Hilmar Unified School District

Hilmar Unified

School District

Technology Plan

July 1, 2007 – June 30, 2012

CDS Code: 24-65698

Tech Plan Contact Information:
Larry Rego, IT Director
eMail:
Phone: (209) 669-2905
Isabel Cabral-Johnson, Curriculum Director
eMail:
Phone: (209) 669-5463
Marianne Grubb, Curriculum/Tech Secretary
eMail:
Phone: (209) 669-5463 / District Contact Information:
David Miller, PhD.
Superintendent
7807 Lander Avenue
Hilmar, CA95324
Phone: (209) 667-5701
Fax: (209) 667-1721
eMail:

Appendix I – Education Technology Plan Benchmark Review

California Department of EducationEETT-F02BR

Enhancing Education Through Technology (EETT)

Education Technology Plan Benchmark Review

EETT-F02BR (rev. 09/04)

Education Technology Plan Benchmark Review (page 1)

For the grant period ending June 30, 2007

IDENTIFYING INFORMATION:
CDS #: 24-65698
Applicant Name: Hilmar Unified School District
The No Child Left Behind Act requires each Enhancing Education Through Technology (EETT) grant recipient to measure the performance of their educational technology implementation plan. To adhere to these requirements, describe the progress towards the goals and benchmarks in your education technology plan as specified below. The information provided will enable the technology plan reviewer better to evaluate the revised technology plan and will serve as a basis should the district be selected for a random EETT review. Include this signed document with your revised education technology plan submitted to your regional California Technology Assistance Project (CTAP) office.
1.Describe your district’s progress in meeting the goals and specific implementation plan for using technology to improve teaching and learning as described in Section 3.d., Curriculum Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs)
Our tech plan states that “the ultimate goal of the entire plan for the district is to establish the use of technology as an integral part of standards-based instruction.” We feel that we have done just that by the procurement and use of hardware and software that support instruction, assessment, evaluation, and communications and utilizing state and local resources to further stretch funds. In addition to the procurement of hardware and software, we have been able to provide enough training and professional development to effectively use all materials that we currently have.
During the course of the last five years, we have purchased fifteen software applications such as the Renaissance Learning suite, Typing Master, Discovery Education, Data-Driven Classroom, and the Aeries student information systemto aid teachers and staff be more effective in the classroom and with parents. We have also taken extensive advantage of the CalNET and CalSAVE contracts to lessen the costs associated with maintaining and upgrading what we have. Through these activities, we have been able to meet all of our goals in Section 3d. We feel that these goals are still appropriate for our district and will continue them, however we have raised our target percentages.
We have not yet created district-wide technology standards for student achievement. At this time each school site has their own tech curriculum that may or may not articulate with other school sites. However, through district tech committee meetings, which were established though the tech plan, we will create a set of district tech standards and get the approved through the school board.

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Hilmar Unified School District

Education Technology Plan Benchmark Review (page 2)

2.Describe your district’s progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs)
Our district has done an excellent job in providing beneficial and plentiful professional development through multiple avenues utilizing the EdTech Profile (formerly CTAP2) survey results as a means to choose appropriate training. However, we have made it a point to ensure that whatever textbook teachers adopt, we are there to provide training to utilize their materials through trainings led by vendors and internal specialists.
We have not met all timelines for achieving our curricular goals and have not adhered to the exact goals listed in our tech plan, but have stayed on the paths of reading, writing, and mathematics as our core focus of technology instruction.
In addition to in-person staff development, the district also utilizes software such as Data-Driven Classroom to disseminate test scores to teachers, the district website to list all available electronic resources for students and staff, and email and telephone access in every classroom to facilitate communication. Our district has also created a new Curriculum, Research and Projects Director position that will help to further facilitate the integration of curriculum and technology in all areas.

