Lodi Unified School District
Technology Plan
2009-2012
Table of Contents
1.
/Technology Plan Duration
/3
2.
/Stakeholder Description
/4
3.
/Curriculum
/5
4.
/Professional Development
/29
5.
/Infrastructure, Hardware, Technical Support, and Software
/44
6.
/Funding and Budget
/58
7
/Monitoring and Evaluation
/60
8.
/Collaboration with Adult Literacy
/61
9.
/Effective, Research-Based Methods and Strategies
/62
Lodi Unified School District
District Technology Plan
July 1, 2009 – June 30, 2012
1.Technology Plan Duration
1a. The Technology Plan will cover 3 years, from July 1, 2009 to June 30, 2012. We are optimistic that we will be able to blend technology into the daily process of education that will improve our student’s achievement.
Lodi Unified School District serves 31,000+ students encompassing two diverse cities (Stockton and Lodi) and is the 26th largest district in the State. The student population consists of 37% Hispanic, 29% White, 17% Asian, 9% African-American, and 5% Filipino. Lodi Unified covers 350 square miles and is located in an agriculture area in the Central Valley. Our district is in Program Improvement and we will focus our technology plan in assisting district staff to meet the goals of the Local Education Agency (LEA) Plan Addendum (revised June 2008).
Our district is 350 square miles of mostly rural agricultural land and has the ability to handle a tremendous amount of growth in future years. There have been projections in the past few years that our district could add 60,000 homes in the next 10 to 20 years. This growth could add up to 90,000 students. We currently have 4 traditional high schools, 2 continuation and one early college high school program. There are 5 traditional middle schools and 1 community day school. Elementary schools include 33 traditional and 2 that house 7th and 8th graders. Over 1600 teachers are employed to educate our students and 1500 support staff are here to assist them in this endeavor.
We have wired all classrooms in the district for Internet connections and have placed a minimum of four data connections in each classroom. The student to computer ratio is 10:1 in the elementary and middle schools and a 4.75:1 in the high schools. Our computer inventory is aging quickly to the point where 75% of our computers are 4 years or more. We have just completed a Wide Area Network (WAN) upgrade that has given most elementary sites 10MB access back to the district office and most middle and high schools are 100MB (all sites used to have 1 T1 or 1.55MB). The connection to the Internet remains at 40MB and has not been a limitation as of yet (current maximum usage has been at 25MB).
2. Stakeholder Description
Our current technology plan is set to expire at the end of the 08-09 fiscal year. We will be updating the old plan with some new goals and objectives, while continuing to work on areas we weren’t able to accomplish over the past three years. Due to the time frame of completing the new technology plan and using some of the past goals and objectives, we have decided to have a smaller focus group assist in updating the plan. The technology plan will be presented to the Board of Education for approval.
Community and business members will be involved with the ongoing evaluation of the plan. We will look for participants to play a role from each group in modifying the plan as necessary and becoming members of our Technology Steering Committee. This is an important part of creating a plan that meets the needs of our community stakeholders. Community and business need to have input into this plan in order for it to work effectively for all.
Name / TitleCathy Nichols-Washer / Superintendent
Dale Munsch / Director of Technology Services
Dan Faith / Principal
Edith Holbert / Technology Network & Systems Supervisor
Ivie Gonsalves / Student Health Coordinator
Kathryn Odell / Technology Coach
Linda Brandt / Librarian
Lisa Hayes / Director of Educational Support Services
Lisa Cranford / Technology Support Supervisor
Martha Snider / Technology Coach
Matt Hummel / Technology Coach
Mitch Slater / Director of Maintenance & Operations
Monika Rose / Teacher
Neil Young / Principal
Pete Bugno / Personnel Systems Analyst
Randy Malandro / Principal
Robert Seymour / Teacher
Sam Sakai-Miller / Curriculum Coordinator
Susan Hitchcock / Principal
Susan Martin / Technology Operations Supervisor
Brenda Jackson / Librarian
Deborah Goble / Teacher
3. Curriculum
3a. Current Access to Technology Tools
Description of teachers’ and students’ current access to technology tools.
