District Educational Technology Plan Team - Humboldt County ...

ACKNOWLEDGMENTS 

3 

School Board of Trustees 

Tammy Stephens, President 

Leslie O'Neil 

Deborah East 

Jeff Jacobs 

Tammy Robison 

District Educational Technology Plan Team 

District Personnel 

Curriculum / Data Personnel 

James Malloy, Superintendent/Principal 

Technology Personnel 

None 

Financial Personnel 


Site Administrators 


Teachers 

Jackie Carter, Eighth Grade Math/Science 

Paulette Cortez, Third Grade 

Laurel Stokes, Special Education Resource Teacher 

Classified Staff / Parents 

Julie Winburn, Librarian / Computer Lab Instructional Aide 

Gracelia Sanchez, Parent/ESL Instructional Aide 

Government Agencies 

CTAP Region 1 

Humboldt County Office of Education 

Community Group & Businesses 

Higher Education

District Profile 

4 

Loleta Elementary School serves a small rural community about eight miles south of Eureka, California. Loleta is a 

diverse community, consisting of the town of Loleta, the Table Bluff Reservation, and the Bear River Rancheria, 

and a large agricultural area. The school has always enjoyed a positive reputation for its high quality academic 

programs and fine teaching staff 

The following data offers a snapshot of our district during the 2003-04 school year from the Ed Data 

(http://www.ed-data.k12.ca.us/welcome.asp ) and Dataquest (http://data1.cde.ca.gov/dataquest/ ) web sites. 

Loleta Union Elementary School District 2003-04 School Data 

Number of Schools Enrollment Full-Time Equivalent Teachers Pupil-Teacher Ratio 

Elementary 1 187 11.5 16.3 

Middle 

High School 

K-12 

Alternative 

Continuation 

Total 1 187 11.5 16.3 

Loleta Union Elementary District, Students by Ethnicity 2003-04 

District 

Enrollment 

Percent of Total 

American Indian 38 20.3% 

Hispanic 51 27.3% 

African American 1 0.5% 

White 97 51.9% 

Total 187 100% 

Loleta Union Elementary School District, Student & Teacher Data 2003-04 

English Learners 44 

Fluent-English-Proficient Students 1 

Students Redesignated FEP 0 

Graduates (prior year) 

n/a 

UC/CSU Elig Grads (prior year) 

n/a 

Dropouts (prior year, grade 9-12) 

n/a 

1 Yr Drop Rate (prior year, grade 9-12) n/a 

4 Yr Drop Rate (prior year, grade 9-12) n/a 

% Fully Credentialed Teachers 100% 

Pupil Teacher Ratio 16.3:1 

Avg. Class Size 18 

Free or Reduced Price Meals 70.6% 

CalWORKs (formerly AFDC) 20.9%

Education Technology Plan Overview 

5 

The mission of the Loleta Elementary Union School District is to provide our students with: 

• An opportunity to learn about themselves and the world around them in a stable school environment that 

is orderly, organized, respectful, supportive and free from prejudice. 

• An opportunity to grow as responsible citizens with a sense of responsibility towards themselves, 

society, and the environment. 

• A quality basic education with a life-long desire for learning and personal development. 

• A program that integrates and weaves the community into the learning process. 

Loleta Union Elementary School District is committed to appropriately integrating technology into all areas of the 

curriculum and dedicated to the acquisition and support of effective educational technology. Implementing 

technology-based solutions into all functions and processes of instruction, management and communication is the 

responsibility of district and school site curriculum and technology leaders. Specifically our role is to implement 

technology solutions that will make accountable differences in instruction, assessment, and management of students 

as well as improve communication and collaboration. 

Loleta Union Elementary School District's Education Technology Plan is intended to serve as both a guide for 

technology related decision making and an instrument to monitor and evaluate progress toward identified goals and 

objectives. An updated assessment of district technology status, needs, and resources has been completed for each 

section of our revised tech plan and has guided the development of our new technology goals, objectives and 

implementation activities. Our goals and objectives were established to meet the identified needs of integrating 

technology to improve student learning, providing equitable technology access and support, providing secure, timely 

information flow between home, school, and community, and providing coordinated, ongoing high quality 

educational technology professional development. 

