcasting, and much more. This plan will make this a
district standard in the future. This system is available anywhere at any time.
21) All teachers have access to ABC-Clio and Britannica Online, which are reliable research
information, databases available anywhere at any time.
22) All teachers utilize PD Express to schedule and track their own professional development.
This system is available anywhere at any time.
23) Currently 30% of teachers are using tablets to allow them to be mobile in the classroom
while they teach and for targeted student enrichment and remediation using Apps that meet the
needs of a given student.
The following is a brief summary of the technology available to students:
1) All schools have access to one or more computer labs. All computer labs come with the
Enterprise Microsoft Office Productivity Suite to provide experience with industry standard
programs. The computer labs are used for testing at all school sites. At the elementary level, the
labs are also used for digital instruction, intervention, remediation, and enrichment. At the
middle and high schools the computer labs also have program specific software for Project Lead
the Way and SolidWorks for some STEM programs.
2) All students have access to Google Apps for Education and the Haiku Learning Management
system. This provides access to email, online productivity tools, and online classroom resources
anywhere at any time.
3) All students have access to ABC-Clio and Britannica Online, which are reliable research
information, databases available anywhere at any time.
4) All parents have access to an online gradebook, grades, and other student information
anywhere at any time.
5) All parents are notified of student absences and school events by the Blackboard Connect Ed
community notification system.
6) All online resources are available at local libraries and numerous free business Wi-Fi hotspots
in the community.
7) A little fewer than 10% of students have access to iPads/tablets utilizing Apps that target their
specific instructional needs or the instructional needs of their program.
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July 1, 2013 - June 30, 2016
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8) Accelerated Reader, Read Naturally, Reading Counts, Starfall, BrainPop, Earobics, and many
other programs are used for intervention, enrichment, and remediation. Many of these are
available inside and outside of school.
Students and teachers currently have wireless access to information from every classroom,
library, media center, auditorium, and lab at our schools. Students and teachers have access to all
of the resources and systems that include, but not limited to ABC-Clio, Britannica Online,
Illuminate, Haiku, Aeries Portals, Discovery Education, Google Apps for Education, online
productivity tools, online classroom resources, and online intervention programs. In addition to
these programs, students and teachers will have access to the District adopted online library
system, Destiny. Schools continue to work to develop support systems for students with limited
access from home in the following ways:
1) Open labs during lunch.
2) Access during intervention/enrichment study periods at the secondary schools.
3) Access before and after school library hours.
4) Access during the After School Connection program (state program for Title 1 students).
5) Opportunity to participate in the Connect to Compete program that qualifies Title One
students to obtain wireless connectivity for a low monthly cost.
3b. Description of the district's current use of hardware and software to support teaching and
learning.
Current Use of Technology to Support Teaching and Learning
At TUSD, technology is a fundamental component of teaching and learning. Most teachers use a
computer, projector, interactive whiteboard, and accompanying instructional software to create
dynamic, engaging, media rich lessons and activities providing multi-sensory interactive learning
for their students. Students regularly utilize educational applications on classroom, hallway, lab
computers, and tablets to reach and enrich proficiency in common core standards as well as
collaborative analysis and synthesis of knowledge and thought.
In the elementary grades (K-5), student interactions with media
‑rich lessons on t
whiteboard are utilized maintaining student engagement and interaction. Use of the document
camera to display objects and supplemental material is routine. Streaming media both from
digitized District Media Center videos and Discovery Education appropriately supplements
classroom instruction with standard relevant materials. Teachers make extensive use of
Accelerated Reader and DIBELS to assess and improve student literacy. Classroom or hallway
computers are used to target specific instructional needs with relevant applications and for
directed or self-enrichment. Where available, iPads/tablets and their associated Apps are used for
targeted remediation and enrichment. The computer labs are used for computer-based testing,
student productivity assignments, targeted remediation, enrichment, student digital literacy,
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July 1, 2013 - June 30, 2016
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student digital exploration, and to conduct research. Use of multimedia online class content
through the Haiku Learning Management System extends classroom room learning beyond the
walls for students. Teachers and administrators utilize Nimbus to create professional learning
communities focused on identifying, analyzing, and providing teaching and learning solutions.
Teachers and administrators utilize Aeries, Illuminate, PBIS, SWIS, DIBELS, Accelerated
Reader, and other technology solutions to assess the targeted educational needs of individual
students and intervene appropriately. Teachers make use of interactive online content such as
BrainPop and Starfall.
In the secondary grades, the teacher computer, projector, interactive whiteboard, and document
camera remain interactive, multi-sensory, and engaging teaching and learning tools. With the
exception of DIBELS, almost all the same tools are used by elementary and secondary schools.
In addition, specific programs make use of specific technology. For example, depending on
grade level and subject the STEM programs make use of RobotC, Autodesk, SolidWorks, and
Project Lead the Way digital materials. Plato online learning is used to meet the needs of
students who are at risk of failing to graduate high school. Teachers and administrators make
extensive use of Aeries, Illuminate, PBIS, SWIS, and Naviance to assess student progress,
counsel students, provide targeted interventions, track students' college and career readiness, and
track grant eligibility. The secondary grades make extensive use of the Aeries Parent Portal to
keep parents informed of student assignments, grades, and other relevant information.
In addition to the above, special needs students are provided with adaptive and assistive
technologies in accordance with their IEP and/or 504 plans. The multiple modes of learning
afforded through appropriately targeted technology enhanced learning are especially powerful
for special needs students. In this arena, tablet solution based applications such as ProLoQuo
improve student performance and reduce the cost of providing special needs education. Special
Education Teachers and administrators make use of the CEDR Special Education Information
System for tracking special need student information including IEP progress.
For all grades and special needs students, administrators and teachers make use of the school
district's community notification system to keep parents informed of school events and student
performance. Teachers are increasingly making use of the Haiku Learning Management System
to create a digital classroom that parents can experience.
3c. Summary of the district's curricular goals that are supported by this tech plan.
Tustin Unified Educational Technology goals follow the National Education Technology Plan
(NETP) recommendations on transforming education in schools integrating technology into all
strands of the District core curriculum.
National Educational Technology Plan Goals:
1.0 Learning: Engage and Empower
2.0 Assessment: Measure What Matters
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July 1, 2013 - June 30, 2016
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3.0 Teaching: Prepare and Connect
4.0 Infrastructure: Access and Enable
5.0 Productivity: Redesign and Transform.
Tustin Unified School District will use curriculum pacing guides based upon the Common Core
State Standards (CCSS) to address TUSD technology goals (NETP). The pacing guides include
the following content areas:
•
•
•
•
English Language Arts Pacing Guide, Grades K-12
Mathematics Pacing Guide, Grades K-12
Science Pacing Guide, Grades K-12
History/Social Science Pacing Guide K-12
The Educational Technology District Plan will transform education in TUSD schools based upon
the District's curricular goals aligned with the California Common Core Standards.
1.0 Learning: Engage and Empower
Students will have mobile access to information and resources 24/7 enabling them to learn
beyond the traditional classroom walls. Outside school, students will pursue their passions in
their own way and at their own pace. The opportunities will be limitless, borderless, and
instantaneous. Whether the domain is English Language Arts, mathematics, sciences, social
studies, history, art, world languages, or music, we will integrate 21st century competencies and
expertise such as critical thinking, complex problem solving, collaboration, multimedia
communication, and technological competencies. Technology will be leveraged to provide
access to learning resources that extend beyond the classroom walls.
2.0 Assessment: Measure What Matters
TUSD will continue to use technology-based assessments to provide data to drive decisions to
determine what is best for every student, which will lead to continuous improvement across all
content areas. Technology-based assessments will be used formatively to diagnose and adapt
learning and instructional practices, while at the same time determining what students have
learned for grading and accountability purposes.
3.0 Teaching: Prepare and Connect
All classroom teachers will be fully connected: 1) to learning data and tools for using the data; 2)
to the content, resources and systems that empower them to create, manage, and assess engaging
and relevant learning experiences; 3) and directly to their students in support of learning both in
and out of school. This will also allow teachers to access resources and expertise that improve
their own instructional practices and guide them in becoming facilitators and collaborators in
their students' self-directed learning.
4.0 Infrastructure: Access and Enable
TUSD will provide a comprehensive infrastructure for learning that provides every student and
educator with the resources they need when and where they are needed. The underlying principle
is that infrastructure includes people, processes, learning resources, policies, and sustainable
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July 1, 2013 - June 30, 2016
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models for continuous improvement in addition to broadband connectivity, servers, software,
management systems, and administration tools.
5.0 Productivity: Redesign and Transform
TUSD will redesign processes and structures to take advantage of the power of technology to
improve learning outcomes while making more efficient use of time, money and staff. TUSD
will utilize technology to implement personalized learning and ensure that students are making
appropriate progress through the system to graduate and prepare for college and careers.
3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan
for using technology to improve teaching and learning by supporting the district curricular
goals.
Goal 3d.1: (Learning: Engage and Empower) Students and teachers will increase their use
of technology to improve teaching and learning of curriculum aligned with Common Core
State Standards to enhance student achievement in meeting or exceeding academic content
standards.
Objective 3d.1.1: By June 2016, 80% of core subject (English Language Arts, Mathematics,
Science, and Social Studies) teachers and students will incorporate technology resources on a
daily basis to enhance student learning of curriculum aligned with Common Core State
Standards in lesson design and delivery of instruction as measured by the District Annual
Technology Use Survey.
Benchmarks:
•
•
•
Year 1: By June 2014, 60% of core subject (English Language Arts, Mathematics,
Science, and Social Studies) teachers and students will incorporate technology resources
on a daily basis to enhance student learning of curriculum aligned with Common Core
State Standards in lesson design and delivery of instruction as measured by the District
Annual Technology Use Survey.
Year 2: By June 2015, 70% of core subject (English Language Arts, Mathematics,
Science, and Social Studies) teachers and students will incorporate technology resources
on a daily basis to enhance student learning of curriculum aligned with Common Core
State Standards in lesson design and delivery of instruction as measured by the District
Annual Technology Use Survey.
Year 3: By June 2016, 80% of core subject (English Language Arts, Mathematics,
Science, and Social Studies) teachers and students will incorporate technology resources
on a daily basis to enhance student learning of curriculum aligned with Common Core
State Standards in lesson design and delivery of instruction as measured by the District
Annual Technology Use Survey.
Implementation Plan
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July 1, 2013 - June 30, 2016
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Activity
Timeline
Survey teachers on Annually
technology use in
the classroom.
Review District
Annually
state testing reports each Fall.
in the fall of each
school year for all
content areas in
grades 2-12.
Although this is an
assumption that
state scores are
improving due to
technology use, it
will help to confirm
that TUSD is
advancing students
in core content
areas.
Routinely use data Ongoing
and assessment to
guide curricular
decision-making in
Professional
Learning
Communities to
ensure students are
achieving Common
Core Standards.
Person(s)
Responsible
Educational
Technology
Coordinator
Monitoring &
Evaluation
Educational
Technology
Coordinator and
Executive
Technology
Advisory
Committee
Educational
Educational
Technology
Technology
Coordinator,
Coordinator,
Assessment and
Executive Advisory
Evaluation Director Technology
Committee
Evaluation
Instrument
District Annual
Technology Use
Survey that was
developed as a
baseline for this
Technology Plan.
Assessment and
Evaluation Director,
School Site
Principals, Teachers
Professional
Learning
Community
meeting notes,
agendas,
informative
assessment reports
by grade level
Educational
Technology
Coordinator,
Assessment and
Evaluation Director,
School Site
Principals, Teachers
Annual State
Testing Reports.
Goal 3d.2: (Assessment: Measure What Matters) Students and teachers will increase their
use of data management systems to support the academic needs of significant subgroups.
Teachers will develop daily/weekly formative assessments on the student management data
system with PLCs to target specific needs of all students including significant subgroups.
Objective 3d.2.1: By June 2016, 90% of core subject teachers will use the student data
management system to develop and analyze formative assessments with PLCs on a weekly basis
as measured by statistics from Illuminate, the District Data Management System.
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July 1, 2013 - June 30, 2016
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Benchmarks:
•
•
•
Year 1: By June 2014, 70% of core subject teachers will use the student data management
system to develop and analyze formative assessments with PLCs on a weekly basis as
measured by statistics from Illuminate, the District Data Management System.
Year 2: By June 2015, 80% of core subject teachers will use the student data management
system to develop and analyze formative assessments with PLCs on a weekly basis as
measured by statistics from Illuminate, the District Data Management System.
Year 3: By June 2016, 90% of core subject teachers will use the student data management
system to develop and analyze formative assessments with PLCs on a weekly basis as
measured by statistics from Illuminate, the District Data Management System.
Implementation Plan
Activity
Timeline
Teachers meet
Weekly
weekly in
Professional
Learning
Communities to
monitor data to
target students'
needs and adjust
instruction by
analyzing data.
Teachers meet
Weekly
weekly in
Professional
Learning
Communities to
create assessments
in Illuminate to
target student needs.
Person(s)
Responsible
Director of
Assessment and
Evaluation,
Educational
Technology
Coordinator,
Teachers, Principals
Monitoring &
Evaluation
Principals,
Administrative
Services and
Educational
Services
Evaluation
Instrument
Reports from the
data system on the
number of
assessments
developed and
Professional
Learning
Community
agendas.
Director of
Assessment and
Evaluation,
Educational
Technology
Coordinator,
Teachers, Principals
Principals,
Administrative
Services and
Educational
Services
Reports from
Illuminate to
determine usage by
grade levels at
various school
sites.
Goal 3d.3: (Teaching: Prepare and Connect) Fully integrate the District learning
management system, Haiku, into all curricular areas to assist students in meeting common
core standards and enhance teaching and learning.
Objective 3d.3.1: By June 2016 90% of all teachers will be trained on using Haiku to
develop/create digital content areas for students to access on a daily basis.
Benchmarks:
•
Year 1: By June 2014 70% of all teachers will be trained on using Haiku to
develop/create digital content areas for students to access on a daily basis as measured by
annual Haiku Usage Reports.
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July 1, 2013 - June 30, 2016
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•
•
Year 2: By June 2015 80% of all teachers will be trained on using Haiku to
develop/create digital content areas for students to access on a daily basis as measured by
annual Haiku Usage Reports.
Year 3: By June 2016 90% of all teachers will be trained on using Haiku to
develop/create digital content areas for students to access on a daily basis as measured by
annual Haiku Usage Reports.
Implementation Plan
Activity
Timeline
Provide ongoing
teacher trainings
using Haiku.
Annually
Students will access Annually
Haiku on a daily
basis.
Person(s)
Responsible
Technology Task
Force
Representatives,
Digital Learning
Coaches,
Educational
Technology
Coordinator
Monitoring &
Evaluation
Educational
Technology
Coordinator
Teachers,
Principals,
Educational
Technology
Coordinator
Principals,
Educational
Technology
Coordinator,
Administrative
Services and
Educational
Services
Evaluation
Instrument
Sign-In sheets,
District
Professional
Development
System
(PDExpress)
reports that show
us which teachers
have and have not
taken Haiku
Professional
Development.
Haiku usage
reports by teacher.
Goal 3d.4: (Infrastructure: Access and Enable) Students will have comprehensive access
through mobile devices and wireless connectivity for learning opportunities for all TUSD
students.
Objective 3d.4.1: By 2016, 100% students will have comprehensive access for digital learning
opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 mobile
device access in grades 5-12 at all TUSD school sites as measured by the District Inventory
System, Destiny Asset Manager.
Benchmarks:
•
Year 1: By 2014, 90% students will have comprehensive access for digital learning
opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1
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July 1, 2013 - June 30, 2016
Page 14
•
•
mobile device access in grades 5-12 at all TUSD school sites as measured by the District
Inventory System, Destiny Asset Manager.
