Tech+Plan+(draft)+Curriculum

//Because the other four components of the Technology Plan arise from and support the Curriculum component, develop this component first and obtain stakeholder agreement on it prior to proceeding with the rest of the Technology Plan.//
 * 3. CURRICULUM COMPONENT **


 * __ 3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. __**

//The plan describes the technology access **currently** available in the classrooms, library/media centers, or labs for all students, including special education, GATE, English Language Learners, etc., both during and after school hours. This section should include a description of who has access, where technology tools are located (library media center, classroom, labs, etc.), and when various students and teachers can use the technology.//

All faculty, students and staff have access to a fully networked computer system at JSHS. Their secured personal account provides each member of the learning community both privacy and storage space for documents, images, etc. Logging in to a school network also offers the user Internet access, use of a suite of Microsoft Office tools and other programs, and printing capability on one of our networked printers. The programs available for students include the 2003 version of Microsoft Word, PowerPoint and Excel, Microsoft Moviemaker, Audacity, Dreamweaver, and Micro type Pro. Faculty and staff have Outlook accounts for school communication, have the ability to manage their own course pages on the school web site and use PCR Educator for course and classroom management. A school-wide wireless system is available for all Serra community members starting January 2010. This wireless will allow access to the Internet for personal computing devices, but does not allow network access. Each classroom is equipped with a desktop computer connected to a document camera, VCR/DVD player, speakers and a mounted LCD projector which can be controlled remotely. Department offices each have 3-4 networked desktop computers and a faculty media center offers access to two additional computers, a regular and color printer and a scanner. Most administrators and staff members have a networked computer at their desk. A computer lab is equipped with 32 networked computers and two printers. This lab is used throughout the day to teach basic and advanced computer literacy classes, Virtual Enterprise and computer programming. Three mobile laptop carts are available for teachers to use with students in the classrooms. Each cart contains 16 laptops, a wireless router, and a printer. Teachers can checkout one or two carts depending on student needs. Students have access to computers and a printer in the library before, during and after school. There are 32 networked desktop computers and one printer. There are also a few computers available for student use in science laboratories and the college and career center. Students, faculty and staff have both on and off campus access to the school website, PCR and the library electronic resources.


 * __ 3b. Description of the district’s current use of hardware and software to support teaching and learning. __**

//The plan describes the typical frequency and type of use. How are teachers and students using technology in the district (technology skills, information literacy skills, curriculum integration)? What technology tools are currently being used (computers, devices, software, etc)? How is technology use supporting teaching and learning? Generalize the descriptions by type of school and/or academic subject.//

Computer Literacy: Each incoming freshman is required to complete an Introduction to Computer Literacy semester-long course. This course provides them with basic computer skills including the use Word, Power Point and Excel. This class insures that all freshmen have the same basic skills needed to be successful in their coursework at JSHS. PCR Educator: JSHS uses the program PCR Educator for student and course management. The program manages student attendance and assessment. Teachers post class assignments and students can access both a calendar of assignment due dates and the grades received for each assignment. Teachers are asked to post assignments in a timely basis and students are expected to use PCR to check on course assignments and track their progress throughout the school year. Through PCR, teachers can also view student information, and send out group emails to their students and/or parents, when necessary. Parents are also given access to their student’s records which include progress reports and report cards. Parents are also able to sign up for parent-teacher conferences through PCR. All Classes: The faculty uses the classroom computers daily for teaching as well as attendance and record keeping. Lecture notes and other course information is provided on power points; videos are viewed either through use of the DVD player or played directly off the computer, and Internet information is viewed as well. Recently, document cameras were installed in the remaining classrooms that didn’t have them and are being used in many classes. Three classrooms have been equipped with SmartBoard technology. Newspaper, Yearbook: Both groups have computers and the software needed for their purposes. Yearbook editors use Adobe InDesign CS4. Newspaper also uses Adobe InDesign and Photoshop Elements. Theology and History: These two departments make significant use of the mobile laptop carts. The carts provide 1:1 student to computer access. The student access the Internet to research either through the school’s subscription databases or the web. The students sometimes work collaboratively on presentations and they work individually to research, write and edit their papers. Foreign Language: This department uses digital recorders as well as some online recording software (e.g. Audacity) to enhance their students’ mastery of the language. They also have students use computers for research and creating PowerPoint presentations on the history and culture of different countries. English: The students use computers for an occasional research project and typing of an in-class essay. Sophomores use Microsoft Movie maker to create a book trailer for their summer reading. Math: Students are required to have and use graphing calculators for advanced math classes. Math teachers use document cameras to review homework and teach math skills and concepts. One Geometry teacher has students use Geometer’s Sketchpad occasionally. Another math teacher creates and posts short video clips to teach math skills, concepts and problem solving. Science Labs: The students in the science classes use a variety of technologies related to the field of study. For example, in physics lab, the student use and study lasers, and both chemistry and physics are equipped with calculator based labs (CBL). The CBLs have probes for measuring trajectory and sound (Physics) and pH, dissolved oxygen, etc (chemistry). In biology, the students use electrophoresis technology (micropipettes, gel trays, etc.) and spectrometers. VPA: The films class uses Adobe Premier Elements” as their editing software. They have 10 cameras and tripods that they loan out to students for their projects. In music, the teacher uses a Sympodium and a document camera to teach musical technique and concepts. The teacher also uses MIDI and digital recording technology for everything from rehearsal tracks to multi-track performance recording Cafeteria: The student cafeteria has been equipped with three projectors and screens, two plasma televisions, and sound speakers. The projectors are available whenever presentations are given in the cafeteria and the televisions are available to display important news casts as well as the daily announcements.