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Larry Rego, IT Director Isabel Cabral-Johnson, Curriculum Director

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Hilmar Unified School District

Table of Contents

Introduction

1. Plan Duration

2. Partnership Involvement

3. Curriculum

4. Professional Development

5. Infrastructure, Hardware, Technical Support, and Software

6. Funding and Budget

7. Monitoring and Evaluation

8. Adult Literacy

9. Effective Research-Based Methods and Strategies

10. Appendices

Appendix A: Technology Standards

Appendix B: Internet Acceptable Use Agreement

Appendix C: EETT Criteria

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Hilmar Unified School District

Introduction

School Board

Randy AvillaTima Seward

Luis FreitasJeff Strom

Tim JonesDale Wickstrom

Ellie Jorritsma

Administration

David Miller, PhD...... Superintendent

Bret Theodozio...... Principal, HilmarHigh School

John Miner...... Principal, Irwin and ColonyHigh Schools

Andres Zamora...... Principal, HilmarMiddle School

Sue Gomes...... Principal, ElimElementary School

Martin Macias...... Principal, MerquinElementary School

Larry Rego...... Information Technology Director

Isabel Cabral-Johnson...... Director of Curriculum, Research and
Program Evaluation

Local Representatives

Frank Linik...... Region VII California Technology Assistance Project

John Magneson...... MercedCountyOffice of Education

David Ward...... Community Member and Parent

1. Plan Duration

The Hilmar Unified School District Technology Plan is designed to guide the District’s use of technology for the five year period from July 1, 2007 to June 30, 2012. The plan will be reviewed annually by the District Technology Director, the Director of Curriculum, Research and Program Evaluation, and the Superintendent with appropriate modifications made at that time. Changes of a significant nature will be submitted to School Site Councils, the local Board of Education and the State Department of Education for approval.

2. Stakeholders

The planning team for the original document involved teachers, administrators, parents, students, and business/community members. As stakeholders they worked together to articulate a clear vision of technology literacy for all students, embracing not only the goals and objectives for students but the methodologies through which students would achieve success.

As the term for the original Tech Plan expires, we the Planning Team will be determining which curricular goals have been achieved and whichneed to be revised or removed. We will also be creating new goals that incorporate our current technological abilities and needs.

Tech Plan Development Team:

District Representatives

Dr. David Miller...... Superintendent

Bret Theodozio...... Principal, HilmarHigh School

John Miner...... Principal, Irwin and ColonyHigh Schools

Andres Zamora...... Principal, HilmarMiddle School

Sue Gomes...... Principal, ElimElementary School

Martin Macias...... Principal, MerquinElementary School

Larry Rego...... Information Technology Director

Isabel Cabral-Johnson...... Director of Curriculum, Research and
Program Evaluation

Marianne Grubb...... Curriculum and Technology Secretary

School Site Representatives

Cheryl Taylor...... Site Tech, HilmarHigh School

Stan Jeans...... Teacher/Site Tech, IrwinHigh School

Lisa Marques...... Teacher/Site Tech, HilmarMiddle School

Stephanie Mendes...... Site Tech, HilmarMiddle School

James Tinley...... Teacher/Site Tech, ElimElementary School

Pam McGuire...... Site Tech, MerquinElementary School

John Magneson...... Representative, MercedCounty Office of Education

District Groups...... AllHilmarHigh School Staff

All Irwin/Colony School Staff

All HilmarMiddle School Staff

All ElimElementary School Staff

All MerquinElementary School Staff

Parent Groups...... AllSchoolSiteAdvisoryCouncils
AllSchool Site English Learner Advisory Committees

Student Groups...... HilmarHigh School Student Council

HilmarMiddle School Student Council

Elim Elementary Student Advisory Group

Merquin Elementary Student Advisory Group

District Summary

The HilmarUnifiedSchool District is located in an rural area near several small cities. The farming-based economy supports a student community with a 46% level of poverty, 26% of the students identified as bilingual, with Spanish and Portuguese labeled as the predominant languages. The migrant population is minimal with many students’familiesbeing life-long residents of the area.