1a. Plan Duration 

The Loleta Union Elementary School District School District educational technology plan covers five years, from 

July 1, 2004 through June 30, 2009. It will serve as the primary tool to guide the district’s acquisition, 

sustainability, and integration of technology to support the district’s curricular goals. This plan will be monitored by 

the Superintendent/Principal and school library/media specialist and reviewed and revised annually by technology 

stakeholders after the state releases achievement data for district school sites. Any modifications required through 

such review will be communicated to the school board. The Superintendent/Principal will work with staff to 

implement any required revisions. 

2a. Stakeholders 

Our district's Educational Technology planning team is comprised of representatives responsible for implementing 

the plan, including the Superintendent/Principal, teachers, and parents. 

The team originally convened in the 2004-05 school year to serve as a strategic planning committee in the 

development of this technology plan. Since then, the team has met regularly. Progress was reviewed to: 

• Evaluate the draft technology plan and make adjustments if needed. 

• Gather and evaluate district technology data with regard to hardware, wiring, resources, professional 

development and projects. 

• Collect and analyze survey, technology, and student achievement data. 

• Identify and update common technology needs and issues. 

As the stakeholders developed our technology plan, the following key questions were addressed: 

• Is the district and schools’ vision for student success aligned to today's technology? 

• Is student academic achievement improving where technology is being used? 

• Are students demonstrating proficiency in technological literacy? 

• Are teachers proficient in implementing, assessing and supporting a variety of effective practices for 

teaching and learning?

Stakeholder Groups 

6 

District Curriculum Personnel – Superintendent/Principal, teachers and library/media specialist. 

Design & Implementation Roles: 

Representatives on our Tech Plan team promote, direct, and facilitate the technology team’s development of goals 

and objectives for curriculum, resources, and operations that technology into the curriculum. Teachers and the 

library/media specialist implement standards-aligned academic objective; support research-based best practices and 

instructional programs; monitor student assessment and data monitoring systems and school performance and make 

adjustments based on school performance. 

District Technology Personnel –The district is too small to have technology personnel. The technology component 

is shared between the Superintendent/Principal, library media specialist and until January 2005 a teacher, since 

retired. 


The Technology Plan team provides coordination of the technology implementation and the implementation of the 

goals and objectives set forth in this updated technology plan. 

District Financial Personnel – Superintendent/Principal 


Superintendent/Principal provides coordination of technology funds and budget issues. 

Site Administration – Superintendent/Principal 


Superintendent/Principal provides site-based updates on tech plan implementation and needs; monitor teacher 

performance and student learning; make adjustments based on teacher and student performance; ensure the use of 

adopted materials, research-based best practices and instructional programs; provide input on how technology can 

better support the teaching of standards-aligned academic objectives. 

Site Teachers – 

Loleta Union Elementary School District is a single school elementary school district. 


Teachers provide input on efforts and outcomes using research-based technology programs and practices to support 

the district curricular goals and academic content standards and improve teaching and learning. 

Parents – 

Parents of children enrolled in our school. 


Parents advocate for equity in access to technology and the opportunity to master core subjects. 

Government Agencies – 

Representatives from the California Technology Assistance Project (CTAP) Region 1 and the Humboldt County 

Office of Education. 


Representatives offered technical assistance in the data analyses and revision of our goals and objectives, 

professional development planning and implementation, EETT Formula Funding, E-rate, compliance issues, 

hardware, software, and infrastructure.

Community Groups & Businesses – 

The rural setting of Loleta Union Elementary School District has not provided us an opportunity to collaborate with 

Community & Business groups. 


N/A 

Higher Education – 

The two institutions of higher education have not been responsive to collaboration with Loleta Union Elementary 

School District because of our rural setting. 


N/A 

7 

The Loleta Union Elementary School District continues to solicit and expand our partnerships with stakeholders to 

enhance the infusion of educational technology into the curriculum. Our district recognizes that schools alone do not 

have the resources or expertise to keep pace with rapidly changing technology. We believe that these partnerships 

will help us serve the growing needs of an increasingly technical and global education system and society.

8 

CURRICULUM DRIVEN TECHNOLOGY GOALS 

The following goals will strategically meet our students’ need to acquire and refine their technology and information 

literacy skills in order to improve the effectiveness, efficiency, and ideally the enjoyment of their learning 

experiences as they master the core content standards. 

Goal 1: 

Goal 2: 

Goal 3: 

Goal 4: 

Students will use technology to attain rigorous performance in identified state curriculum standards. 