Year 2: By 2015, 95% students will have comprehensive access for digital learning
opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1
mobile device access in grades 5-12 at all TUSD school sites as measured by the District
Inventory System, Destiny Asset Manager.
Year 3: By 2016, 100% students will have comprehensive access for digital learning
opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1
mobile device access in grades 5-12 at all TUSD school sites as measured by the District
Inventory System, Destiny Asset Manager.
Implementation Plan
Person(s)
Responsible
1:1 Devices are
Fall/Winter Principals, Library
ordered and
2013
Technicians, IT
delivered to District
Department
Warehouse to be
tagged and a
distributed to
schools.
Administrative
Fall/Winter Administrative
Services and
2013
Services,
Educational
Educational
Services will meet
Services, Library
with teachers and
Technicians,
administrators to
teachers and
determine the digital
administrators.
content on the
devices.
IT will image
Winter
Administrative
devices and prepare 2013
Services,
with District digital
Educational
content materials for
Services, Library
students.
Technicians, IT
Department
Mobile Device
Beginning Principals, Library
Distribution: 1
in Spring Technicians, IT
device for every
2014
Department
student grades 5-12
1 device for every 3
students in grades
K-4
Activity
Tustin Unified
Timeline
Monitoring &
Evaluation
Director of IT
Evaluation
Instrument
Reports pulled
from Destiny
inventory system.
Educational
Technology
Coordinator,
Director of IT
Meeting notes and
agendas.
Director of IT
Meeting notes and
agendas.
Director of IT
Reports pulled
from Destiny
inventory system.
July 1, 2013 - June 30, 2016
Page 15
Goal 3d.5: (Productivity: Redesign and Transform) TUSD students will utilize technology
to develop 21st century skills needed for college and careers through digital project-based
learning opportunities such as creating Haiku Wikis and Voicethread projects.
Objective 3d.5.1: By June 2016, 75% of students grades 2-12 will demonstrate learning through
a minimum of two digital project based learning opportunities using various presentation
software such as wikis or Voicethread projects using various presentation software stored on the
Haiku Learning Management System.
Benchmarks:
•
•
•
Year 1: By June 2014, 25% of students grades 2-12 will demonstrate learning through a
minimum of two digital project based learning opportunities using various presentation
software such as wikis or Voicethread projects using various presentation software stored
on the Haiku Learning Management System.
Year 2: By June 2015, 50% of students grades 2-12 will demonstrate learning through a
minimum of two digital project based learning opportunities using various presentation
software such as wikis or Voicethread projects using various presentation software stored
on the Haiku Learning Management System.
Year 3: By June 2016, 75% of students grades 2-12 will demonstrate learning through a
minimum of two digital project based learning opportunities using various presentation
software such as wikis or Voicethread projects using various presentation software stored
on the Haiku Learning Management System.
Implementation Plan
Activity
Timeline
Person(s)
Responsible
Develop project
2 activities Site Technology
based grade level
per year
Task Force
appropriate learning (Grades
Representatives,
activities based on 2-12)
Digital Learning
California Common
Coaches
Core Standards.
Monitoring &
Evaluation
Educational
Technology
Coordinator
Train teachers on
how to access and
deliver project
based learning
activities based on
Common Core
Standards on Haiku.
Annually
(beginning
in Fall
2014)
Educational
Technology
Coordinator
Tustin Unified
Site Technology
Task Force
Representatives,
Digital Learning
Coaches
July 1, 2013 - June 30, 2016
Evaluation
Instrument
Minimum of two
project based
learning activities
per grade level
annually stored on
Haiku Learning
Management
System.
Sign in sheets and
evaluations
Page 16
Teachers use Haiku
to deliver
grade-appropriate
project based
learning activities to
students.
Annually
(beginning
in January
2015)
Site Technology
Task Force
Representatives,
Digital Learning
Coaches, Teachers,
Principals
Educational
Technology
Coordinator,
Principals
Statistics from
online presentation
systems such as
Haiku Wikis and
Voicethread.
3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan
detailing how and when students will acquire the technology skills and information literacy
skills needed to succeed in the classroom and the workplace.
Tustin Unified School District will provide opportunities for students to practice 21st century
learning skills. Based on the International Society for Technology in Education's (ISTE) National
Educational Technology Standards for Students (NETS-S) skills and the Common Core State
Standards, students will engage in activities that help promote these skills in daily classroom
instruction. The NET-S focuses on six specific areas that include creativity and innovation;
communication and collaboration; research and information fluency; critical thinking,
problem-solving and decision-making; digital citizenship; and technology operations and
concepts. Students will experience a variety of 21st century learning opportunities by creating
presentations such as Haiku Wikis or Voicethread on the district learning management system to
organize, present findings, learn and reinforce curricular skills, collaborate and communicate.
Teachers will deliver lessons that promote technologies and information literacy based on the
NET-S standards (Appendix).
Students will be provided 21st learning opportunities through school library
programs--collaboratively planned and delivered units of study developed through the shared
expertise and partnership of classroom teachers and librarians based on the principles of resource
based learning and information literacy. These collaborative efforts will ensure students have the
ability to recognize the need for information to solve problems and develop ideas; pose important
questions; use a variety of information gathering strategies; locate relevant and appropriate
information; assess information for quality, authority, accuracy and authenticity. Students will
have the ability to use the practical and conceptual tools of information technology to understand
form, format, location and access methods. They will understand how information is produced to
publish in textual and multimedia formats and to adapt to emerging technologies.
Goal 3e.1: Students will acquire the technology skills and information literacy skills needed
to succeed in the classroom and the workplace. Students will become proficient at locating,
accessing, and evaluating information and resources (including online reference databases
and practice tests) on the Internet. Search strategies will be taught as appropriate per
grade level. Information literacy instruction will include an emphasis on website evaluation
and safety and ethics issues.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 17
Objective 3e.1.1: By June 2016, 100% of students will receive regular instruction aligned with
the NET-S in the classroom to acquire the technology skills needed to succeed in the classroom
and the workplace as measured by the District Technology Standards Matrix.
Benchmarks:
•
•
•
Year 1: By June 2014, develop a District Technology Standards Matrix that identifies
specific skills and expectations at each grade level that aligns with the NET-S Standards.
Year 2: By June 2015, 80% of students will receive regular instruction aligned with the
NET-S in the classroom to acquire the technology skills needed to succeed in the
classroom and the workplace as measured by the District Technology Standards Matrix.
Year 3: By June 2016, 100% of students will receive regular instruction aligned with the
NET-S in the classroom to acquire the technology skills needed to succeed in the
classroom and the workplace as measured by the District Technology Standards Matrix.
Implementation Plan
Person(s)
Responsible
Develop a District Begin Fall Educational
Technology
2013
Technology
Standards Matrix
Coordinator,
that identifies
District Technology
specific skills at
Task Force
each grade level.
Representatives,
Digital Learning
Coaches
In fall 2015, District Train in
Site Technology
Technology Task
Fall and
Task Force
Force
begin using Representatives and
representatives will the grade Educational
train site teachers on level
Technology
using the District
Coordinator
matrix.
Technology
Standards Matrix.
Activity
Tustin Unified
Timeline
Monitoring &
Evaluation
Educational
Technology
Coordinator
Evaluation
Instrument
Meeting Notes,
Sign In Sheets,
published product
Educational
Technology
Coordinator
End of the year
checklist matrix
will be submitted
to Technology
Task Force
representative at
the end of each
year.
July 1, 2013 - June 30, 2016
Page 18
Students will use
Annually
developmentally
appropriate software
and hardware (e.g.
productivity tools,
web research and
applications,
presentation and
multimedia
software, interactive
whiteboards,
scientific probeware
etc.) to research,
organize, and
creatively present
products that
exemplify
proficiency in
information literacy
and NET-S for
students.
Technology Task
Force
Representatives,
Teachers,
Educational
Technology
Coordinator
Educational
Technology
Coordinator and
Technology Task
Force
Representatives
Presentation
products shared on
Haiku sites, school
websites, or school
technology
showcase nights.
Objective 3e.1.2: By 2016, 90% of students will be access reliable information using ABC-Clio
or Britannica Online, the District electronic research databases, for research and information as
measured by electronic database usage reports.
Benchmarks:
•
•
•
Year 1: By 2014, 70% of students will be access reliable information using ABC-Clio or
Britannica Online, the District electronic research databases, for research and information
as measured by electronic database usage reports.
Year 2: By 2015, 80% of students will be access reliable information using ABC-Clio or
Britannica Online, the District electronic research databases, for research and information
as measured by electronic database usage reports.
Year 3: By 2016, 90% of students will be access reliable information using ABC-Clio or
Britannica Online, the District electronic research databases, for research and information
as measured by electronic database usage reports.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 19
Implementation Plan
Activity
Timeline
Students will access Daily
information from
ABC-Clio or
Britannica Online
for reliable
information.
Person(s)
Responsible
Students, teachers
and school site
librarians.
Monitoring &
Evaluation
Educational
Technology
Coordinator and
District Librarian
will provide annual
usage reports to
Administrative
Services and
Educational
Services.
Evaluation
Instrument
Discovery
Education,
ABC-Clio and
Britannica Online
usage reports.
3f. List of goals and an implementation plan that describe how the district will address the
appropriate and ethical use of information technology in the classroom so that students can
distinguish lawful from unlawful uses of copyrighted works, including the following topics:
the concept and purpose of both copyright and fair use
All TUSD staff will receive professional development on the importance of understanding
Copyright Laws, including Fair Use and respect for intellectual property rights. Through
real-world use of multimedia in lessons and projects, students are taught the importance of
intellectual property rights. The District will provide online resources on copyright issues for
educators posted within the Haiku Learning Management System. This information will be
presented yearly to staff through the Technology Task Force representatives and the resources
will be revised to reflect current copyright issues and emerging technologies.
Schools have policies on academic dishonesty and deterring plagiarism, but many students still
don't understand why it is improper to utilize the work of others; this includes using commercial
music, video clips, and images in multimedia projects. A renewed effort to educate students on
citing sources, doing their own work, and on general copyright laws will help students be
responsible digital citizens. Emphasis will be placed on peer-to-peer sharing of music and
videos. The District Educational Technology Coordinator and the Library Media Supervisor will
continue to work with the Technology Task Force and the Digital Learning Coaches to develop
the Copyright and Fair Use Haiku class as an updated resource for teachers and students.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 20
Implementation Plan
Activity
Timeline
Design trainings
focusing on ethical
use of information
technology
including the
following topics:
copyright and fair
use, downloading
and file sharing, and
plagiarism. Pre and
Post Tests will be a
component of each
training.
Train all teachers
and administrators
on ethical use of
information
technology to
integrate with 21st
century instruction.
Fall 2013
Two hour
training
provided to
school sites
from Task
Force
representati
ves
sometime
in
fall/winter
2013 and
ongoing as
needed.
Train Library Media Annually
Techs on Ethical
Use of Information
Technology
Tustin Unified
Person(s)
Responsible
Educational
Technology
Coordinator
Monitoring &
Evaluation
District Directors of
Curriculum,
Educational
Technology
Coordinator,
Library Media
Technology, Digital
Literacy Coaches
District Directors of
Curriculum,
Educational
Technology
Coordinator, Task
Force
Representatives
District Directors of Sign in sheets for
Curriculum,
Staff Development
Educational
Technology
Coordinator oversee
the rollout of this
training day.
District Directors of
Curriculum,
Educational
Technology
Coordinator and
District Library
Media Tech
Evaluations and
Sign in sheets, test
successful
reports, evaluations
implementation of
program as
indicated by student
post test results.
July 1, 2013 - June 30, 2016
Evaluation
Instrument
Annual Post Tests
will be a
component of each
training.
Page 21
Implementation Plan
Person(s)
Responsible
All students
Annually Site Library Media
participate in Haiku and
Tech, Site
Class on Ethical Use ongoing as Administrator and
of Information
needed.
Site Task Force
Technology
Representatives
including topics:
copyright and fair
use, downloading
and file sharing, and
plagiarism.
Activity
Timeline
Monitoring &
Evaluation
Teacher will
provide an online
Haiku assessment to
each student check
for understanding.
Technology Task
Force
representatives will
review results of
post tests and
modifications will
be made as needed
to the program.
Evaluation
Instrument
Online Haiku
Assessment
3g. List of goals and an implementation plan that describe how the district will address Internet
safety, including how to protect online privacy and avoid online predators. (AB 307)
The District Office Educational Technology Coordinator and Library Media Supervisor will
work with Technology Task Force representatives and Digital Literacy Coaches to continue to
raise awareness about Internet safety, online privacy and online predators. Information,
resources, and lessons will be presented to parents, teachers, and students. All students and
parents will sign the Acceptable Use Policy (AUP) to reinforce the importance of Internet safety
both at home and school.
The Digital Learning Coaches and Educational Technology Coordinator will use Common Sense
Media, a free toolkit supported by reputable educational organizations, to create lesson plans and
resources in Haiku at each grade level to parallel Digital Citizenship guidelines that address
specific responsibilities--from plagiarism and multiple point of view consideration to digital
footprints and avoiding phishing scams--to ensure that students are prepared to participate
effectively and ethically in the online environment. We want our students to navigate safely and
ethically in the digital world to prepare them for job opportunities and success in the global
economy. We want our students to know how to protect their online privacy and avoid online
predators and bullies.
Goal 3g.1: All students in our district will be educated to be safe responsible users of digital
tools in the 21st century; students will be knowledgeable of internet safety including
awareness, dangers, and consequences of cyber-bullying, protection against online
predators, and how to maintain online privacy.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 22
Implementation Plan
Activity
Timeline
Review and update Annually
(if needed) District (Sept.)
Acceptable Use
Policy (AUP).
Ensure that
administrators along
with the technology
committee address
the AUP in staff
meeting and have
every employee sign
agreement. Verify
that each student has
a signed AUP on
file with parent or
guardian signature.
Digital Learning
Fall 2013
Coaches will work
with Educational
Technology
Coordinator and
District Library
Media Tech to
create online lessons
by grade level
stored in Haiku to
include internet
safety.
Students will log
Annually
onto Haiku and
(Beginning
access an online
winter
class on internet
2013)
safety including
awareness and
dangers of cyber
bullying, protection
against online
predators and how
to maintain online
privacy at the
beginning of each
school year.
Tustin Unified
Person(s)
Responsible
Educational
Technology
Coordinator and
Site Administrator
Monitoring &
Evaluation
Review of AUP will
be done by
Educational
Technology
Coordinator and
Technology Task
Force
Representatives
Evaluation
Instrument
Updated Annual
Copies
Digital Learning
Coaches
Educational
Grade Level Haiku
Technology
Online
Coordinator and
Assessments
District Media Tech
Educational
Site Library Media Online Assessment
Technology
Techs will have
Reports on Haiku
Coordinator, Ed
students complete
Services Directors, class and
District Media Tech, assessment at the
Site Library Media beginning of each
Techs
school year.
July 1, 2013 - June 30, 2016
Page 23
Provide training and Annually
information
(Sept.)
focusing on internet
safety for
community
members.
Educational
Technology
Coordinator, Ed
Services Directors,
Principals, Task
Force
Representatives
Task Force
representatives
oversee the roll out
of this training day
for each school site.
Sign-In Sheets
from Parent and
Community
Meetings on
Cybersafety
3h. Description of the district policy or practices that ensure equitable technology access for all
students.
All students at all sites will have equitable access. Students and teachers will have wireless
access to information from every classroom, library, media center, auditorium and lab at our
schools. Schools will work to develop support systems for students with limited access from
home in the following ways:
1) Open labs during lunch.
2) Access during secondary intervention and flexible grouping tutorial periods.
3) Before and after school library hours.
4) After School Connection (ASC) Program where Title One students have accessibility to
complete homework and projects using the school's computer lab facilities to complete work
after school hours.