The school district is comprised of five school sites. The student population at each site is approximately:

Elim Elementary, K-5...... 815 students

HilmarMiddle School, 6-8...... 560 students

HilmarHigh School, 9-12...... 720 students

Irwin and ColonyHigh Schools, 9-12...... 80 students

Merquin Elementary, K-5...... 190 students

The District has contributed a significant amount of money to support the acquisition of technology hardware and software, assisted with funding from E-rate and the Microsoft Settlement Voucher Program as well as previous monies from the DigitalHigh School grant. The District employs one full-time Information Technology Director, a part-time support specialist, and a full-time Director of Curriculum, Research and Program Evaluation. Technology support personnel at each school site, called Site Techs, have been trained to provide a “first-line” response prior to referral of questions and problems to the Information Technology Director.

Hilmar Unified School District Vision

The Hilmar Unified School District (HUSD) recognizes the need to keep current with the latest technology available. By including technology as a component of a well-balanced K-12 program, HUSD will provide students with the opportunity to develop technological skills to achieve educational excellence. Using technology as a tool, teachers, administrators, and support staff will become more efficient and effective in facilitating and managing the learning environment.

Hilmar Unified School District Mission

HUSD will incorporate technology as a natural part of education through an integrated and comprehensive framework to govern acquisition, application, and evaluation of technological resources. This will ensure that all students have the opportunity to develop the lifelong learning skills necessary to be productive citizens in an information-driven, global society.

By using technology as a tool, students can:

  • Expand their knowledge base.
  • Improve their critical-thinking, problem-solving, and decision-making skills.
  • Access, analyze, evaluate, and communicate information in expedient and efficient formats.
  • Work ethically, independently, and collaboratively with a diverse and changing population.
  • Have the skills necessary to transition to the work force as well as higher education.

By using and facilitating the student use of technology as a tool, teachers and support staff can:

  • Improve instructional strategies to increase student achievement and narrow the gap between high and low achievers.
  • Accurately and efficiently assess, monitor, and communicate student progress to parents.
  • Continuously improve professional skills through staff development in technology and the sharing of skills and resources with colleagues.
  • Access student information to monitor progress of at-risk students.

By using and facilitating the use of technology as a tool, administrators can:

  • Provide, solicit, and seek adequate funding, maintenance, support, training, and equipment.
  • Demonstrate leadership and a vision for the use of the technology to increase student achievement and staff productivity.
  • Provide immediate and easy access to data sources for instructional and administrative decision making.
  • Enhance communication between other administrators, teachers, staff members, parents, and students.

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Hilmar Unified School District

3. Curriculum

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

Current access to technology tools is dependent upon unique factors at each of the five school sites. During school hours, access to the Internet and educational software is available for all students, staff, and parents at every site through their Libraries, Computer Labs, and classrooms. Each Library and Computer Lab provides direct physical access to technology one hour before and after school each day. General information and library collections are available via each school site’s website. Schools are equipped with telephones in every building and classroom. Depending upon the curricular focus and commitment of resources at each site, the following technology tools are available through scheduled sessions and on an as-needed or voluntary basis:

Hardware Available / Software Available
AlphaSmarts / Adobe In-Design
AutoDialer Communication Systems / Adobe Photoshop
B&W and Color Laser Printers / Adopted Textbook-Specific Software
Copy Machines / Aeries and Aeries Browser Interface
Data Projectors / AutoCAD
Digital and Video Cameras / AutoSkillAcademy
Fax Machines / Clues in Crime
Handheld Student Responders / Digital Math and English (by MCOE)
Networked Computers and Laptops / Follett Library Software (Online)
Overhead Projectors / Kto8.com
Personal Digital Assistants / Math Quiz (by MCOE)
Removable Storage Devices / Microsoft Office Suite
Scanners / Renaissance Learning Suite
Smart Boards / Testing Data Management Software
Telephones / Waterford Early Reading
Televisions / WorldBook Encyclopedia Online
Thin/Smart Clients
VCRs and DVD Players

Access to technology-based resources varies by school and program. Students enrolled in specific programs such as GATE, Resource, ELD or other categorical programs have courses and instructional time built into their regular school day in addition to extended hours (i.e., early start, after school, etc.) providing access to specialized resources.