Currently, all LUSD students have access to technology in their classrooms, libraries, and school computer labs. Additionally, some sites have mobile labs or COWS (computers on wheels) for whole class activities. As the number and age of computers and machines steadily increase, a reasonable maintenance and refresh plan must be considered. District use of the UTV (Urban Technology Van) is being re-evaluated as the Title I schools being served shift from a pullout technology model to a teacher coaching relationship and gas becomes more affordable. We will look to other forms of funding the UTV in order to provide services to other non Title I sites. Regardless of their level, all student groups are expected to utilize the tools of technology to further their learning. Our Special Education department has specialists who work to insure that students with disabilities have access to appropriate assistive technologies.
At some sites, technology is also available to students before and after school, as well as during quarterly breaks. Efforts have been made to offer opportunities to the community to utilize the site technology. Numerous sites offer English as a second language classes after school utilizing technology and programs such as Rosetta Stone. We have an after school program funded by the After School Education and Safety (ASES) grant that uses Destination Success software as a technological tool to assist students with math and English language arts. This program operates at most of our elementary and middle schools. Several schools offer parent technology nights in order to introduce parents to the applications and strategies that their children use in their academic program.
Elementary Schools: Student access occurs in a limited fashion in each classroom. Most classrooms have 1 computer dedicated for teacher use and 2-3 for student use. In this plan we will be moving away from utilizing thin clients for teachers and replacing them with PC/Mac’s to take advantage of the new curriculum based technology that comes with new adoptions. Greater student access occurs in computer labs which are available at 95% of our elementary sites. Most labs contain 30-35 computers and are scheduled to allow access to all Lodi Unified School District classes. We continue to lower the student to computer ratio through the use of grant money (most recently with EETT Round 6). Many sites utilize their computer labs before and after school for intervention support as well as teaching English to parents via the CBET program.
Middle Schools: Access to technology at this level is greater than at the elementary schools. We have used funding from three EETT grants that have increased student and teacher access at most of the middle school sites. The influx of machines and printers purchased with this source has decreased the student to computer ratio to a respectable 6:1. Most classrooms have 4-6 computers. All middle schools have an accessible permanent computer lab for teacher access. Some sites have a technology career lab for use as an exploratory class, but due to the condition of the machines most of these classes have been suspended. Most middle schools have at least one mobile lab to expand access in the individual classroom. Teachers have access to a workstation in their classroom. Many science and social science teachers have laptops provided through the EETT grants. Most sites utilize their computer labs before and after school for intervention support (i.e. Read 180, Accelerated Reader, and Rosetta Stone) as well as teaching English to parents via the CBET program.
High Schools: The student to computer ratio at these sites is approximately 4.5 to 1. Funding from Digital High School and AB2882 programs over 5 years ago provided much needed technology. However, most of the technology is now becoming obsolete. As part of this plan, we need to create a funding source to refresh our obsolete equipment. Teachers all have access to a dedicated machine for instruction, Internet access, productivity tools, etc. At one of our 6 high schools, laptops have been distributed to all teachers to allow access to local files anytime, anywhere. Most of the traditional high schools maintain computer labs with approximately 30 computers and libraries with a comparable number of machines. There is a mix of Windows-based machines and Macs to accommodate student needs. Special needs students and EL students have at least the same access and in some cases greater as at some schools where specific EL or Special Education labs exist to provide increased access to specific populations. Read 180 is in place at most of our high schools for migrant ed students as a technology-based reading intervention. Many sites utilize their computer labs before and after school for student projects, intervention support as well as teaching English to parents via the CBET program.
Software that is typically installed on every computer includes Microsoft Office, Internet browser, Citrix, and standard system applications. Technology components of District-adopted textbooks are installed on teacher computers or designated student computer, if the teacher computer is a thin client. Several school sites have also purchased additional software and subscribe to online tools, such as Curriculum Companion (K-6, will expand to 7-12 in next ELA adoption), Study Island, Discovery Education Streaming, Atomic Learning, Measuring Up, Infotrac, etc. District-wide installation of Kidspiration and Inspiration is planned for 2008-09.