5) Opportunity for low income families to participate in the Connect to Compete Program that
qualifies Title One students to obtain wireless connectivity for a low monthly cost from the local
cable company.
Special needs students are provided with adaptive and assistive technologies in accordance with
their IEP and/or 504 plans. The multiple modes of learning afforded through appropriately
targeted technology enhanced learning are especially powerful for special needs students. In this
arena, tablet solution-based applications such as ProLoQuo improve student performance and
reduce the cost of providing special needs education. Special Education Teachers and
administrators make use of the CEDR Special Education Information System (SEIS) for tracking
special need student information including IEP progress.
The District Acceptable-Use Policy for access to the Internet is updated annually. Every
computer/device is networked and monitored by the IT department. Access to appropriate
websites is controlled by District firewall filters.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 24
3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan
to use technology to make student record keeping and assessment more efficient and
supportive of teachers’ efforts to meet individual student academic needs.
The District currently uses Illuminate and Aeries to keep track of student records, benchmarks,
and statewide assessment data. All secondary teachers use Aeries Gradebook as their grading
program. Parents have online access to completed grade data through the ABI Parent Portal.
Approximately 33% of the elementary teachers (K-5) have been trained on ABI (Aeries) for
grade reporting. The plan is to extend trainings to 100% of both secondary and elementary
teachers using ABI for teachers. The use of technology has helped site and district
administrators, teachers, and other district personnel to easily access and obtain data to track
student achievement and growth.
The District puts an emphasis on the use of data-driven decision-making. Principals and teachers
will continue to spend time analyzing results of benchmarks and statewide testing to ensure that
students are showing growth and instruction is focused on student needs. In Professional
Learning Community (PLC) meetings, teachers analyze test results and determine specific
students who may need a modified curriculum, re-teaching, and reinforcement. Additionally,
teachers are given time to determine if there are any specific areas to re-teach the entire class.
The use of Illuminate and Aeries reporting features help to facilitate the easy analysis of trends in
student achievement, benchmarks and state testing.
Goal 3i.1: All teachers and administrators will create, administer and analyze common
assessments through the District's electronic data management system to students on a
daily basis to monitor performance and immediately respond to student needs.
Objective 3i.1.1: By 2016, 90% of core subject teachers will use the Illuminate Student Data
Management System to develop and analyze formative assessments with PLCs on a weekly basis
measured by Illuminate Usage Reports that report how many assessments were used by grade
level each month.
Benchmarks:
•
•
•
Year 1: By 2014, 70% of core subject teachers will use the Illuminate Student Data
Management System to develop and analyze formative assessments with PLCs on a
weekly basis measured by Illuminate Usage Reports that report how many assessments
were used by grade level each month.
Year 2: By 2015, 80% of core subject teachers will use the Illuminate Student Data
Management System to develop and analyze formative assessments with PLCs on a
weekly basis measured by Illuminate Usage Reports that report how many assessments
were used by grade level each month.
Year 3: By 2016, 90% of core subject teachers will use the Illuminate Student Data
Management System to develop and analyze formative assessments with PLCs on a
weekly basis measured by Illuminate Usage Reports that report how many assessments
were used by grade level each month.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 25
•
Implementation Plan
Activity
Timeline
Teachers meet
Weekly
weekly in PLCs to
create assessments
on a weekly basis.
Teachers meet
Weekly
weekly in PLCs to
monitor data to
target students'
needs and adjust
instruction by
analyzing data.
Annually, review
Annually
the usage report of
the number of
monthly
assessments used by
grade level (grade
level target is 4 per
month).
Person(s)
Monitoring &
Responsible
Evaluation
Teachers, Principals Principals
Teachers, Principals Principals
Technology Task
Force
Representatives,
Principals, Teachers
Director of
Assessment and
Evaluation,
Educational
Technology
Coordinator,
Principals, Teachers
Evaluation
Instrument
Meeting Notes,
Agendas,
Illuminate Usage
Reports
Meeting Notes,
Agendas
Usage report of
monthly
assessments by
grade level.
Goal 3i.2: All teachers and administrators will use specific features of the student
information system (SIS) to support student learning.
Objective 3i.2.1: All teachers will use the SIS to generate report cards, and 90% of core
secondary teachers will use the Gradebook feature to support student learning as measured by the
District Technology Use Survey.
Benchmarks:
•
•
•
Year 1: By June 2014, 100% of teachers will use the SIS to generate report cards, and
70% of core secondary teachers will use the Gradebook feature to support student
learning as measured by the District Technology Use Survey.
Year 2: By June 2015, 100% of teachers will use the SIS to generate report cards, and
80% of core secondary teachers will use the Gradebook feature to support student
learning as measured by the District Technology Use Survey.
Year 3: By June 2016, 100% of teachers will use the SIS to generate report cards, and
90% of core secondary teachers will use the Gradebook feature to support student
learning as measured by the District Technology Use Survey.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 26
Implementation Plan
Activity
Timeline
Provide trainings on Each
SIS system
reporting
Gradebook features. period.
Each year monitor Annually
the teacher use of
the Aeries
Gradebook feature.
Person(s)
Responsible
Teachers, Trainers,
Educational
Technology
Coordinator
Monitoring &
Evaluation
Educational
Technology
Coordinator
Director or IT,
Educational
Technology
Coordinator
Director or IT,
Educational
Technology
Coordinator
Evaluation
Instrument
District
Technology Use
Survey to
determine the
number of teachers
using the
Gradebook feature.
Aeries reports
3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan
to use technology to improve two-way communication between home and school.
Tustin Unified District is committed to developing new ways and refining traditional methods of
improving the communications between home and school. It is through timely and relevant
communication that the home-school connection is strengthened. The 2012-2013 school year
was TUSD's first year of using the Haiku Learning Management System for creating hybrid
face-to-face and online learning environments. The goal of the District in the next three years is
to improve parent communication by allowing access to the Haiku Parent Portal.
The District strives to provide communication to parents in a variety of ways to give families
personal choice in how they receive important information. Currently, parents have access to
school websites with teacher e-mail accounts on School Wires, traditional paper newsletters are
sent home, and administrators have Twitter, Facebook and Instagram accounts. Every teacher
and school has access to ABI (Aeries) and Illuminate to share information about data and
achievement with parents and students. Additionally school sites use BlackBoard ConnectEd, a
voice calling solution, to provide families with information via mobile or home phone quickly
and efficiently.
Goal 3j.1: Teachers will use Haiku, the district's learning management system, to
communicate with students and parents on a daily basis.
Objective 3j.1.1: By June 2016, 90% of teachers will be trained on using Haiku to communicate
with students and parents on a daily basis using the Haiku Parent Portal as measured by Haiku
Parent Usage Reports.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 27
Benchmarks:
•
•
•
Year 1: By June 2014, 70% of teachers will be trained on using Haiku to improve
communication with parents on a daily basis by encouraging parents to access the Haiku
Parent Portal as measured by Haiku Parent Usage Reports
Year 2: By June 2015, 80% of teachers will be trained on using Haiku to improve
communication with parents on a daily basis by encouraging parents to access the Haiku
Parent Portal as measured by Haiku Parent Usage Reports
Year 3: By June 2016, 90% of teachers will be trained on using Haiku to improve
communication with parents on a daily basis by encouraging parents to access the Haiku
Parent Portal as measured by Haiku Parent Usage Reports
Implementation Plan
Activity
Timeline
Provide ongoing
teacher trainings
using Haiku.
Pull Haiku Parent
Usage Reports
bi-annually to
monitor if parent
usage is increasing
each year.
Annually
Annually
Person(s)
Responsible
Educational
Technology
Coordinator
Educational
Technology
Coordinator
Monitoring &
Evaluation
Educational
Technology
Coordinator
Educational
Technology
Coordinator
Evaluation
Instrument
Sign-In sheets
Haiku Parent Portal
Usage Reports
Goal 3j.2: Electronic connectivity will be used to enhance communication and work
productivity among student, teachers, administrators, employees, parents, and the
community as measured by the number of departments trained on Haiku.
Objective 3j.2.1: All District departments and each school site will create Haiku information
areas to enhance communication and work productivity amongst staff as measured by the
number of departments trained on Haiku.
Benchmarks:
•
Year 1: By June 2014, 60% of District departments and each school site will create Haiku
information areas to enhance communication and work productivity amongst staff as
measured by the number of departments trained on Haiku.
• Year 2: By June 2015, 80% of District departments and each school site will create Haiku
information areas to enhance communication and work productivity amongst staff as
measured by the number of departments trained on Haiku.
Year 3: By June 2016, 100% of District Departments and each school site will create Haiku
information areas to enhance communication and work productivity amongst district staff as
measured by the number of departments trained on Haiku.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 28
Implementation Plan
Activity
Timeline
Train all District
Departments and
school site
administrators to
create information
areas in Haiku
available for their
staff to enhance
communication in
TUSD.
Analyze District
Haiku Usage
Reports by
Department.
Annually
Annually
Person(s)
Responsible
Educational
Technology
Coordinator,
Technology Task
Force
Representatives,
Digital Learning
Coaches
Monitoring &
Evaluation
Educational
Technology
Coordinator
Evaluation
Instrument
Professional
development
surveys
Educational
Technology
Coordinator
Educational
Technology
Coordinator
Haiku Usage
Reports by
Department
3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j)
goals, objectives, benchmarks and planned implementation activities including roles and
responsibilities.
The Executive Technology Advisory Committee (ETAC) will review all plan components,
timelines, and the budget four times per year. Each identified objective and budget item will be
reviewed, evaluated, and if necessary, revised. The Directors of Curriculum, Educational
Technology Coordinator, Director of Information Technology, and the Technology Task Force
will oversee data collection, analysis and communication among those responsible for
implementing the plan. Hardware, software, and web-based application standards will be
reviewed and revised by ETAC annually. The process used to monitor curriculum components
can also be found under each goal for sections 3D through 3J.
The Executive Technology Advisory Committee will make recommendations as a result of
analysis and review for necessary adjustments and changes to the Technology Plan. Any
significant revisions or recommendations to the Plan will be presented to the District
Superintendent and the Governing Board. Changes will be implemented upon approval from the
Assistant Superintendent of Administrative Services, the Chief Academic Officer of Educational
Services, and the Chief Business Officer.
The criteria used for the evaluation of the impact of the technology on student learning will come
from Common Core Assessments and CAHSEE results, local assessments, survey findings,
student work samples, student portfolios, performance assessments, percentage of students being
Tustin Unified
July 1, 2013 - June 30, 2016
Page 29
admitted to technology-focused college programs, attendance and drop-out rates, and system
usage reports. District student, staff, and parent surveys will be administered annually to evaluate
the extent to which the Plan has made a positive impact on teaching and learning.
Data will be reviewed and compared year to year by the Executive Technology Advisory
Committee (ETAC). The committee will use the data to determine progress in meeting the goals
of this Technology Plan and assist the District in revising the Plan if necessary.
4. Professional Development
4a. Summary of teachers' and administrators' current technology skills and needs for
professional development.
In November 2012, TUSD staff was surveyed on technology use in the classroom. Here is a
summary of TUSD's teachers and administrators current technology skills that help to address
the District's professional development needs.
These charts show District results that support the curriculum goals listed in section 3D through
3J of the Plan. The data represents 625 surveyed teachers/administrators, or 64% of credentialed
teachers/administrators in the District. It includes fully and partially completed surveys.
How often do you use technology to maintain an online classroom environment (e.g. Haiku,
Edmodo)?
Daily
159
25%
Weekly
131
21%
Monthly
48
8%
Rarely
82
13%
Not at All
205
33%
This graph represents only 25% of teachers and administrators using online classroom instruction
on a daily basis. There is a strong need for advancing Haiku online classroom environments with
1:1 learning in grades 5-12. Students need access to content at anywhere anytime.
How often do you use technology to research curriculum and find instructional resources?
Daily
314
50%
Weekly
224
36%
Monthly
71
11%
Rarely
9
1%
Tustin Unified
July 1, 2013 - June 30, 2016
Page 30
Not at All
7
1%
This graph represents 86% of teachers and administrators find instructional resources on the
Internet. There is a need for TUSD to provide safe, reliable resources of information and content
for teachers using databases like ABC-Clio and Britannica Online to drive instruction.
How often do you use technology to engage in online communities or collaborate with other
teachers?
Daily
166
27%
Weekly
157
25%
Monthly
133
21%
Rarely
110
18%
Not at All
59
9%
This graph shows that 52% of teachers and administrators engage in online communities and
collaborate with other teachers. This shows a need to provide professional development on social
networks like Haiku and Nimbus to foster strong learning communities.
How often do you use technology to analyze student data?
Daily
210
34%
Weekly
283
45%
Monthly
106
17%
Rarely
22
4%
Not at All
4
1%
This graph shows that 79% of our teachers are using student assessments on a daily/weekly basis
to inform instruction. These best practices will continue to grow with more professional
development opportunities on systems that provide assessment opportunities such as Illuminate,
Aeries, and Haiku.
After reviewing the District surveys, TUSD recognizes the need for ongoing professional
development for teachers, administrators, and staff. The training needs to be integrated with the
curriculum as well as the day-to-day duties of all staff. Additionally, the professional
development must spiral concepts to provide multiple exposure to technology tools and increase
mastery. The following professional development goals and benchmarks provide information on
how the District will increase capacity in utilizing technology in areas that include teaching,
learning, productivity and communication. These goals will include 100% Haiku usage by
teachers/administrators, providing professional development to encourage safe browsing using
reliable resources like ABC-Clio and Britannica Online, expand the usage of online collaboration
within TUSD, and using assessments to inform classroom instruction as a daily/weekly practice.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 31
Each site has a Technology Task Force Representative that will support schools with
professional development needs. In addition to the Task Force Representatives, five full time
District elementary coaches will coach 2-3 elementary teachers from each school site, four full
time District middle school coaches will support 2-3 middle school teachers from each school
site, and four full time District high school coaches will support 2-3 high school teachers from
each school site. After one full year teachers being coached by District Learning Coaches, the
teachers will become site experts and continue to model 21st century best practices at his/her
school site. This will help to build capacity to help move TUSD schools forward with
transforming digital instruction.
4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan
for providing professional development opportunities based on your district needs
assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of
the plan.
The Coordinator of Educational Technology will work with 13 Digital Literacy Coaches to
present and prepare model academic technology lessons within the classroom of each of the 18
elementary school sites, 6 middle school sites, and 4 high school sites. The Digital Literacy
Coaches will also develop skeletal digital content areas on Haiku for teachers to use and
integrate with their daily instruction. Additionally, successful technology integration strategies
will be shared with Technology Task Force representatives who will further support school sites
with 21st century instruction.
Goal 4b.1: Provide staff development opportunities to assist teacher and administrators in
using technology to support common core and District curriculum standards to meet the
goals of this plan. (Section 3d)
Objective 4b.1.1: With mobile learning devices in the hands of all students grades K-12, 100%
teachers will be trained on how to use mobile devices with their daily instruction as measured by
the District Technology Survey results.
Benchmarks:
•
•
•
Year 1: By June 30, 2014, 80% teachers will be trained on how to use mobile devices
with their daily instruction as measured by the District Technology Survey results.
Year 2: By June 30, 2015, 90% teachers will be trained on how to use mobile devices
with their daily instruction as measured by the District Technology Survey results.
Year 3: By June 30, 2016, 100% teachers will be trained on how to use mobile devices
with their daily instruction as measured by the District Technology Survey results.
Implementation Plan
Tustin Unified
July 1, 2013 - June 30, 2016
Page 32
Activity
Timeline
Task Force
Annually
members will
provide professional
development on the
devices used with
students.
Analyze District
Annually
Technology Survey
to see if teacher
device usage
increases each year.