3b. Current Use of Hardware and Software to Support Teaching and Learning

Current use of technology varies slightly between elementary, middle and high school sites as reported on the Education Technology Survey. Technology is used for reading and language arts on a daily basis in all of the elementary, middle and high school classes when appropriate. Daily use of Accelerated Reader and electronic card catalog by students and staff in grades one through twelve is reported as the primary source of language arts based technology. The Accelerated Math program is used at the elementary, middle and high school to supplement mathematics instruction. During the school day, students use the computer lab to supplement Anatomy, Agriculture, and Business instruction. Internet searches for research information are also widely used in all content areas. The elementary school sites’ computer labs are used for literacy and core subject instruction before, during and after school on a daily basis. The high school computer lab is nearly utilized every period of every day of school by a variety of core and elective courses. The middle school uses the computer lab in all curricular areas before, during, and after school hours.

Teachers use the district email system daily for communicating with colleagues, students, and parents. Access to personal email is available within the district as well as remotely via the Internet. School principals communicate with staff on a minimum of a weekly basis with electronic newsbriefs. The middle school and high schools student bulletins are distributed electronically only. All school sites also have auto-dialer phone systems that can alert parents of upcoming events and activities as well as daily attendance verification.

Teachers utilize electronic grade books and attendance record keeping on a daily basis through our Aeries Browser Interface. Delivery of instructionalmaterials electronically is highly utilized through teacher websites, parent and student emails, computer-to-tv scan converters, and permanent data projectors (some of which are projected onto interactive SmartBoards). Assessment of student progress through electronic records or other technology-based tools has drastically increased using programs such as the Renaissance Learning suite, Data-Driven Classroom, Waterford Early Reading, and AutoSkillsAcademy. Technology is nowregularly used for communicating with parents via email and each school’s Autodialer systems. Generating lesson plans as well as multimedia presentations are also becoming popular through programs such as Microsoft PowerPoint.

District students are using word processing, spreadsheets, data bases, and standards-based software on a daily basis. Technology tools are also used for research and report development throughout the district at minimum levels for both Elementary schools and moderate levels at our Middle and High Schools. The lowest levels of implementation by students using technology are demonstrations and simulations, correspondence with others, solving problems or analyzing data, and graphically presenting material. Accessibility to technology is made available in lab and classroom settings on a scheduled rotation, by appointment or by drop-in basis. All sites use technology in classrooms, libraries,and computer labs.

3c. General District’s Curricular Goals and academic content standards in other planning documents.

Hilmar Unified School District (HUSD) believes in quality and excellent instruction for all students through a standards-based and results-oriented system. A standards-based and results-oriented system is one which sets rigorous expectations for students and which allocates resources and makes decisions based upon student progress toward specified levels of performance. The district is committed to educating all students in child-focused and research-based environments through a standards-based curriculum.

The HUSD standards-based curriculum is comprised of content knowledge information, concepts, and skills that all students should know and be able to demonstrate in all subjects. Subjects include Reading/Language Arts, Mathematics, History/Social Science, Science, the Arts, Health, Physical Education and English Language Development (for English Language Learners). The curriculum is set forth in the state adopted content standards, the district’s Local Education Agency Plan (LEAP) and individual School Plans for Student Achievement (SPSA). The district believes that sound Reading/Language Arts and Mathematics performance for all students and English Language Development for English Learners is at the heart of a solid education. Therefore, although all the content areas need to be taught and assessed, the current focus of attention remains in these three areas.