 * __ 3c. Summary of the district’s curricular goals that are supported by the this tech plan. __**

// The plan summarizes the district’s curricular goals that are supported by the plan and referenced in district document(s) such as Strategic Plans, LEAP, school site plans. //

The curricular goals that are supported by this plan are outlined by the school’s Graduation Learning Outcomes (GLOs) as well as the academic content standards outlined by each department. This technology plan specifically supports the GLO of students using technology to enhance learning, productivity and creativity (Under Wisdom). The plan also supports the schools use of a continuous improvement cycle (Plan, Do, Study, Act).


 * __ Definition and Examples of Goals, Objectives, and Benchmarks needed for 3d, 3e, 3i, and 3j. __**

· The product or activities that will be completed to show progress, and · A percentage or a number to represent the expected improvement or progress to be made during that year Because the objectives are designed to be met by the end of the third year, the benchmark for the third year will be identical to the objective. || ** End of year 1: ** By June 2010, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase by __one percentage point__ over the June 2009 baseline scores, as measured by the CST.
 * ** Helpful Hints on Goals, Objectives, and Benchmarks: ** (borrowed from the Digital High School program) ||
 * ** Goals ** are broad statements of what is to be achieved by the end of three years. || Students will improve their academic achievement. ||
 * ** Objectives ** are specific, measurable statements of what is to be accomplished by the end of three years. Because they are to be measurable, they should include a quantifiable include either a percentage or a number. || By June 2012, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase __by three percentage points__ over the June 2009 baseline scores, as measured by the CST. ||
 * ** Benchmarks ** are annual statements that will be used to determine if progress is being made towards each objective. As such, they are a subset of each objective. Each benchmark includes two components:
 * End of Year 2: ** By June 2011, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase by __two percentage points__ over the June 2009 baseline scores, as measured by the CST
 * End of Year 3: ** By June 2012, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase by __three percentage points__ over the June 2009 baseline scores, as measured by the CST. ||
 * __ 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 and academic content standards. __**

//The goals in section 3d are curriculum goals. Clearly identify grade levels, subjects, or student populations that will be the focus for the term of the plan. Delineate clear, specific and realistic goals, measurable objectives, and an implementation plan for using technology to support the district’s curriculum goals and academic content standards to improve learning. . The implementation plan clearly supports accomplishing the goals and identifies what data will measure student growth.//


 * Goal 1: ** To enhance student achievement through the use of technology.

Year 1: Teachers are introduced to a variety of technologies (hardware, software, web tools, etc.) that can be used to enhance learning. Year 2: Teachers experiment and pilot new technology in their classrooms. Teachers evaluate technology and determine which new technology to incorporate into next year’s curriculum. Year 3: Teachers incorporate new technology into the curriculum and share best practices.
 * Objective 1.1 ** : Teachers will appropriately integrate technology into instruction in all curricular areas using a variety of technologies to support the needs of all students.
 * Benchmarks: **

** Objective 1.2: ** Student, teacher, and administrative technology standards will be created and implemented in the classroom. Year 1: Create and communicate to all stakeholders (student, teachers, parents, and administrators) student, teacher, and administrative technology standards. Year 2: Unpack technology standards and create a curriculum map to identify where the standards will be taught. Year 3: Incorporate technology standards into the curriculum. Year 4: Create and implement student assessment of technology standards.
 * Benchmarks: **

** Objective 1.3: ** A teacher technology team (T3) is formed to explore the use of both current and emerging technology in the classroom. Year 0: Team structure and expectations will be developed and 10 teachers will commit to the T3 team. Year 1: The team will experiment with web 2.0 tools and new technologies. Applicable technologies are then evaluated for whole school adoption. Year 2: The team will work with the faculty to integrate the tools and technology into the curriculum. Year 3: The team continues this cycle of exploration.
 * Benchmarks ** :