Person(s)
Responsible
Technology Task
Force
Representatives,
Principals,
Educational
Technology
Coordinator
Teachers,
Administrators,
Educational
Technology
Coordinator
Monitoring &
Evaluation
Educational
Technology
Coordinator
Evaluation
Instrument
Sign-In Sheets and
Evaluations
Educational
Technology
Coordinator
District
Technology Survey
Objective 4b.1.2: By June 30, 2016, each school site will have 2-4 site experts that will continue
to support colleagues with effective best practices as measured by personnel records.
Benchmarks:
•
•
•
Year 1: By June 30, 2014, the 2-4 site experts that were trained under the Digital Literacy
Coaches will continue to support the school sites with effective best practices as
measured by personnel reports from principals.
Year 2: By June 30, 2015, each school site will have 2-4 site experts that will continue to
support colleagues with effective best practices as measured by administrative reports
from principals.
Year 3: By June 30, 2016, each school site will have 2-4 site experts that will continue to
support colleagues with effective best practices as measured by personnel reports from
principals.
Implementation Plan
Person(s)
Responsible
Assign Digital
July 1, 2013 Educational
Learning Coaches (ONE
Technology
hired in spring,
YEAR
Coordinator
2013 to school sites. POSITION)
Activity
Tustin Unified
Timeline
Monitoring &
Evaluation
Educational
Technology
Coordinator
July 1, 2013 - June 30, 2016
Evaluation
Instrument
Schedule of
Coaching
Assignments
Page 33
Implementation Plan
Person(s)
Responsible
Digital Literacy
August-Dec Educational
Coaches will be
ember 2013 Technology
responsible for
(ONE
Coordinator,
creating skeletal
YEAR
Directors of Ed
digital content areas POSITION) Services, and
based on the
Digital Learning
California Common
Coaches
Core Standards on
Haiku for teachers
to access and use.
Digital Learning
Weekly
Digital Learning
Coaches will train (ONE
Coach, Digital
and support 2-4 site YEAR
Learning Site
experts with 21st
POSITION) Experts
century best practice
instruction on a
daily basis. The site
Digital Learning
Experts will provide
site support after the
one year Digital
Learning Coaches
positions have
concluded.
Provide ongoing
Annually
Educational
trainings to teachers
Technology
with District
Coordinator and
adopted technology
Site Digital
systems, software
Learning Experts
and applications to
support 21st century
instruction.
Activity
Timeline
Site-based Digital Annually
Learning Expert
will provide support
to teachers as they
implement programs
and strategies
introduced at
trainings.
Tustin Unified
Educational
Technology
Coordinator and
Site Digital
Learning Experts
Monitoring &
Evaluation
Educational
Technology
Coordinator
Evaluation
Instrument
District
Technology Survey
Educational
Technology
Coordinator
Meeting notes and
logs
Educational
Technology
Coordinator will
review training
content, observation
of training, and use
and implementation
of programs and
strategies learned
during training.
Site-based Digital
Learning Expert
notes and records
will be reviewed at
school sites and
district wide expert
meetings
Sign-In Sheets and
Evaluations
July 1, 2013 - June 30, 2016
PLC Meeting
Notes and District
Educational
Technology Survey
Page 34
Objective 4b.1.3: By June 30, 2016, 100% of TUSD teachers will routinely access and use Haiku
digital content which will be based upon the common core standards to support 21st century
learning for TUSD students as measured by the annual District Technology Survey.
Benchmarks:
•
•
•
Year 1: By June 30, 2014, 80% of TUSD teachers will routinely access and use Haiku
digital content which will be based upon the common core standards to support 21st
century learning for TUSD students as measured by the annual District Technology
Survey.
Year 2: By June 30, 2015, 90% of TUSD teachers will routinely access and use Haiku
digital content which will be based upon the common core standards to support 21st
century learning for TUSD students as measured by the annual District Technology
Survey.
Year 3: By June 30, 2016, 100% of TUSD teachers will routinely access and use Haiku
digital content which will be based upon the common core standards to support 21st
century learning for TUSD students as measured by the annual District Technology
Survey.
Implementation Plan
Activity
Timeline
Provide
differentiated
professional
development for
Haiku integration
(Beginning,
Intermediate and
Advanced)
Provide Haiku
Trainings at the
District Summer
Institutes
Ongoing
Tustin Unified
June
Annually
August
Annually
Person(s)
Responsible
Educational
Technology
Coordinator, Digital
Learning Coaches
and Technology
Task Force
Representatives
Monitoring &
Evaluation
Educational
Technology
Coordinator reviews
training content and
observation of
training
Educational
Technology
Coordinator,
Technology Task
Force
Representatives, and
Digital Learning
Coaches
Educational
Sign-In Sheets and
Technology
Evaluations
Coordinator reviews
training content and
observation of
training
July 1, 2013 - June 30, 2016
Evaluation
Instrument
Sign-In Sheets and
Evaluations
Page 35
Implementation Plan
Activity
Timeline
Provide Haiku
Ongoing
Trainings at school
sites based upon the
site's needs.
Create a
Annually
professional
development Haiku
resource that
includes documents
and videos for
teachers to access
online learning
opportunities
anywhere at
anytime.
Person(s)
Responsible
Educational
Technology
Coordinator,
Technology Task
Force
Representatives, and
Digital Learning
Coaches
Educational
Technology
Coordinator, Digital
Learning Coaches
Monitoring &
Evaluation
Educational
Technology
Coordinator reviews
training content and
observation of
training
Evaluation
Instrument
Sign-In Sheets and
Evaluations
Educational
Technology
Coordinator
Haiku professional
development on
Haiku.
Goal 4b.2: Provide staff development opportunities in technology and information literacy
for teachers to assist their students in meeting the goals of this plan. (Section 3e)
Objective 4b.2.1: By June 2016, 90% of teachers will participate in one technology professional
development on the District Technology Standards that are aligned with the NET-S as measured
by the District Technology Survey and training attendance.
Benchmarks:
•
•
•
Year 1: By June 2014, 70% of teachers will participate in one technology professional
development on the District Technology Standards that are aligned with the NET-S as
measured by the District Technology Survey and training attendance.
Year 2: By June 2015, 80% of teachers will participate in one technology professional
development on the District Technology Standards that are aligned with the NET-S as
measured by the District Technology Survey and training attendance.
Year 3: By June 2016, 90% of teachers will participate in one technology professional
development on the District Technology Standards that are aligned with the NET-S as
measured by the District Technology Survey and training attendance.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 36
Implementation Plan
Activity
Timeline
Create District
Fall 2013
Technology Skills
for each grade level
that aligns with
National
Educational
Technology
Standards (NET-S).
Our current
standards align with
old NET-S.
Work with
Annually
Technology Task
Force to align
District Technology
Standards with the
National
Educational
Technology
Standards (NET-S)
each fall.
Technology Task
Annually
Force
representatives will
deliver a PD on the
District Technology
Standards at the
beginning of each
school year.
Person(s)
Responsible
Educational
Technology
Coordinator,
Educational
Services
Department,
Technology Task
Force
Representatives
Monitoring &
Evaluation
Educational
Technology
Coordinator and
Educational
Services
Department
Evaluation
Instrument
District adopted
technology
standards.
Educational
Technology
Coordinator,
District Technology
Task Force
Educational
Technology
Coordinator and
Educational
Services
Department
Agendas, Sign-In
Sheets, and
Evaluations
Principals,
Technology Task
Force
Representatives,
Educational
Technology
Coordinator
Educational
Technology
Coordinator
District
Technology Survey
Goal 4b.3: Provide staff development opportunities in the ethical and appropriate use of
information technology including US copyright laws and fair use guidelines, plagiarism,
distinguishing lawful from unlawful downloading and peer-to-peer file sharing to teachers
to assist their students in meeting the goals of this plan. (Section 3f)
Objective 4b.3.1: By June 2016, 100% of secondary teachers will be trained using ABC-Clio and
Britannica Online, two reliable electronic research databases for students to access information
for digital content as measured by ABC-Clio and Britannica Online usage reports. Within the
training, trainers will review how to properly teach students to cite references used for research
purposes.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 37
Benchmarks:
•
•
•
Year 1: By June 2014, 80% of secondary teachers will be trained using ABC-Clio and
Britannica Online, two reliable electronic research databases for students to access
information for digital content as measured by ABC-Clio and Britannica Online usage
reports. Within the training, trainers will review how to properly teach students to cite
references used for research purposes.
Year 2: By June 2015, 90% of secondary teachers will be trained using ABC-Clio and
Britannica Online, two reliable electronic research databases for students to access
information for digital content as measured by ABC-Clio and Britannica Online usage
reports. Within the training, trainers will review how to properly teach students to cite
references used for research purposes.
Year 3: By June 2016, 100% of secondary teachers will be trained using ABC-Clio and
Britannica Online, two reliable electronic research databases for students to access
information for digital content as measured by ABC-Clio and Britannica Online usage
reports. Within the training, trainers will review how to properly teach students to cite
references used for research purposes.
Implementation Plan
Activity
Timeline
Train teachers on
Annually
ABC-Clio and
Britannica Online
including effective
research practices
for students.
Analyze ABC-Clio Annually
and Britannica
Online Usage
Reports
Person(s)
Responsible
Educational
Technology
Coordinator and
District Library
Media Tech
Monitoring &
Evaluation
Educational
Technology
Coordinator
Evaluation
Instrument
Sign-In Sheets and
Evaluations
Educational
Technology
Coordinator and
District Library
Media Tech
Educational
Technology
Coordinator
ABC-Clio and
Britannica Online
Usage Reports
Objective 4b.3.2: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate
information and resources on lawful and unlawful uses of copyrighted works, fair use guidelines,
and respecting intellectual property on the TUSD Library Media Tech Haiku site as measured by
Haiku Usage Reports.
Benchmarks:
•
•
Year 1: By June 30, 2014, 100% of teachers will be trained to access grade-appropriate
information and resources on lawful and unlawful uses of copyrighted works, fair use
guidelines, and respecting intellectual property on the TUSD Library Media Tech Haiku
site as measured by Haiku Usage Reports.
Year 2: By June 30, 2015, 100% of teachers will be trained to access grade-appropriate
information and resources on lawful and unlawful uses of copyrighted works, fair use
Tustin Unified
July 1, 2013 - June 30, 2016
Page 38
•
guidelines, and respecting intellectual property on the TUSD Library Media Tech Haiku
site as measured by Haiku Usage Reports.
Year 3: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate
information and resources on lawful and unlawful uses of copyrighted works, fair use
guidelines, and respecting intellectual property on the TUSD Library Media Tech Haiku
site as measured by Haiku Usage Reports.
Implementation Plan
Activity
Timeline
Provide information Fall 2013
and resources on
and
lawful and unlawful ongoing
uses of copyrighted
works, fair use
guidelines, and
respecting
intellectual property
on TUSD Library
Haiku site.
Digital Learning
Fall 2013
Coaches will create
Haiku online
assessments for all
grade levels
regarding lawful
and unlawful uses of
copyrighted works,
fair use guidelines,
and respecting
intellectual
property.
Train teachers to
Annually
demonstrate at each
school site how
students are to
access the Haiku
site, view
age-appropriate
content and
complete the online
assessment.
Tustin Unified
Person(s)
Responsible
Educational
Technology
Coordinator and
District Library
Media Tech
Monitoring &
Evaluation
Educational
Technology
Coordinator and
District Library
Media Tech
Evaluation
Instrument
Haiku Usage
Reports on TUSD
Library Haiku site.
Educational
Technology
Coordinator,
District Library
Media Tech and
Digital Learning
Coaches
Educational
Technology
Coordinator and
District Library
Media Tech
Completed online
assessments across
all grade levels.
Educational
Technology
Coordinator, Site
Technology Task
Force
Representatives,
Teachers
Educational
Technology
Coordinator and
District Library
Media Tech
Training Sign In
Sheets
July 1, 2013 - June 30, 2016
Page 39
Goal 4b.4: Provide staff development goal focuses on Internet safety, protection of online
privacy and avoid online predators to teachers to assist their students in meeting the goals
of this plan. (Section 3g)
Objective 4b.4.1: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate
information and resources on internet safety, protection of online privacy and how to avoid
online predators on the TUSD Library Media Tech Haiku site as measured by Haiku Usage
Reports.
Benchmarks:
•
•
•
Year 1: By June 30, 2014, 100% of teachers will be trained to access grade-appropriate
information and resources on Internet safety, protection of online privacy and how to
avoid online predators on the TUSD Library Media Tech Haiku site as measured by
Haiku Usage Reports.
Year 2: By June 30, 2015, 100% of teachers will be trained to access grade-appropriate
information and resources on Internet safety, protection of online privacy and how to
avoid online predators on the TUSD Library Media Tech Haiku site as measured by
Haiku Usage Reports.
Year 3: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate
information and resources on Internet safety, protection of online privacy and how to
avoid online predators on the TUSD Library Media Tech Haiku site as measured by
Haiku Usage Reports.
Implementation Plan
Activity
Timeline
Provide information
and resources on
internet safety,
protection of online
privacy, and how to
avoid online
predators on TUSD
Library Haiku site.
Digital Learning
Coaches will create
Haiku online
assessments for all
grade levels
regarding internet
safety, protection of
online privacy and
how to avoid online
predators.
Fall 2013
and
ongoing
Tustin Unified
Fall 2013
Person(s)
Responsible
Educational
Technology
Coordinator,
District Library
Media Tech and
Digital Learning
Coaches
Monitoring &
Evaluation
Educational
Technology
Coordinator and
District Library
Media Tech
Evaluation
Instrument
Haiku Usage
Reports on the
TUSD Library
Haiku site.
Educational
Technology
Coordinator,
District Library
Media Tech and
Digital Learning
Coaches
Educational
Technology
Coordinator and
District Library
Media Tech
Online
Assessments
created for all
grade levels on
internet safety,
protection of online
privacy and how to
avoid online
predators.
July 1, 2013 - June 30, 2016
Page 40
Implementation Plan
Activity
Timeline
Train teachers at
Annually
each school site how
students are to
access the Haiku
site, view
age-appropriate
information and
complete an online
assessment.
Person(s)
Responsible
Educational
Technology
Coordinator, Site
Technology Task
Force
Representatives,
Teachers
Monitoring &
Evaluation
Educational
Technology
Coordinator and
District Library
Media Tech
Evaluation
Instrument
Training Sign-In
Sheets
Goal 4b.5: Provide staff development opportunities on record keeping, assessment and
access to student information more efficient and supportive of efforts to meet students'
academic needs as measured by the District Technology Survey. (Section 3i)
Objective 4b.5.1: By June 30, 2016, 100% of teachers and site administrators will routinely use
data and assessment to guide curricular decision-making in their Professional Learning
Communities.
Benchmarks:
•
•
•
Year 1: By June 2014, 80% of teachers and site administrators will routinely use data and
assessment to guide curricular decision-making in their Professional Learning
Communities.
Year 2: By June 2015, 90% of teachers and site administrators will routinely use data and
assessment to guide curricular decision-making in their Professional Learning
Communities.
Year 3: By June 2016, 100% of teachers and site administrators will routinely use data
and assessment to guide curricular decision-making in their Professional Learning
Communities.
Implementation Plan
Activity
Timeline
Professional
development
support to schools
on Illuminate.
Ongoing
Tustin Unified
Person(s)
Responsible
Educational
Technology
Coordinator,
Technology Task
Force
Representatives and
Digital Learning
Coaches
Monitoring &
Evaluation
Director of
Assessment and
Evaluation and
Educational
Technology
Coordinator
July 1, 2013 - June 30, 2016
Evaluation
Instrument
Sign-In Sheets and
Evaluations
Page 41
Professional
development
support to schools
on Haiku online
assessments.
Ongoing
Professional
Learning
Communities use
data to guide
instruction on a
daily basis.