3b. Current Use of Technology to Support Teaching and Learning
Description of the district’s current use of technology to support teaching and learning.
In what ways and to what degree do teachers use technology tools (computers, video, Internet, and hand-held devices) to (number of responses, and relative percentage):Daily / 2-4 days a week / Between once a week and monthly / Less than monthly / Never / Total Responses
Create instructional materials / 397 / 29% / 461 / 34% / 308 / 23% / 111 / 8% / 69 / 5% / 1,346
Deliver classroom instruction / 250 / 19% / 328 / 24% / 368 / 27% / 211 / 16% / 189 / 14% / 1,346
Manage student grades and attendance / 739 / 55% / 135 / 10% / 147 / 11% / 106 / 8% / 220 / 16% / 1,347
Communicate with colleagues / 1,036 / 77% / 195 / 14% / 69 / 5% / 27 / 2% / 20 / 1% / 1,347
Communicate with parents or students / 385 / 29% / 366 / 27% / 321 / 24% / 107 / 8% / 167 / 12% / 1,346
Gather information for planning lessons / 322 / 24% / 472 / 35% / 336 / 25% / 136 / 10% / 81 / 6% / 1,347
Access model lesson plans and best practices / 214 / 16% / 328 / 24% / 415 / 31% / 236 / 18% / 153 / 11% / 1,346
Teachers are using technology on a regular basis to enhance the learning of their students, communicate with colleagues and parents, improve classroom management, and research for best practices. Some of the tools that are available to teachers for enhanced learning are new curriculum for math (K-6), Curriculum Companion (2-12), Algebra (7-10), Science (K-12), Social Science (K-6), CAHSEE Intervention (9-11), and online classes for Independent Study (9-12).
Our secondary teachers all use Pinnacle for their electronic grade book to record period attendance, track homework assignments, grades, and communicating this information to parents via the Internet. New schools in the district have projectors in each classroom that teachers use to provide instruction and many of the older schools have projectors that are shared.
Library Media specialists at high schools help students learn about online searching, using OPAC, databases, and research methodology. They facilitate senior project revisions, formatting and promote information literacy.
As the chart below indicates, teacher use of technology varies widely in the District. Most teachers use technology to communicate with colleagues, whereas less than 20% use technology to deliver classroom instruction or access model lessons and best practices.
The District supports teacher use of technology tools and integration strategies through Instructional technology coaches. The coaches have been integral to implementation of technology grants, site support of teachers, technology professional development workshops, and rollouts of various technology resources.
Students utilize word processing and presentation software, especially at the middle and high school, in the development of required projects. Individual subject areas have implemented special software to their discipline. Industrial technology, graphic arts, and science probeware are examples of current utilization by discipline. Research skills regarding electronic media are the expectation of each subject area. The implementation of productivity tools and the infusion of Internet-based activities that are focused on curricular areas, will continue to be utilized exponentially. We provide teachers with a plethora of Internet resources for lessons as well as sites for student use. The student sites are presented by grade level and subject area on the home page of each school's web site. These sites have been thoroughly researched by LUSD technology coaches for their relation to the standards, degree of engagement and ease of use. They are selected and reviewed semi-annually and updated as needed. In this manner we provide equity of access to all students and are not software dependent.
The chart below reflects the frequency with which teachers assign students technology-related assignments.