** Goal 2: ** Introduce students to learning in a virtual environment.

** Benchmarks ** : Year 0: Selected teachers from the T3 team will agree to use Moodle next year in their classroom. Year 1: Teachers use Moodle with one or more of their classes. User group of teachers and students meet on a regular basis for support and sharing of experience. Group ends the year by assessing the use of Moodle and making recommendations to adopt as a school-wide program. Year 2A: If Moodle is adopted, faculty training is provided on use of Moodle in the classroom. By end of year, every teacher has at least tested use of Moodle with one course. Year 2B: If Moodle is not adopted, another CMS is explored and tested. Group ends the year by assessing which CMS is better and adopting one. Year 3A: All students are using Moodle (or other CMS) in most of their classes. Year 3B: CMS is adopted, faculty training is provided on use of CMS in the classroom. By end of year, every teacher has at least tested use of CMS with one course.
 * Objective 2.1 ** : Incorporate classroom management software (CMS) into instructional program at JSHS.

** Benchmarks ** : Year 1: Continue to discuss online courses with other schools and research how their pilot programs are progressing. Recruit teachers who are interested in developing and teaching an online/hybrid course. Year 2: Pilot at least one online/hybrid course.
 * Objective 2.2 ** : Study the feasibility of incorporating online or hybrid courses into the JSHS curriculum.


 * ** Implementation Plan ** ||
 * ** Obj. # (Optional) ** || ** Activities ** || ** Schedule/Timeline ** ||


 * ** Monitoring and Evaluation ** ||
 * ** Obj. # (Optional) ** || ** Tool/Data Source ** || ** Schedule/Timeline ** || ** Title of Person(s) Responsible ** ||


 * __ 3e. . List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. __**

//For the focus areas, delineate clear, specific and realistic goals for **using technology to help students acquire technology skills and information literacy skills**. The goals and benchmarks below clearly describe where and when students will acquire these skills. The implementation plan clearly supports accomplishing the goals and identifies what data will measure student growth.//

** Goal 3: ** Students will acquire technology and information literacy skills needed to succeed in an academic environment.

** Benchmarks ** : Year 1: The computer literacy curriculum will be evaluated and updated to reflect student needs. Year 2: The new computer literacy curriculum is implemented with the freshmen students. Year 3: The new computer literacy curriculum is assessed and adjusted based upon data and analysis.
 * Objective 3.1: ** The computer literacy curriculum will reflect student technology and information literacy skills needed for success at Junipero Serra High School.

** Objective 3.2: ** Through the incorporation of the standards into the four year curriculum, students will become proficient in the areas of technology and information literacy. Year 1: Create and communicate to all stakeholders (student, teachers, parents, and administrators) student, teacher, and administrative technology standards. Year 2: Unpack technology standards and create a curriculum map to identify where the standards will be taught. Year 3: Incorporate technology standards into the curriculum.
 * Benchmarks: **


 * ** Objective 3e.2: ** ||
 * ** Year 1 Benchmark: ** ||
 * ** Year 2 Benchmark: ** ||
 * ** Year 3 Benchmark: ** ||


 * ** Implementation Plan ** ||
 * ** Obj. # (Optional) ** || ** Activities ** || ** Schedule/Timeline ** ||


 * ** Monitoring and Evaluation ** ||
 * ** Obj. # (Optional) ** || ** Tool/Data Source ** || ** Schedule/Timeline ** || ** Title of Person(s) Responsible ** ||


 * __ 3f. List of goals and an implementation plan that describe how the district will address ethical use of information technology so they can distinguish lawful from unlawful uses of copyrighted works, including: the concept and purpose of copyright and fair use; lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. __**

//Describe clear goals for outlining how students will learn about ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading (as stated in AB 307).//

** Goal 4: ** Students understand societal issues related to technology and practice legal and ethical behavior.

Year 1: Evaluate and assess student understanding of ethical use of information technology through surveys and curriculum evaluation. Year 2: Create plan to address student needs. Year 3: Implement plan.
 * Objective 4.1: ** Ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing or downloading will be incorporated into the four year curriculum.
 * Benchmarks: **

__**3g.**__ Delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307). ** Goal 5: ** Students will understand issues of Internet safety including how to protect online privacy.
 * __List of clear goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators.__**

** Objective 5.1: ** Internet safety and online privacy will be incorporated into the four year curriculum Year 1: Evaluate and assess student understanding of ethical use of information technology through surveys and curriculum evaluation. Year 2: Create plan to address student needs. Year 3: Implement plan.
 * Benchmarks: **


 * __ 3h. Describe district policy, practices or goals that ensure equitable technology access for all students. __**