Weekly
Educational
Technology
Coordinator,
Technology Task
Force
Representatives and
Digital Learning
Coaches y
Teachers, Principals
Educational
Technology
Coordinator and
Director of
Information
Technology
Sign-In Sheets and
Evaluations
Educational
Technology
Coordinator and
Principals
PLC minutes,
District
Technology Survey
Objective 4b.5.2: By June, 2016, 100% of grades 5-12 teachers will be trained using Aeries
online grade book to record student progress.
Benchmarks:
•
•
•
Year 1: By June 2014, 60% of grades 5-12 teachers will be trained using Aeries online
grade book to record student progress.
Year 2: By June 2015, 80% of grades 5-12 teachers will be trained using Aeries online
grade book to record student progress.
Year 3: By June 2016, 100% of grades 5-12 teachers will be trained using Aeries online
grade book to record student progress.
Implementation Plan
Activity
Timeline
Train Grades 5-12
on Aeries ABI
Gradebook.
Annually
Teachers in grades
5-12 use Aeries
online grade book.
Annually
Person(s)
Responsible
Educational
Technology
Coordinator,
Technology Task
Force
Representatives
Educational
Technology
Coordinator and
Director of IT
Monitoring &
Evaluation
Educational
Technology
Coordinator
Evaluation
Instrument
Sign-In Sheets and
Evaluations
Educational
Technology
Coordinator and
Director of IT
Aeries Gradebook
usage reports
Goal 4b.6: Provide staff development opportunities on technology used to enhance two-way
communication between teachers, administrators and parents. (Section 3j)
Tustin Unified
July 1, 2013 - June 30, 2016
Page 42
Objective 4b.6.1: By June 2016, a 20% increase from 2013 in the number of times parents access
the parent portal on ABI as measured by ABI Usage Reports.
Benchmarks:
•
•
•
Year 1: By June 2014, a 10% increase from 2013 in the number of times parents access
the parent portal on ABI as measured by ABI Usage Reports.
Year 2: By June 2015, a 15% increase from 2013 in the number of times parents access
the parent portal on ABI as measured by ABI Usage Reports.
Year 3: By June 2016, a 20% increase from 2013 in the number of times parents access
the parent portal on ABI as measured by ABI Usage Reports.
Implementation Plan
Activity
Timeline
Training for
teachers using the
ABI system.
Annually
Parent Training on
how to access the
ABI Parent Portal.
Annually
Analyze ABI Parent Annually
Usage Reports to
monitor annual
growth.
Person(s)
Responsible
Educational
Technology
Coordinator, Digital
Learning Coaches,
and Technology
Task Force
Representatives
Parents, Teachers,
Administrators,
Technology Task
Force
Representatives
Monitoring &
Evaluation
Educational
Technology
Coordinator
Educational
Technology
Coordinator,
Technology Task
Force
Representatives, IT
Director
Educational
Educational
Technology
Technology
Coordinator and IT Coordinator, IT
Director
Director
Evaluation
Instrument
Sign-In Sheets and
Evaluations
Open House
Agenda, Letters
Home
ABI Parent Usage
Reports
4c. Describe the process that will be used to monitor the Professional Development (Section
4b) goals, objectives, benchmarks, and planned activities including roles and
responsibilities.
The Educational Technology Coordinator and the Administrative Services team will annually
monitor the progress of teachers and administrators via online surveys and information from the
SpeakUp survey by Project Tomorrow. Technology professional development will be annually
monitored and adjusted depending on the results of these surveys. Online evaluations are
collected from participants at the end of each professional development. These are used to
evaluate the success of the trainings and determine if there is a need for modifications. Every
Tustin Unified
July 1, 2013 - June 30, 2016
Page 43
year, all teachers and administrators will take online surveys in technology proficiency and
technology integration to monitor growth. In addition, reports from Haiku, Illuminate, and Aeries
Gradebook will provide data on how these tools are being used. The Director of Assessment and
Evaluation and Educational Technology Coordinator, with assistance from the Technology
Department, will collect data from these sources on an annual basis. This data will be used to
help guide staff development and meet the goals of this plan.
The technology use section in the TUSD surveys will be utilized to monitor the number of
teachers integrating technology across the curriculum and help determine staff development
needs. The survey will also be used to monitor the increase in technology use by site
administrators. In addition to the monitoring of the surveys, records will be kept by the
Administrative Services Division and Educational Services Division as to the types of
professional development opportunities requested and delivered to staff and school sites. This
data will be analyzed to help plan future staff development offerings and custom trainings.
By June 30 of each year, Administrative and Educational Services Divisions will meet with
principals to discuss professional development goals and needs for the following year. Topics
will include training opportunities for administrators, student modified school days for
professional development, and determining specific school site needs. This information will also
be used to help guide the support material that will be posted to Haiku as professional
development resources.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 44
5. Infrastructure, Hardware, Technical Support, and Software
5a. Describe the existing hardware, Internet access, electronic learning resources, and technical
support already in the district that will be used to support the Curriculum and Professional
Development Components of the plan.
Existing Hardware: Maintaining a reliable and secure infrastructure to support 21st century
teachers and learners is a fundamental tenant of improving education through technology.
Currently, the school district technology hardware consists of:
1) Five physical servers supporting roughly 50 virtual servers at the district office with UPS
battery backup
2) A single physical server supporting roughly 10 virtual servers at the districts Heritage
Elementary school disaster recovery center on UPS battery backup.
3) A server at each school site for identity management, storage, DNS, and DHCP not on UPS
battery backup.
4) At least one computer lab of 36 or more computers at each elementary and middle school. A
few elementary schools have two computer labs. Most middle schools have 2 or 3 computer labs.
Most high schools have 3 computer labs.
5) Most classrooms have a projector, interactive white board, and teacher computer, and media
player. Many of the projectors are 5 or more years old and need to be replaced.
6) Half of all classrooms have a document camera.
7) Approximately 20% of classrooms have audio amplification.
8) Approximately 5% of classrooms have an AV control panel allowing the teacher to easily
control the media within the classroom.
9) Most classrooms have at least 3 student computers per classroom.
10) The secondary schools have approximately 1,000 netbooks and donated laptops that are used
for mobile labs and 1:1 programs such as STEM and MUN.
11) The secondary schools have 1,000 tablets used to support 1:1 programs and mobile carts.
12) The elementary schools have 800 tablets used to support mobile carts for 1:1 instruction,
intervention, and enrichment.
The school district maintains an inventory system for tracking physical asset. An updated
physical inventory was recently conducted to audit the inventory.
Tustin Unified
July 1, 2013 - June 30, 2016
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Existing Internet Access: Currently the school districts Internet access consists of:
1) Internet access of 250Mbps shared by all schools from the district office to OCDE.
2) Each elementary and middle school has 50Mbps of access to the district office.
3) Each high school has 100Mbps of access to the district office.
Existing Electronic Learning Resources: Currently, the school district's electronic learning
resources consist of:
1) Haiku Learning Management System integrated with Google Apps for education, provides all
teachers and students online classroom, instructional email and productivity tools.
2) Aeries for the student information system and Illuminate for the student data management
system. In addition, PBIS/SWIS is used for informing student and school wide behavior
interventions.
3) Renaissance Learning Accelerated Reader or Scholastic Reading Counts are used at all
elementary school sites for literacy intervention and enrichment.
4) Blackboard Connect is used for parent communication by school sites.
5) Schoolwires Nimbus is a social intra-network for online professional learning communities for
teachers and administrators.
6) Instructional video streaming both through Discovery Education and a local video portal of
resources that are checked out from the District Media Center.
7) Britannica Online and ABC-CLIO are used by teachers to create Haiku lessons aligned with
the California Common Core Standards.
8) Almost all K-8 teachers make routine use of the SMART Notebook software to create
dynamic, interactive, and engaging lessons for their students. With Haiku and Nimbus, some
teachers are now regularly sharing lessons between schools.
9) Plato Online Learning is used to enable students to make up failed or missed classes at their
own pace.
10) BrainPop and Starfall are used at the elementary sites.
11) CTE, STEM, and STEAM make use of specific software programs such as Adobe Creative
Suite, AutoDesk, SolidWorks, GameMaker, and several others.
12) The PD Express professional development system is used to schedule and track teacher
professional development.
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July 1, 2013 - June 30, 2016
Page 46
13) DIBELS and Earobics are used to teach early learners mastery of phonics.
14) Naviance is used to track student outcomes after graduation.
Existing Technical Support: Current technical support consists of:
1) A Director of Information Technology
2) An Assistant Director of Network Services
3) A Student Information Systems Manager and Records Clerk
4) A Network and Systems Manager
5) 4 Computer Systems Specialist
6) 1 Computer Support Specialist
7) 5 Computer Technicians each working 3.95 hours per day assigned to cover roughly 4
elementary schools each.
5b. Describe the technology hardware, electronic learning resources, networking and
telecommunications infrastructure, physical plant modifications, and technical support
needed by the district's teachers, students, and administrators to support the activities in the
Curriculum and Professional Development Components of the plan.
Hardware Needed: TUSD seeks to enable students to learn at their own pace, anywhere, at any
time. The hardware that will be used to support this plan includes:
1) A mobile learning device in the hands of all students, grades 5-12. The device will go home
with the student each day. The device will provide access to traditional standards based
instruction and enable student creativity with the capability of authoring and consuming
multimedia information. While every effort will be made to help students obtain mobile or home
Internet access, the device will have sufficient space to hold instructional content locally.
2) All teachers will be given access to the same classroom multimedia technology including
projector, interactive whiteboard, audio amplification, document camera, Apple TV, and wireless
HDMI connectivity. Teacher’s desktop and laptop computers will be updated and teachers will
receive the same mobile learning devices as their students. In addition to their traditional
professional development, teachers will be using the internal Nimbus social networking platform
to create ad hoc peer, mentoring, and support groups around instructional topics that are pertinent
and relevant to their needs.
3) During the three year period covered by this plan, TUSD expects to create an additional 10TB
per year of local student, staff, professional development, and instructional information that
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July 1, 2013 - June 30, 2016
Page 47
needs to be ready for assessment and reporting purposes to track educational and operational
performance. This requires a new investment in central servers, storage, and the associated
storage area network.
3) The initial 5 year bond issuance for Measure S will be used both to purchase central hardware,
teacher and student devices, create a pool of spares, purchase theft recovery solutions, replace
batteries at the 3 year mark and many other items related to the hardware TCO.
Electronic Learning Resources Needed: As instruction is transformed with the California
Common Core Standards, teachers will be increasingly dependent on teacher created lessons
using a variety of electronic learning resources. In addition, TUSD would like to enable teachers
to provide students with learning opportunities beyond the classroom walls at anytime anywhere.
In addition to all the existing electronic resources, TUSD is adding the following electronic
learning resources:
1) In addition to open source resources, ABC-CLIO and Britannica Online provides teachers
with grade appropriate resources categorized by Common Core Standards for use in building
lessons for students.
2) VoiceThread will allow teachers to record instruction for students to listen to later at their own
pace and time. By using the multimedia hardware and software authoring capabilities built into
the student mobile learning device, teachers will also upload videos of themselves teaching a
topic or lesson to their classes Haiku page.
3) Automated identity and information integration between existing electronic resources remains
a critical component to enable teachers and administrators to use the technology with reduced
confusion, hassles, and down time.
4) The Illuminate Data Management System will continue to be used for automated analysis of
formative, summative, and benchmark assessments of students.
5) The AERIES Student Information System will continue to provide an operational student
information database compatible with state, federal, and grant reporting requirements.
6) In addition \email and phone communication, Blackboard Connect is used for emergency,
parent, and community communication.
Networking and Telecommunications Infrastructure Needed: A robust wired and wireless
LAN and WAN are required to support learning by any student anywhere at any time.
Specifically:
1) A dual radio 802.11n wireless access point will be placed in every classroom district wide to
support up to 60 active student mobile learning devices in each classroom. This will provide both
the density of wireless coverage needed and support roughly 2Mbps of access per device.
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July 1, 2013 - June 30, 2016
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2) The district will have two locations for Internet Access. The first location will initially be the
District Office, but will move to Tustin High School in the summer of 2013. The second location
will be at Heritage Elementary, but will move to Beckman High School in the summer of 2015.
Each location will have 1Gbps of Internet Access. Internet Access will be load balanced between
the two locations providing 2Gbps of capacity for all schools in the district to the Internet. Each
elementary school will have a 100Mbps connection that connects simultaneously to both
locations. Each middle and high school will have a 1Gbps connection that connects
simultaneously to both locations.
3) The District's existing Internet firewalls, internal service firewalls, service encryption using
public key cryptography, backup infrastructure, and virus protection will continue to provide
protection and data integrity. In addition, active malware protection, intrusion detection,
intrusion prevention, and network access control will be required in the presence of both bring
your own device and the large number of mobile student devices.
4) The district will continue to provide a content filtering and will apply that filtering to student
and staff devices even when off network.
5) With access to the cloud based Google Apps for Education, both students and teachers have
access to their work at home. With District licensing teachers are entitled to work at home with
all of the software they use at school.
6) Parents and the community can access school information from the district and school web
sites. Parents can also access the portals on Aeries, Illuminate, and Haiku.
7) E-Rate discounts are and will continue to be leveraged for eligible priority 1 and priority 2
services. CTF discounts will be leveraged for all eligible telecommunications services.
Physical Plant Modifications Needed: The only remaining physical plant modifications needed
in support of this plan are:
1) Generator, battery backup, and redundant cooling, and sufficient power at the two data center
locations. This is in process with estimated completion of the THS data center in summer 2013.
The completion of the BHS data center is expected summer 2015.
2) Wired drops to support an additional access point in 300 rooms at the secondary schools. This
is in process with estimated completion summer 2013.
3) Student Mobile Device charging carts for every 3 classrooms K-4 and a power strip with 8
student mobile device charging adapters for charging in each class room grades 5-12. Students
will primarily be charging their devices at home.
Technical Support Needed: With the 18,000 new student mobile learning devices and the
associated increase in dependence on technology for classroom instruction, technical support
needs are expected to increase dramatically. As a result, the following changes are being made:
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July 1, 2013 - June 30, 2016
Page 49
1) An Information System Specialist is being hired to provide support for the additional data
management and analysis needs.
2) A Technology Support Manager is being hired to ensure that schedule, manage, prioritize, and
train support resources. The technology support manager will prioritize problems based upon
scope and imminence of instructional, operational, and fiscal impact.
3) 5 Additional Computer Support Specialists are being hired to provide a full time second tier
support staff at each high school and a half time second tier support staff at each middle school.
4) 12 Computer Technicians working 5.95 hours per day are being hired to provide a half time
first tier technical support person at each middle school and a first tier technical support person at
each elementary school for 3 half days each week.
5) The Teacher Technology Task Force member at each school will also continue to be available
to provide technical assistance to the site.
6) As determined by the Technology Support Manager, the Computer Technician staff from the
6 middle schools will be dispatched to elementary schools where there is a need to resolve a
problem right away.
With this level of technical support instructional problems will be resolved with 2 hours. At high
and middle schools non instructional problems will be resolved within a day, and noninstructional problems at elementary schools will be resolved within 2 days.
5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure,
learning resources and technical support required to support the other plan components as
identified in Section 5b.
Year 1 Benchmark: By Jan 2014, 100% of grade K-4 students have access to a mobile
learning cart and 100% of grade 5-12 students have a take home mobile learning device.
Recommended Actions/Activities
Timeline
Hire Technology Coaches
By July
2013
Hire Additional Information and
By July
Technical Support Staff
2013
Device and cart evaluation and selection By July
2013
Preparation of Mobile Device
Management Solution
Device Purchase and Inventory
Tustin Unified
By July
2013
July 2013
Person(s) Responsible
Assistant Superintendent, Educational
Technology Coordinator
Director of Technology
Assistant Superintendent, Coordinator
Educational Technology, Director of
Technology
Director of Technology
Director of Purchasing, Director of
Technology
July 1, 2013 - June 30, 2016
Page 50
Review and where applicable renew
licensing and/or support on existing
software and hosted applications.