Teachers assign students work that involves using technology (computers, video, Internet, and hand-held devices) with the following frequency (number of responses, and relative percentage):Daily / 2-4 days a week / Between once a week and monthly / Less than monthly / Never / Total Responses
Word processing / 82 / 6% / 166 / 12% / 453 / 34% / 268 / 20% / 379 / 28% / 1,348
Reinforcement and practice / 114 / 8% / 211 / 16% / 454 / 34% / 223 / 17% / 346 / 26% / 1,348
Research, using the Internet and/or CD-ROMs / 60 / 4% / 130 / 10% / 428 / 32% / 311 / 23% / 417 / 31% / 1,346
Creating reports or projects / 49 / 4% / 98 / 7% / 402 / 30% / 370 / 27% / 429 / 32% / 1,348
Demonstrations or simulations / 42 / 3% / 76 / 6% / 289 / 21% / 328 / 24% / 613 / 45% / 1,348
Correspondence with experts, authors, students from other schools, etc., via email or Internet / 32 / 2% / 38 / 3% / 136 / 10% / 256 / 19% / 885 / 66% / 1,347
Solving problems or analyzing data / 64 / 5% / 71 / 5% / 260 / 19% / 293 / 22% / 660 / 49% / 1,348
Graphically presenting information / 48 / 4% / 59 / 4% / 235 / 17% / 313 / 23% / 693 / 51% / 1,348
3c. District’s Curricular Goals
Summary of the district’s curricular goals that are supported by this plan.
In response to the board goals listed below, technology is a tool utilized to increase student achievement, enhance assessment efficiency, and increase communication.
2008-09 DISTRICT GOALS
Goal A:Lodi Unified School District will meet Program Improvement requirements as all groups of students improve their performance and make progress to eliminate the Achievement Gap.
Goal B:Lodi Unified School District will improve the engagement of parents/guardians as partners in their children’s education.
Goal C:Lodi Unified School District will support an environment where diversity is valued.
Goal D:Lodi Unified School District will maximize resources to improve the achievement of students in a safe and positive learning environment.
Just as technology is vital to achieving District Goals, it is pivotal to the implementation of the three key action items of the Revised LEA Plan Addendum: (1) Core Instruction, (2) Assessment, and (3) Intervention. For example, District-adopted core curriculum includes embedded technology components, assessment is evaluated using a database-driven student information system, and students have access to technology-based intervention programs.
The Instructional Technology staff will continue to work with school site staffs to effectively implement the Content and Performance Standards for Technology through an emphasis on authentic applications of technology within the classroom-learning environment in grades K-12. They will also recommend standards changes to the Board of Trustees in order to insure that the LUSD Standards match the National Educational Technology Standards (NETS for students). Technology is not seen as an end in and of itself, but as a means to an end. This resulting end is an increased level of student achievement as this relates to mastering academic content standards. Technology is being utilized to bring relevance to these standards as well as providing a learning mechanism that is more conducive to today's digital native students.
The District has been in Program Improvement status for four years, so it is critical that technology is harnessed as a tool to improve student performance and that technology goals are aligned with District strategies for exiting PI3 status. Three key action items identified in the 2008 LEA Plan Addendum are (1) Core Instruction, (2) Assessment, and (3) Intervention. Technology support for core instruction is outlined in section 3d, assessment in 3i, and intervention in 3d. Goals, objectives, and activities vital to student proficiency in Information, Communication, and Technology (ICT) are outlined in section 3e.
3d. Technology Goals and Objectives to Support Curricular Goals
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.
To support District curriculum goals and improve teaching and learning through the use of technology, this plan identifies three key goals that are aligned with the LEA Plan.
Goal 1:Fully access and utilize technology components of curriculum-adopted materials to improve teaching and learning.
Goal 2:Students will construct meaning and demonstrate understanding of state standards through the use of technology.
Goal 3:Students will have access to intervention tools both at school and beyond the school day.
Goal 1: Fully access and utilize technology components of curriculum-adopted materials to improve teaching and learning.
Objective 1 of 3: K-12 teachers will utilize technology components of curriculum-adopted materials to effectively provide initial instruction and differentiation through whole group instruction and student-directed activities.Year 1 Activities & Benchmarks:
75% of teachers will utilize the technology components that support curriculum-adopted materials. Classrooms will be equipped with LCD projectors, speakers, DVD players, and projection screens in order to utilize multimedia presentations and print material for whole group instruction. As funds are available, instructional tools, such as Elmos, Smart Boards, student response systems (clickers), will be added. The District will install software components included in the adoptions or provide teachers the means to install software before the adoption period begins. Printer access will be available to teachers for use with curriculum and assessment materials.