//Describe policy, practices or goals that will ensure all students have appropriate access to technology to accomplish the goals of the plan. This section may be written in a narrative form rather than using a table.//

The students of JSHS have the tools needed and appropriate access to technology to accomplish the goals of the plan. All incoming freshmen are required to complete an Introduction to Computer Literacy course that provides them with basic computer literacy skills. Each student is given a personal account that allows them to access the networked school computers, printers and software as well as storage space for their work. Computers are available for student use in the library before, during and after school. During school, student can use the computers during their independent study period, recess or lunch break. Policies are in place that allow student with school work priority to computer access. We recognize that while the great majority of our students have both computers and high speed Internet access at home, there are some students who do not. We plan to identify those students and support them by providing them with the technology tools they need to succeed at JSHS. While we can’t provide them with Internet access at home, we will be investigating the possibility of creating a laptop loan program (I’m not so sure we want to specifically include this in the plan. Is this to be a top priority for us? The laptop that we loan them also won’t allow them internet access…..)
 * __ 3i. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. __**

//Delineate goals, objectives, benchmarks and implementation plan for using technology to support the district’s student record-keeping and assessment efforts. The implementation plan clearly supports accomplishing the goals. Is your district currently using an electronic record keeping program/system? How will this be used systematically across district or focus populations? How could this data help inform teacher instruction?// The school currently uses PCR Educator as the software system integrating school administrative divisions: academics, attendance, admissions, registrar, scheduling, development, and business office. JSHS created an academic database that contains six years worth of data including 9th -12th grade standardized test scores (e.g. HSPT, SAT, Iowa), AP test scores and various demographic fields. It is meant to be used to aggregate and analyze student achievement data on a yearly basis.

** Goal 6: ** Use technology to make student record keeping and assessment more efficient and supportive of student academic needs. ** Objective 6.1: ** All stakeholders (students, teachers, parents, and administrators) will use PCR to its potential. Year 1: All stakeholders receive ongoing training on PCR and its applications. Help documents for teachers, parents, and students are available online. Year 2: Continue to provide training and assistance. Assess how stakeholders are using PCR. Year 3: Adjust training and assistance based on assessment data. ** Objective 6.2: ** Administrators will continue to work with PCR to improve functionality and efficiency. ** Benchmarks ** : Year 0: Create a prioritized list of issues to be resolved with PCR. Yearly: Track the progress of issues and readjust list as needed. Continue to work with teachers and PCR regarding PCR functionality and efficiency. ** Objective 6.3: ** Teachers will use assessment data (from PCR and the JSHS academic database) to inform instructional strategies for individuals and groups of students. (ASK KEITH) Year 1: Year 2: ** Objective 6.4: ** Develop and implement a four year process for use of Naviance to support the college admissions process. Year 0: Develop and communicate to all stakeholders the scope and sequence for the use of Naviance in college planning. Stakeholders receive training on Naviance and its applications. Year 1: Assess the scope and sequence of the use of Naviance. Adjust training and assistance based on assessment data. Year 2: Continue the cycle of improvement. ** Objective 6.5: ** All stakeholders (students, teachers, parents, and administrators) will use their respective web portals to communicate and access information. Year 0: The web portal will be developed and activated. Year 1: Train stakeholders on how to access and use web portal. Evaluate and assess the usability and functionality of the web portal. Recommend changes. Year 2: Continue the cycle of improvement.
 * Benchmarks: **
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 * ** Implementation Plan ** ||
 * ** Obj. # (Optional) ** || ** Activities ** || ** Schedule/Timeline ** ||


 * ** Monitoring and Evaluation ** ||
 * ** Obj. # (Optional) ** || ** Tool/Data Source ** || ** Schedule/Timeline ** || ** Title of Person(s) Responsible ** ||


 * __ 3j. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. __**

//Delineate clear, specific and realistic goals for using technology to facilitate improved **two-way communication** between home and school. How can e-mail, voice mail, or the Internet help support communication efforts?//

Avoid kickback: Be sure to include two-way communication. For example, a school website or newsletter is one-way communication because it is providing information to the parents but not receiving communication. Think of how two-way communication can be improved.

JSHS uses various means of communication in the community including the school website, PCR, phone and email. Parents and students are encouraged to use PCR as a portal to class assignments and assessments. Administrators and teachers communicate with students and parents through phone, email and personal appointment. At this time, there are no goals related to the improvement of two-way communication.


 * __ 3k. Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline. __**

// This component should address the monitoring and evaluation of the goals, objectives and benchmarks for 3d-j and reference the activities listed in Monitoring & Evaluation Activities listed in the tables above. The monitoring process, roles, and responsibilities are included .Additional evaluation issues may be addressed in this section. //