Complete WAN upgrades
By July
2013
By August
2013
Complete class room wireless upgrades By August
2013
Battery Backup in every IDF and MDF. By August
2013
Complete Tustin High School Data
By August
Center generator, power, cooling, server, 2013
and storage upgrades
Complete classroom instructional audio By August
visual technology upgrades
2013
Device preparation and imaging
By
September
2013
Purchase and deploy Voice Thread
By
September
2013
Power strip with 8 device chargers in
By October
each grade 5 - 12 class room.
2013
Cart Deployment, Check out devices to November
grade 5-12 students like textbooks
2013 - Jan
2014
Repair, replace, and purchase additional November
devices as needed.
2013 - June
2014
Collect devices at the end of the school June 2014
year, assess damage, assess fines
Director of Technology
Director of Technology
Director of Technology
Director of Technology
Director of Technology
Assistant Superintendent, Director of
Technology
Director of Technology
Director of Technology
Director of Technology
Director of Technology, Library
Supervisor
Director of Technology
Library Supervisor, Director of
Technology
Year 2 Benchmark: From July 2014 to June 2015, 100% of grade K-4 students will continue
have access to a mobile learning cart and 100% of grade 5-12 students will continue to have a
take home mobile learning device.
Recommended Actions/Activities
Timeline
Person(s) Responsible
Review and renew software licensing as
appropriate.
Use projected enrollment to assess
number of devices needed per school.
Restock spare device pool for start of
school year.
By July
2014
July 2014
Director of Technology
July 2014
Director of Technology
Tustin Unified
Director of Technology
July 1, 2013 - June 30, 2016
Page 51
Year 2 Benchmark: From July 2014 to June 2015, 100% of grade K-4 students will continue
have access to a mobile learning cart and 100% of grade 5-12 students will continue to have a
take home mobile learning device.
Recommended Actions/Activities
Timeline
Person(s) Responsible
Reimage devices
July 2014 August
2014
September
2014
September
2014 - June
2015
June 2015
Director of Technology
Check out devices to students like
textbooks.
Repair, replace, and purchase additional
devices as needed.
Check in devices, assess damage, and
assess fines.
Library Supervisor, Director of
Technology
Director of Technology
Library Supervisor, Director of
Technology
Year 3 Benchmark: From July 2015 to June 2016, 100% of grade K-4 students will continue
have access to a mobile learning cart and 100% of grade 5-12 students will continue to have a
take home mobile learning device.
Recommended Actions/Activities
Timeline
Person(s) Responsible
Review and renew software licensing as
appropriate.
Use projected enrollment to assess
number of devices needed per school.
Restock spare device pool for start of
school year.
Reimage devices
By July
2015
July 2015
Director of Technology
July 2015
Director of Technology
July 2015 August
2015
September
2015
September
2015 - Jun
2016
June 2016
Director of Technology
Check out devices to students like
textbooks.
Repair, replace, and purchase additional
devices as needed.
Check in devices, assess damage, and
assess fines.
Director of Technology
Library Services Supervisor, Director of
Technology
Director of Technology
Library Services Supervisor, Director of
Technology
5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks
and timeline of activities including roles and responsibilities.
Progress toward implementing the needed hardware, infrastructure, electronic learning resources,
and technical support will be monitored as follows:
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July 1, 2013 - June 30, 2016
Page 52
1) Assistant Superintendent, Educational Technology Coordinator, and Director of Technology
will monitor progress at their weekly technology meeting. The Purchasing Director and Library
Supervisor will attend as needed.
2) Assistant Superintendent will take a report of status into the Superintendent's Cabinet each
week.
3) Administrators will be informed about the status through the monthly management and
principals' meetings. Principals and management staff will keep their staff up to date.
4) Technology will be inventoried as it arrives. As failed devices are replaced they will be
removed from inventory and the replacements will be added to inventory.
The ongoing support and maintenance of will be monitored as follows:
1) The Technology Support Manager dispatches all technology support requests through the
helpdesk and will create weekly reports of technology support status. Recurrent problems will be
flagged for additional attention.
2) The capacity of the network and servers will be monitored by Cricket. The performance of the
network will be monitored by Smokeping. The availability of the network and servers will be
monitored by Nagios. Each system will alert the helpdesk to Coordinator of Educational
Technology, and Director of Technology adjusting resources and schedules as needed.
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July 1, 2013 - June 30, 2016
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6. Funding and Budget
6a. List of established and potential funding sources.
Established Funding Sources: The following funding sources are used to fund the plan:
1) The Tustin USD Measure S General Obligation bond is used to fund all technology hardware,
infrastructure, facilities costs, and staff dedicated to working on these components. This is
$35,000,000 over the next 5 years.
2) General Fund and Tier III flexible categorical funds are used to fund staff performing non
bond related work.
3) EIA is used to fund the 13 Digital Learning Coaches dedicated to helping teachers integrate
21st century equipment into their daily instruction.
4) Software licenses and subscriptions are purchased by K12 Ed Tech Voucher until 9/25/2013
and General Funds.
5) E-Rate is used to reimburse eligible priority 1 and 2 services including WAN circuits,
telephone lines, cell phones, and web hosting.
6) CTF reimburses eligible telecommunications services.
7) Community Facility District Funds are used to fund technology related facility construction at
school sites within the CFD.
Potential Funding Sources: The Assistant Superintendent, Director of Technology, and
Coordinator of Educational Technology are always seeking additional funding sources including
grants, such as CTAP, and rebates such as power utility rebates.
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July 1, 2013 - June 30, 2016
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6b. Estimate annual implementation costs for the term of the plan.
Item Description
Year 1
Year 2
Year 3
Funding Source
Including E-Rate
$300,000
$310,000
General Fund
$0
$0
EIA
1000-1999 Certificated Salaries
Assistant Superintendent $290,000
and Coordinator Education
Technology
Technology Coaches
$923,076
2000-2999 Classified Salaries
Technology Support Staff $950,000
Information Support Staff $370,000
$1,000,000 $1,050,000 General Fund, Tier III, and
Measure S
$375,000
$380,000
5000-5999 Other Services and Operating Expenses
VoIP Maintenance
$116,000
$116,000
$116,000
General Fund
Infrastructure Maintenance $36,000
$36,000
$36,000
Software, Licensing, Web $485,000
Hosting
$485,000
$485,000
Repairs/Maintenance
$50,000
$50,000
$50,000
General Fund, E-Rate
where applicable
General Fund, K12 Ed
Tech Voucher, E-Rate
where applicable
General Fund
Consultants
$78,000
$78,000
$78,000
General Fund
Other Services
$100,000
$100,000
$100,000
General Fund
Telecommunications
$900,000
$900,000
$900,000
General Fund, E-Rate
$13,819,145 $0
$0
Measure S
$978,000
$0
Measure S
6000-6999 Equipment
Student Mobile Learning
Devices
Wi-Fi Expansion
$0
Middle School Science
$420,000
$420,000
Lab Modernization
MDF and IDF Power and $1,450,000 $0
Cooling Upgrades
Data Center at Tustin High $1,200,000 $10,000
School
Tustin Unified
$420,000
$0
Measure S
$10,000
Measure S
July 1, 2013 - June 30, 2016
Page 55
Class room AV equity
$6,235,000 $0
$0
Measure S
MDF and IDF Battery
Backup
CTE Technology
$400,200
$0
$0
Measure S
$720,000
$720,000
$720,000
Measure S
Totals:
$29,520,421 $4,590,000 $4,655,000
6c. Describe the district's replacement policy for obsolete equipment.
For all of its technology, the district builds into the budget a life cycle that expects replacement
within a certain number of years. The following table summarizes the expected life cycle of
various technology components:
Item
Life Span
Notes
Desktop Computer
5 years
Possibly 7 years with memory upgrade
Laptop Computer
4 years
Possibly 6 years with memory upgrade
Tablet Computer
3 years
Possibly 5 years with battery replacement
Switch
5 years
Equipment fine, capacity not
Router
5 years
Equipment fine, processing not
Wireless Access Point 3 years
Server
5 years
Cheaper to replace in 5 years
SAN
5 years
Cheaper to replace in 5 years
Generator
20 years
Data Center UPS
20 years
AC
20 years
VoIP Phone
10 years
VoIP Gateway
5 years
Rack UPS
9 years
Projector
5 years
Tustin Unified
Battery replacement every 3 years
July 1, 2013 - June 30, 2016
Page 56
Item
Life Span
SMART Board
5 years
Eno Board
10 years
Document Camera
5 Years
Inkjet Printer
3 years
Laserjet Printer
5 years
Networked Copier
7 years
Crestron Control
20 years
Notes
For the student 1:1 mobile devices, battery replacement is budgeted for year 3.5 and device
replacement is budgeted beginning in year 5.
In general, the equipment replacement cycle works as follows. Each spring a report is generated
of equipment that needs to be replaced next year and the subsequent year from the inventory
management system. The equipment that needs to be replaced next year was already budgeted
for replacement or decided not to be replaced and that list is used just to check up on status. The
equipment that needs to be replaced 2 years from now needs to be worked into the budget 2 years
from now or chosen for non-replacement.
Finally, should the helpdesk reports show that a particular piece of equipment is unreliable; it is
selected for immediate replacement.
6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs
and new funding opportunities and to adjust budgets as necessary.
Technology budgeting has been integrated into the district general budgeting process. This
approval process includes first interim, second interim, approvals by county and state agencies,
and adoption by the local governing school board. The technology budget is monitored by the
Assistant Superintendent, the Director of Technology, the Coordinator of Educational
Technology review the budget at their weekly executive technology meeting. The Director of
Fiscal Services reviews budget spend down progress monthly to determine if it is on track with
expectations. In addition, specifically to track Measure S technology purposes a program called
Colbi accounting is being used that allows everyone listed to review status of technology budgets
by program, location, and funding source. Monthly IT budget planning and review meetings
have been scheduled and include the Assistant Superintendent, Chief Business Officer, Director
of Fiscal Services, and Director of Technology. The school board reviews budget as part of their
consent agenda each regular board meeting. The Assistant Superintendent and Chief Business
Officer take all budget issues including for Technology to the Superintendent's Cabinet. Finally,
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July 1, 2013 - June 30, 2016
Page 57
should funding fail to be available to proceed with the schedule of the technology plan, either
temporary funding replacement will be found or the schedule will be adjusted.
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July 1, 2013 - June 30, 2016
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7. Monitoring and Evaluation
7a. Describe the process for evaluating the plan's overall progress and impact on teaching and
learning.
The impact on student learning in the attainment of curriculum goals will be monitored by using
state testing data and District multiple measures data. The District multiple measures data
consists of the results of a variety of assessments collected during the year using Illuminate, our
online data management system. These assessments include, but are not limited to District
benchmarks in English language arts and mathematics. These same assessments, along with
information from state testing, are used to determine at-risk student and plan interventions to
help them meet curricular goals. The data is analyzed for all schools and can easily be used to
look at the impact of technology on programs and to determine how to assist students and
teachers in meeting District academic goals.
There is an Oversight Measure S Committee that monitors and evaluates the 1:1 initiative in
grades 5-12. The results will be reported to the Board of Trustees. This data will be used for
planning/supporting the use of technology to assist in areas where students are not meeting
curricular goals. The Executive Advisory Technology Committee will also use the information to
evaluate, plan and recommend programs or technologies targeted at specific areas of weakness to
school sites.
Information gathered from student achievement data will be used to assess the use of technology
integration in the District. Recommendations of successful practices will be shared with the
ETAC, Technology Task Force, District Office departments, site administrators, and site Digital
Literacy Coaches.
The District Educational Technology Survey results and District created professional
development evaluations will be shared with the ETAC committee each year. School site
trainings and coaching sessions will also be logged using sign-in sheets and evaluations that will
be monitored by the ETAC committee. ETAC will use this data to monitor progress and plan
future staff development offerings.
Annually, the ETAC committee and Technology Task Force members will meet to review the
data and make suggestions for revisions in the Plan. The District Technology Plan will be a
living document, so ongoing evaluation is very important in making the best decisions for 21st
century learning in the schools.
Information about the use of technology will be shared with the District Superintendent and the
Board of Trustees at the end of each school year. This information will also be presented to
principals at principal meetings during the year. Principals will annually review data about
technology integration at their school site and share with the site Task Force Representatives so
that modifications can be made to individual school technology plans for the next year. The
Information Technology Department will review data collected on computer repair, response to
Tustin Unified
July 1, 2013 - June 30, 2016
Page 59
technical issues, and training evaluations to analyze and improve department services to support
the schools each year.
7b. Schedule for evaluating the effect of plan implementation.
The ETAC committee will meet on a quarterly basis to review the data and indicators described
below and in the activities described within the plan to evaluate the effect of the plan
implementation. The following table shows the schedule for annually evaluating the effect of the
implementation plan.
Activities
Responsibility
2013-2014
2014-2015
1. Schools develop
Site Principals
Fall
Fall
a technology action Technology Task
plan to assist in the
Force
implementation of
Representative
the District
Technology Plan.
2. Use the TUSD
Educational
Spring
Spring
Technology Survey
Technology
completed by each
Coordinator
school site to assess
the use of
technology in
curriculum and use.
3. Analyze student
Educational
Fall, Winter,
Fall, Winter,
assessment data for
Technology
Spring
Spring
progress in meeting
Coordinator
District and state
curriculum goals
and relate to the use
of technology for
program
improvement.
4. Share results of
Coordinator of
Fall
Fall
student assessment
Assessment and
data analysis with
Accountability
principals, the
Board of Trustees
and District
Administrators
Tustin Unified
July 1, 2013 - June 30, 2016
2013-2016
Fall
Spring
Fall, Winter,
Spring
Fall
Page 60
Activities
Responsibility
2013-2014
5. Share technology
Educational
practices at
Technology
Technology Task
Coordinator
Force meetings,
PTA newsletters,
local newspapers,
and District and
school websites.
6. Track attendance
Educational
and gather
Technology
evaluation
Coordinator
information from
technology
trainings.
7. Publish the
Educational
District
Technology
Technology Plan
Coordinator
on the District
website.
8. Monitor
Director of
expenditures of
Information
technology funds
Technology
for adherence to the
District
Technology Plan.
9. Use data
Educational
presented from
Technology
Oversight Measure
Coordinator and
S Committee to
Executive Advisory
modify the District
Committee
Technology Plan
each year.
2014-2015
2013-2016
Fall, Winter,
Spring
Fall, Winter,
Spring
Fall, Winter,
Spring
Spring
Spring
Spring
Fall
Fall
Fall
Fall, Winter,
Spring
Fall, Winter,
Spring
Fall, Winter,
Spring
Spring
Spring
Spring
7c. Describe the process and frequency of communicating evaluation results to tech plan
stakeholders.
The progress on implementation of evaluation of the District Technology Plan will be reported
on at least an annual basis to the Superintendent, the Cabinet, Board of Trustees, and Executive
Technology Advisory Committee (ETAC). If requested, Principals and/or Technology Task
Force Representatives can review the evaluation results. If mid-course corrections need to be
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July 1, 2013 - June 30, 2016
Page 61
made, the ETAC committee will make recommendations since they will review quarterly reports.
The ETAC committee will also make recommendations to highlight success of 21st century best
practices in the 1:1 program in local newspapers, District and school websites, and District
meetings.
Annual Review of Goals Year One: 1. The Educational Technology Coordinator will present
quarterly reports to the ETAC committee on progress made toward the implementation of the
District Technology Plan.
2. The Executive Advisory Technology Committee will make recommendations on revision on
technology based on reports and the results of the District Technology Survey.
3. Share evaluation reports with Oversight Measure S Committee that supports 1:1 learning in
grades 6-12 to hear if there are recommendations on any revisions of the technology plan.
4. The Educational Technology Coordinator will present an annual written evaluation summary
(including revision recommendations) of the Technology Plan implementation to the
Superintendent, Board of Trustees, ETAC, Principals and Technology Task Force site
representatives.
Annual Review of Goals Year Two: 1. The Educational Technology Coordinator will present
quarterly reports to the ETAC committee on progress made toward the implementation of the
District Technology Plan.
2. The Executive Advisory Technology Committee will make recommendations on revision on
technology based on reports and the results of the District Technology Survey.
3. Share evaluation reports with Oversight Measure S Committee that supports 1:1 learning in
grades 6-12 to hear if there are recommendations on any revisions of the technology plan.
4. The Educational Technology Coordinator will present an annual written evaluation summary
(including revision recommendations) of the Technology Plan implementation to the
Superintendent, Board of Trustees, ETAC, Principals and Technology Task Force site
representatives.
Annual Review of Goals Year Three: 1. The Educational Technology Coordinator will present
quarterly reports to the ETAC committee on progress made toward the implementation of the
District Technology Plan.
2. The Executive Advisory Technology Committee will make recommendations on revision on
technology based on reports and the results of the District Technology Survey.
3. Share evaluation reports with Oversight Measure S Committee that supports 1:1 learning in
grades 6-12 to hear if there are recommendations on any revisions of the technology plan.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 62
4. The Educational Technology Coordinator will present an annual written evaluation summary
(including revision recommendations) of the Technology Plan implementation to the
Superintendent, Board of Trustees, ETAC, Principals and Technology Task Force site
representatives.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 63
8. Collaborative Strategies with Adult Literacy Providers
Sycamore/Adult Tustin School offers local resident adults an opportunity to receive a high
school diploma. These free classes are open to TUSD students who are at least sixteen years old
and were unable to complete their education at a TUSD high school. Tustin Adult School
provides citizens within the community to complete all curriculums necessary to receive a high
school diploma. The school also provides California High School Exit Exam (CAHSEE)
remediation classes for core content areas. Tustin Adult School also partners with Calworks who
helps to assist these adults with career guidance, hands-on training, and job placement assistance
to help ensure technical skills for college and career readiness.
Santiago Community College and Irvine Valley Community College offer Adult Literacy
Courses to adults in our community. Eligibility requirements are that participants be eighteen
years old. Courses provide development in listening, speaking, reading and writing English
within the context of content areas that include reading, writing, math and history.
The District continues to explore the possibilities of expanding opportunities that develop adult
literacy skills. The District will continue to work closely with Santiago Community College and
Irvine Valley Community College, school libraries, public libraries, and schools to assess and
determine the needs of the adults in the community.
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July 1, 2013 - June 30, 2016
Page 64
9. Effective, Researched-Based Methods and Strategies
9a. Summarize the relevant research and describe how it supports the plan's curricular and
professional development goals.
The Tustin Unified School District (TUSD) supports educational reform in education and beyond
by enhancing opportunities for students through increased access to resources from anywhere at
any time. Technology is a critical element in the tools used by district teachers and
administrators to increase student achievement. TUSD has designed the technology plan to
disseminate successful research-based methods and strategies.
A large percentage of the research supporting the goals and strategies outlined in this technology
plan comes from the National Education Technology Plan released by the U.S Department of
Education in 2010. The plan identifies the components needed in order to successfully provide
the infrastructure and skills required to enhance 21st century learning experiences for both
teachers and students:
Learning: Engage and Empower
The model of learning described in this plan calls for engaging and empowering learning
experiences for all learners. The model asks that we focus what and how we teach to match what
people need to know, how they learn, where and when they will learn, and who needs to learn. It
brings state-of-the art technology into learning to enable, motivate, and inspire all students,
regardless of background, languages, or disabilities, to achieve. It leverages the power of
technology to provide personalized learning and to enable continuous and lifelong learning
(Bransford 2006).
Assessment: Measure What Matters
The model of learning requires new and better ways to measure what matters, diagnose strengths
and weaknesses in the course of learning when there is still time to improve student performance,
and involve multiple stakeholders in the process of designing, conducting, and using assessment.
In all these activities, technology-based assessments can provide data to drive decisions on the
basis of what is best for each and every student and that, in aggregate, will lead to continuous
improvement across our entire education system (Black and William 1998).
Infrastructure: Access and Enable
An essential component of the learning model is a comprehensive infrastructure for learning that
provides every student, educator, and level of our education system with the resources they need
when and where they are needed. The underlying principle is that infrastructure includes people,
processes, learning resources, policies, and sustainable models for continuous improvement in
addition to broadband connectivity, servers, software, management systems, and administration
tools. Building this infrastructure is a far-reaching project that will demand concerted and
coordinated effort (Rose and Meyer 2002).
Tustin Unified
July 1, 2013 - June 30, 2016
Page 65
Productivity: Redesign and Transform
To achieve our goal of transforming American education, we must rethink basic assumptions and
redesign our education system. We must apply technology to implement personalized learning
and ensure that students are making appropriate progress through our P–12 system so they
graduate. .
Each one of the sections mention in the National Technology Plan helped shape our Educational
Technology goals for teachers and students. It also assisted in guiding our Professional
Development Plan and the prioritization of our infrastructure projects.
Our Technology Plan is further substantiated through the research done via the Horizon Report.
The Horizon Report series are the most visible outcome of the New Media Consortium’s
Horizon Project, an ongoing research effort established in 2002 that identifies and describes
emerging technologies likely to have a large impact on teaching, learning, research, or creative
expression within education around the globe. It then identifies estimated timelines for each of
the technologies discussed. Two relevant areas discussed in The Horizon Report are that of
Collaborative Environments and Mobile Devices. The timeline given by the Report for
implementation is one year or less for Collaborative Environments and two – three years for
mobile devices.
Mobile Devices
Mobiles continue to merit close attention as an emerging technology for teaching and learning.
The devices available today are multi-functional and robust, but the story of mobiles is no longer
solely about the devices we carry. Mobiles can be phones, iPads, or similar "always-connected"
devices that are doorways to the content and social tapestries of the network, and they open with
just a touch. The 2010 Horizon Report placed mobile computing on the near term horizon, with
an emphasis on the wide range of activities that are now possible using mobile devices. This
year, mobiles are here because so many people use them as their first choice for accessing
networked resources. The impact of mobiles is being felt in every part of the globe and by more
people than ever before. Active mobile accounts continue to grow dramatically, and the
supporting infrastructure continues to expand both in urban and remote areas. Research shows
that 1:1 mobile computing improves student learning (Berry and Wintle 2009).
Collaborative Environments
Collaborative environments are online spaces where the focus is on making it easy to collaborate
and work in groups, no matter where the participants may be. As the typical educator’s network
of contacts has grown to include colleagues who might live and work across the country, or
anywhere on the globe, it has become common for people who are not physically located near
each other to collaborate on projects. In classrooms as well, joint projects with students at other
schools or in other countries are more and more commonplace as strategies to expose learners to
a variety of perspectives. Collaborative environments can be off-the-shelf or assembled from a
wide variety of simple, free tools; the key is the interactions they enable, not the technologies
they include.
Our Technology Plan includes, via our infrastructure section, a robust wireless environment for
each of our schools to support 1:1 learning in grades 5-12. This will provide the increased level
Tustin Unified
July 1, 2013 - June 30, 2016
Page 66
of access to online resources by both teachers and students. This will also help support our
collaborative environments at the school level and across the District.
Another document researched for the plan includes the "Summary of Research for Students
Come First." It discusses the use of mobile devices in a 1:1 setting toward increasing access to
content and tools, as well as individualizing instruction for all students. There is now ample
research on this topic with substantial variations on the actual tool used and whether or not
student can take the devices home (Silvernail, David L. and Aaron K. Gritter 2007).
Research shows mobile computing devices in the classroom can help raise student achievement.
These states and large school districts have seen great success in giving students laptops, or other
devices, to use in the classroom. In Maine, research has shown the state’s 1:1 laptop program has
helped to: (1) advance students’ writing scores, (2) challenge and engage students in science
class, (3) and improve students’ problem solving skills (Silvernail, David L. and Aaron K. Gritter
2007).
While most of these studies focus on the standardized student achievement as their measure of
success, others are attempting to quantify the impact these 1:1 environments are providing for
students and teachers. Other impacts include student engagement, motivation, attendance, and
relevancy to the curriculum. These are areas that we will be studying locally through our own
action research to help monitor our progress and establish our next steps.
The skills needed for students to be successful in the 21st Century have been well documented
by many organizations (Partnership for 21st Century Skills, Apple, and International Society for
Technology in Education). What is consistent with all of these studies is the need to nurture and
mature these specific 21st Century skills that provide the foundation for students at school and,
ultimately, in the workplace. The following list of 21st Century Skills is provided by the
Partnership for 21st Century Skills:
Learning and Innovation Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Information, Media and Technology Skills
Information Literacy
Media Literacy
ICT Literacy
Life and Career Skills
Flexibility and Adaptability
Initiative and Self- Direction
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July 1, 2013 - June 30, 2016
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Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
It is critical that these skills are embedded and strategically planned within the curriculum and
instruction rather than in isolation. Equally as important is a system of monitoring and assessing
the implementation and application of these skills. Providing settings that encourage and fosters
these skills, such as Project Based Learning, has demonstrated significant academic success:
There is forty years of accumulated evidence that the instructional strategies and procedures that
make up standards-focused Project Based Learning (PBL) are effective in building deep content
understanding, raising academic achievement and encouraging student motivation to learn
(Capon and Kuhn 2004).
•
•
•
•
•
•
•
Be more effective than traditional instruction in increasing academic achievement on
annual state-administered assessment tests.
Be more effective than traditional instruction for teaching mathematics, economics,
science, social science, clinical medical skills, and for careers in the allied health
occupations and teaching.
Be more effective than traditional instruction for long-term retention, skill development
and satisfaction of students and teachers.
Be more effective than traditional instruction for preparing students to integrate and
explain concepts.
Improve students’ mastery of 21st-century skills.
Be especially effective with lower-achieving students.
Provide an effective model for whole school reform.
Equally as important for students to learn 21st century skills, is the need for our teachers to
receive instruction on how utilize the available technology tools to effectively enhance and
individual the instruction with their students.
If students are to be prepared for these future challenges, schools and districts must recognize
that teachers need to expand their skill set and receive training and support to infuse those new
skills into the classroom. Teachers not only have to teach traditional subjects in new ways that
acknowledge our digital future, they also have to introduce topics that they may not be familiar
with and have never taught before. Likewise, district and state administrators must recognize that
teacher professional development should be a part of a comprehensive emphasis on 21st century
skills, including updates to standards and assessments.
Having a clear vision and ensuring that our technology tools and resources are in line with our
academic goals provides a road map for both professional development for our teachers and our
instructional plan for our students.
Research References
Berry, A. M., and S. E. Wintle. 2009. Using laptops to facilitate middle school science learning:
The results of hard fun. Gorham, ME: Maine Education Policy Research Institute.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 68
Black, P., and D. Wiliam. 1998. Inside the black box: Raising standards through classroom
assessment. London: King’s College.
Bransford, J. D., B. Barron, R. Pea, A. Meltzoff, P. Kuhl, P. Bell, R. Stevens, D. Schwartz, N.
Vye, B. Reeves, J. Roschelle, and N. Sabelli. 2006. Foundations and opportunities for an
interdisciplinary science of learning. In Cambridge handbook of the learning sciences, ed. K.
Sawyer, 19–34. New York: Cambridge University Press
Capon, N., and Kuhn D. 2004. What’s so good about problem-based learning? Cognition and
Instruction, 22, 61-79.
Rose, D. H., and A. Meyer. 2002. Teaching every student in the digital age: Universal Design
for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Silvernail, D. L., and Gritter, A. K. 2007. Maine’s Middle School Laptop Program: Creating
Better Writers. University of Southern Maine.
Apple Classroom of Tomorrow - Today Learning in the 21st Century. 2008. - Available: http://www.apple.com/education/docs/Apple-ACOT2Whitepaper.pdf
New Media Consortium. 2010. The Horizon Report K12 Edition - Available: http://wp.nmc.org/horizon-k12-2010/
ISTE. 2010. International Society for Technology in Education Teacher, Student, and Coach
Standards - Available: - http://www.iste.org/standards
U.S. Department of Education. 2010. National Education Technology Plan 2010 - Available: http://www.ed.gov/technology/netp-2010
National Education Association. 2010. Research Spotlight on Project Based Learning Available: - http://www.nea.org/tools/16963.htm
The Partnership for 21st Century Skills. 2011. Framework for 21st Century Learning - Available:
- http://www.p21.org/
Bebell, D. & O'Dwyer, L.M. 2010. Educational Outcomes and Research from 1:1 Computing
Settings. Journal of Technology, Learning and Assessment, 9 (1)- Available: - http://jtla.org
Tustin Unified
July 1, 2013 - June 30, 2016
Page 69
9b. Describe the district's plans to use technology to extend or supplement the district's
curriculum with rigorous academic courses and curricula, including distance-learning
technologies.
Technology use in the Tustin Unified School District supports the Common Core State Standards
and provides an opportunity to extend the curriculum beyond the classroom walls. Technologies
used to assist in the delivery of academic content include: District adopted web-based resources,
streaming video, online learning classes, and virtual field trips. Each of these technologies is
used to extend or supplement the District's curriculum in meeting the Common Core Standards.
Web-Based Resources
Web-based programs provide current information and are updated frequently without the student
or teacher installing new software. All of our schools have internet connections and wireless
access to every District programs which includes: Aeries (ABI), Haiku, Illuminate, Discovery
Education, Google Applications, ABC-Clio, Britannica Online, PDExpress, and Destiny. The
Technology Task Force, Digital Learning Coaches, teachers, administrators, and Educational
Services Departments will continue to research and evaluate model web-based programs to
support 21st century instruction.
Streaming Video
All TUSD teachers and students have access to Discovery Education, an internet-based
educational streaming video subscription service correlated to Common Core State Standards
(http://www.discoveryeducation.com/). Discovery has a database of videos that can be searched
by keyword or Common Core State Standards. Each search produces a listing of videos, images,
simulations and audio files that meet CCSS. Each full-length video is broken into instructional
segments. The segments can be streamed or downloaded to the teacher's computer for use at
anytime. Teachers can also create assignments and quizzes for students to complete. Membership
includes right to save the clips in the Haiku Learning Management System.
Online Classes
Currently, TUSD offers students an opportunity to take an online Geography course to gain
credit over summer. The District hopes to expand more online courses for high school students
based upon the Common Core State Standards. The District participates in an Online Learning
Cohort organized by the Orange County Department of Education to learn more about online
courses, development and laws governing the course offering. With District wide use on the
Haiku Learning Management System, it seems that our District is very close to deploying more
online course opportunities for our students.
Virtual Field Trips
Virtual field trips are also a way to use technology for core content delivery. Students are able to
engage in rich experiences virtually through the use of videoconferencing, podcasts, iPad Apps,
and educational web sites with interactive exhibits.
Tustin Unified
July 1, 2013 - June 30, 2016
Page 70
Appendix C - Criteria for EETT Technology Plans
(Completed Appendix C is REQUIRED in a technology plan)
In order to be approved, a technology plan needs to "Adequately Addressed" each of the
following criteria:
• For corresponding EETT Requirements, see the EETT Technology Plan Requirements
(Appendix D).
• Include this form (Appendix C) with “Page in District Plan” completed at the end of your
technology plan.
1. PLAN DURATION
CRITERION
Page in
District
Plan
The plan should guide the 1
district's use of education
technology for the next
three to five years. (For a
new plan, can include
technology plan
development in the first
year)
2. STAKEHOLDERS
CRITERION
Corresponding EETT
Requirement(s): 7 and 11
(Appendix D).
Description of how a
variety of stakeholders
from within the school
district and the
community-at-large
participated in the
planning process.
Tustin Unified
Page in
District
Plan
2
Example of Adequately
Addressed
Example of Not
Adequately Addressed
The technology plan
The plan is less than three
describes the districts use years or more than five
of education technology for years in length.
the next three to five years.
(For new plan, description Plan duration is 2008-11.
of technology plan
development in the first
year is acceptable). Specific
start and end dates are
recorded (7/1/xx to
6/30/xx).
Example of Adequately
Example of Not
Addressed
Adequately Addressed
The planning team
Little evidence is included
consisted of representatives that shows that the district
who will implement the
actively sought
plan. If a variety of
participation from a variety
stakeholders did not assist of stakeholders.
with the development of the
plan, a description of why
they were not involved is
included.
July 1, 2013 - June 30, 2016
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3. CURRICULUM
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 1, 2, 3, 8,
10, and 12 (Appendix D).
a. Description of teachers'
and students' current
access to technology tools
both during the school
day and outside of school
hours.
Page in
District
Plan
Example of Adequately
Addressed
5
The plan describes the
technology access available
in the classrooms,
library/media centers, or
labs for all students and
teachers.
8
b. Description of the
district's current use of
hardware and software to
support teaching and
learning.
9
c. Summary of the
district's curricular goals
that are supported by this
tech plan.
d. List of clear goals,
measurable objectives,
annual benchmarks, and
an implementation plan
for using technology to
improve teaching and
learning by supporting
the district curricular
goals.
Tustin Unified
11
Example of Not
Adequately Addressed
The plan explains
technology access in terms
of a student-to-computer
ratio, but does not explain
where access is available,
who has access, and when
various students and
teachers can use the
technology.
The plan describes the
The plan cites district
typical frequency and type policy regarding use of
technology, but provides no
of use (technology
information about its actual
skills/information and
literacy integrated into the use.
curriculum).
The plan summarizes the The plan does not
district's curricular goals
summarize district
that are supported by the
curricular goals.
plan and referenced in
district document(s).
The plan delineates clear
The plan suggests how
goals, measurable
technology will be used,
objectives, annual
but is not specific enough
benchmarks, and a clear
to know what action needs
implementation plan for
to be taken to accomplish
using technology to support the goals.
the district's curriculum
goals and academic content
standards to improve
learning.
July 1, 2013 - June 30, 2016
Page 72
17
e. List of clear goals,
measurable objectives,
annual benchmarks, and
an implementation plan
detailing how and when
students will acquire the
technology skills and
information literacy skills
needed to succeed in the
classroom and the
workplace.
20
f. List of goals and an
implementation plan that
describe how the district
will address the
appropriate and ethical
use of information
technology in the
classroom so that students
and teachers can
distinguish lawful from
unlawful uses of
copyrighted works,
including the following
topics: the concept and
purpose of both copyright
and fair use;
distinguishing lawful
from unlawful
downloading and
peer-to-peer file sharing;
and avoiding plagiarism
22
g. List of goals and an
implementation plan that
describe how the district
will address Internet
safety, including how
students and teachers will
be trained to protect
online privacy and avoid
online predators.
Tustin Unified
The plan delineates clear
goals, measurable
objectives, annual
benchmarks, and an
implementation plan
detailing how and when
students will acquire
technology skills and
information literacy skills.
The plan suggests how
students will acquire
technology skills, but is not
specific enough to
determine what action
needs to be taken to
accomplish the goals.
The plan describes or
delineates clear goals
outlining how students and
teachers will learn about
the concept, purpose, and
significance of the ethical
use of information
technology including
copyright, fair use,
plagiarism and the
implications of illegal file
sharing and/or
downloading.
The plan suggests that
students and teachers will
be educated in the ethical
use of the Internet, but is
not specific enough to
determine what actions will
be taken to accomplish the
goals.
The plan describes or
delineates clear goals
outlining how students and
teachers will be educated
about Internet safety.
The plan suggests Internet
safety education but is not
specific enough to
determine what actions will
be taken to accomplish the
goals of educating students
and teachers about internet
safety.
July 1, 2013 - June 30, 2016
Page 73
h. Description of or goals
about the district policy
or practices that ensure
equitable technology
access for all students.
24
25
i. List of clear goals,
measurable objectives,
annual benchmarks, and
an implementation plan
to use technology to make
student record keeping
and assessment more
efficient and supportive of
teachers' efforts to meet
individual student
academic needs.
27
j. List of clear goals,
measurable objectives,
annual benchmarks, and
an implementation plan
to use technology to
improve two-way
communication between
home and school.
k. Describe the process
that will be used to
monitor the Curricular
Component (Section
3d-3j) goals, objectives,
benchmarks, and planned
implementation activities
including roles and
responsibilities.
4. PROFESSIONAL
DEVELOPMENT
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 5 and 12
(Appendix D).
Tustin Unified
29
Page in
District
Plan
The plan describes the
policy or delineates clear
goals and measurable
objectives about the policy
or practices that ensure
equitable technology access
for all students. The policy
or practices clearly support
accomplishing the plan's
goals.
The plan delineates clear
goals, measurable
objectives, annual
benchmarks, and an
implementation plan for
using technology to support
the district's student
record-keeping and
assessment efforts.
The plan does not describe
policies or goals that result
in equitable technology
access for all students.
Suggests how technology
will be used, but is not
specific enough to know
what action needs to be
taken to accomplish the
goals.
The plan suggests how
technology will be used,
but is not specific enough
to know what action needs
to be taken to accomplish
the goals.
The plan delineates clear
goals, measurable
objectives, annual
benchmarks, and an
implementation plan for
using technology to
improve two-way
communication between
home and school.
The monitoring process,
roles, and responsibilities
are described in sufficient
detail.
The plan suggests how
technology will be used,
but is not specific enough
to know what action needs
to be taken to accomplish
the goals.
Example of Adequately
Addressed
Example of Not
Adequately Addressed
July 1, 2013 - June 30, 2016
The monitoring process
either is absent, or lacks
detail regarding procedures,
roles, and responsibilities.
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30
a. Summary of the
teachers' and
administrators' current
technology proficiency
and integration skills and
needs for professional
development.
32
b. List of clear goals,
measurable objectives,
annual benchmarks, and
an implementation plan
for providing professional
development
opportunities based on
your district needs
assessment data (4a) and
the Curriculum
Component objectives
(Sections 3d - 3j) of the
plan.
43
c. Describe the process
that will be used to
monitor the Professional
Development (Section 4b)
goals, objectives,
benchmarks, and planned
implementation activities
including roles and
responsibilities.
5. INFRASTRUCTURE, Page in
HARDWARE,
District
TECHNICAL SUPPORT, Plan
AND SOFTWARE
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 6 and 12
(Appendix D).
Tustin Unified
The plan provides a clear
summary of the teachers'
and administrators' current
technology proficiency and
integration skills and needs
for professional
development. The findings
are summarized in the plan
by discrete skills that
include Commission on
Teacher Credentialing
(CTC) Standard 9 and 16
proficiencies.
The plan delineates clear
goals, measurable
objectives, annual
benchmarks, and an
implementation plan for
providing teachers and
administrators with
sustained, ongoing
professional development
necessary to reach the
Curriculum Component
objectives (sections 3d - 3j)
of the plan.
The monitoring process,
roles, and responsibilities
are described in sufficient
detail.
Description of current level
of staff expertise is too
general or relates only to a
limited segment of the
district's teachers and
administrators in the focus
areas or does not relate to
the focus areas, i.e., only
the fourth grade teachers
when grades four to eight
are the focus grade levels.
Example of Adequately
Addressed
Example of Not
Adequately Addressed
July 1, 2013 - June 30, 2016
The plan speaks only
generally of professional
development and is not
specific enough to ensure
that teachers and
administrators will have the
necessary training to
implement the Curriculum
Component.
The monitoring process
either is absent, or lacks
detail regarding who is
responsible and what is
expected.
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45
a. Describe the existing
hardware, Internet
access, electronic learning
resources, and technical
support already in the
district that will be used
to support the
Curriculum and
Professional Development
Components (Sections 3
& 4) of the plan.
b. Describe the technology 47
hardware, electronic
learning resources,
networking and
telecommunications
infrastructure, physical
plant modifications, and
technical support needed
by the district's teachers,
students, and
administrators to support
the activities in the
Curriculum and
Professional Development
components of the plan.
50
c. List of clear annual
benchmarks and a
timeline for obtaining the
hardware, infrastructure,
learning resources and
technical support
required to support the
other plan components
identified in Section 5b.
52
d. Describe the process
that will be used to
monitor Section 5b & the
annual benchmarks and
timeline of activities
including roles and
responsibilities.
Tustin Unified
The plan clearly
summarizes the existing
technology hardware,
electronic learning
resources, networking and
telecommunication
infrastructure, and technical
support to support the
implementation of the
Curriculum and
Professional Development
Components.
The plan provides a clear
summary and list of the
technology hardware,
electronic learning
resources, networking and
telecommunications
infrastructure, physical
plant modifications, and
technical support the
district will need to support
the implementation of the
district's Curriculum and
Professional Development
components.
The inventory of equipment
is so general that it is
difficult to determine what
must be acquired to
implement the Curriculum
and Professional
Development Components.
The summary of current
technical support is missing
or lacks sufficient detail.
The monitoring process,
roles, and responsibilities
are described in sufficient
detail.
The monitoring process
either is absent, or lacks
detail regarding who is
responsible and what is
expected.
The plan includes a
description or list of
hardware, infrastructure,
and other technology
necessary to implement the
plan, but there doesn't seem
to be any real relationship
between the activities in the
Curriculum and
Professional Development
Components and the listed
equipment. Future technical
support needs have not
been addressed or do not
relate to the needs of the
Curriculum and
Professional Development
Components.
The annual benchmarks and The annual benchmarks and
timeline are specific and
timeline are either absent or
realistic. Teachers and
so vague that it would be
administrators
difficult to determine what
implementing the plan can needs to be acquired or
easily discern what needs to repurposed, by whom, and
be acquired or repurposed, when.
by whom, and when.
July 1, 2013 - June 30, 2016
Page 76
6. FUNDING AND
BUDGET COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 7 & 13,
(Appendix D)
a. List established and
potential funding sources.
Page in
District
Plan
Example of Adequately
Addressed
Example of Not
Adequately Addressed
54
b. Estimate annual
implementation costs for
the term of the plan.
55
Resources to implement the
plan are not clearly
identified or are so general
as to be useless.
Cost estimates are
unrealistic, lacking, or are
not sufficiently detailed to
determine if the total cost
of ownership is addressed.
c. Describe the district's
replacement policy for
obsolete equipment.
56
d. Describe the process
that will be used to
monitor Ed Tech funding,
implementation costs and
new funding
opportunities and to
adjust budgets as
necessary.
7. MONITORING AND
EVALUATION
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 11
(Appendix D).
57
The plan clearly describes
resources that are available
or could be obtained to
implement the plan.
Cost estimates are
reasonable and address the
total cost of ownership,
including the costs to
implement the curricular,
professional development,
infrastructure, hardware,
technical support, and
electronic learning resource
needs identified in the plan.
Plan recognizes that
equipment will need to be
replaced and outlines a
realistic replacement plan
that will support the
Curriculum and
Professional Development
Components.
The monitoring process,
roles, and responsibilities
are described in sufficient
detail.
Example of Adequately
Addressed
Example of Not
Adequately Addressed
Tustin Unified
Page in
District
Plan
July 1, 2013 - June 30, 2016
Replacement policy is
either missing or vague. It
is not clear that the
replacement policy could
be implemented.
The monitoring process
either is absent, or lacks
detail regarding who is
responsible and what is
expected.
Page 77
a. Describe the process for 259
evaluating the plan's
overall progress and
impact on teaching and
learning.
b. Schedule for evaluating 60
the effect of plan
implementation.
c. Describe the process
and frequency of
communicating
evaluation results to tech
plan stakeholders.
61
8. EFFECTIVE
Page in
COLLABORATIVE
District
STRATEGIES WITH
Plan
ADULT LITERACY
PROVIDERS TO
MAXIMIZE THE USE
OF TECHNOLOGY
CRITERION
Corresponding EETT
Requirement(s): 11
(Appendix D).
64
If the district has
identified adult literacy
providers, describe how
the program will be
developed in
collaboration with them.
(If no adult literacy
providers are indicated,
describe the process used
to identify adult literacy
providers or potential
future outreach efforts.)
Tustin Unified
The plan describes the
No provision for an
process for evaluation using evaluation is included in
the goals and benchmarks the plan. How success is
of each component as the determined is not defined.
indicators of success.
The evaluation is defined,
but the process to conduct
the evaluation is missing.
Evaluation timeline is
The evaluation timeline is
specific and realistic.
not included or indicates an
expectation of unrealistic
results that does not support
the continued
implementation of the plan.
The plan describes the
The plan does not provide a
process and frequency of process for using the
communicating evaluation monitoring and evaluation
results to tech plan
results to improve the plan
stakeholders.
and/or disseminate the
findings.
Example of Adequately
Example of Not
Addressed
Adequately Addressed
The plan explains how the There is no evidence that
program will be developed the plan has been, or will be
in collaboration with adult developed in collaboration
literacy providers. Planning with adult literacy service
providers, to maximize the
included or will include
use of technology.
consideration of
collaborative strategies and
other funding resources to
maximize the use of
technology. If no adult
literacy providers are
indicated, the plan
describes the process used
to identify adult literacy
providers or potential future
outreach efforts.
July 1, 2013 - June 30, 2016
Page 78
9. EFFECTIVE,
Page in
RESEARCHED-BASED District
METHODS,
Plan
STRATEGIES, AND
CRITERIA
Corresponding EETT
Requirement(s): 4 and 9
(Appendix D).
a. Summarize the relevant 65
research and describe
how it supports the plan's
curricular and
professional development
goals.
b. Describe the district's 70
plans to use technology to
extend or supplement the
district's curriculum with
rigorous academic
courses and curricula,
including
distance-learning
technologies.
Tustin Unified
Example of Adequately
Addressed
Example of Not
Adequately Addressed
The plan describes the
The description of the
relevant research behind the research behind the plan's
plan's design for strategies design for strategies and/or
and/or methods selected.
methods selected is unclear
or missing.
The plan describes the
process the district will use
to extend or supplement the
district's curriculum with
rigorous academic courses
and curricula, including
distance-learning
opportunities (particularly
in areas that would not
otherwise have access to
such courses or curricula
due to geographical
distances or insufficient
resources).
July 1, 2013 - June 30, 2016
There is no plan to use
technology to extend or
supplement the district's
curriculum offerings.
Page 79
Appendix J - Technology Plan Contact Information
(Required)
Education Technology Plan Review System (ETPRS)
Contact Information
County & District Code:
30 - 73643
School Code (Direct-funded charters only):
LEA Name:
Tustin Unified
*Salutation:
Mrs.
*First Name:
Deena
*Last Name:
Vela
*Job Title:
Coordinator of Educational Technology
*Address:
300 South C St.
*City:
Tustin
*Zip Code:
92780-3633
*Telephone:
714-730-7301
Fax:
(714) 731-5399
*E-mail:
dvela@tustin.k12.ca.us
Please provide backup contact information.
1st Backup Name:
Jeremy Powell
E-mail:
jpowell@tustin.k12.ca.us
2nd Backup Name:
Alex Rojas
E-mail:
arojas@tustin.k12.ca.us
* Required information in the ETPRS
Tustin Unified
July 1, 2013 - June 30, 2016
Page 80