Students and teachers will use technology to increase communication and accessibility between 

parents, school, and the community concerning student needs and achievements. 

Students will have increased opportunities to access technology, school information, and resources 

during school and non-school hours. 

Students will meet established technology performance standards in six areas: basic operation and 

concepts, social, ethical and human issues; technology productivity tools; technology communication 

tools; technology research tools, and technology problem solving; and decision making tools. 

3a. Current Technology Access 

In 2000, Loleta Union Elementary School District developed a committee to design a technology plan to develop 

technological competence in all students. The committee developed several goals. Two goals particularly related to 

usage are: 1) to provide equal student access to computer usage during and after school hours and 2) to increase 

communication with parents through technology. Currently, Loleta Union Elementary School District has 

technology throughout all classrooms and has provided a teacher computer for each classroom each equipped with 

email access. A computer lab is maintained in the school library with daily student access. Teachers use email to 

communicate with other teachers, parents, and students regarding student achievement. 

The district utilizes Humboldt County Office of Education as our Internet service provider. To create a safe Internet 

experience, the District has adopted an Acceptable Use Policy that students, parents, and staff are required to sign 

and submit to school sites before Internet access is allowed to individual students. Each site has provided computer 

lab access for all grade levels. 

Loleta Union Elementary School District, Technology by School Type 2003-04 


Students per Computer 

Elementary 5.3 

Source: California Department of Education, Educational Demographics Office (CBEDS, sifade03 4/26/04, sifgl 7/6/04, 

pubschls 6/4/04) In addition to computers available for use by students, those used by staff for instructional activities are 

also included when counting computers at the various schools. This count is then divided by student enrollment to arrive at 

a students-per-computer figure. 

However, according to our current California Technology Survey and district records, our student to computer ratio 

for computers four years old or newer is 8:1. All teachers have access to a minimum of one multi-media computer 

with Internet access in their classrooms as well as in the Library/Media Computer Lab, before, during, and after 

school hours. All teachers have scheduled Computer Lab time for students to complete classroom activities. 

Elementary School Name: Loleta Union Elementary 

All Students, including Special Ed, ELL, and GATE students, have equal access to 

technology in the following areas: 

# of computers in Classrooms 37 

# of computers in Library/media centers 2 

# of computers in Computer Labs 8 

Total # of Internet Connected Computers 40

3b. Current Technology Integration in Curriculum 

Frequency and Type of Technology Use at Loleta Union Elementary School District 

Grade Technology Use 

Level Daily Usage 

K-2 Subject Areas Supported by 

Technology (daily): 

Language Arts / Reading 

Mathematics (limited software) 

Science (limited use) 

Fine Arts 

Spanish Immersion Program 

Library Skills 

3-5 Subject Areas Supported by 


Language Arts / Reading 

Mathematics (increased availability) 

Science (limited use) 

Social Studies 

Fine Arts 


6-8 Subject Areas Supported by 


Language Arts 

Reading 

Mathematics 

Science 

Social Studies 

Elective Program 

Yearbook Production 


Teacher Technology Use 

As Instruction Dictates 

Create instructional materials 

Communicate with parents and 

colleagues 

Create and deliver lessons 

Use surround sound field system 

VHS Video / VCR 

Low incidence items 

Teach timers 

Create and deliver multimedia 

presentations 


Communicate with students, parents, and 

colleagues 

Create and deliver lessons 

Create and deliver multimedia 

presentations 

Use surround sound field system 


Low incidence items 

Teach timers 


Communicate with students, parents, 

colleagues, and community 

Grading & Attendance 

Student Records 

Multi-media Presentations 

CDs 

Science Probes 

Microscopes (computer linked) 

Digital Cameras/Video 


Low Incidence Items 

Internet – lesson research and design 

9 

Student Technology Use 

As Instruction Dictates 

Students use a variety of technologies that 

facilitates auditory, visual, and textual 

learning. This includes: 

Listening stations 

Word processing 

CDs 

Multi-media software 

Keyboarding/word processing 




Listening stations 


CDs 


Simulations 

Calculators 

Internet 

Alpha Smarts 





CDs 


Calculators 

Spreadsheets 

Internet 

Alpha Smarts 

Accelerated Reading Program 

Digital Camera/Video 

Scanners 

Science Probes 

Microscopes 

VHS Video Camera

10 

Frequency and Type of Technology Use at Loleta Union Elementary School District 

Grade Curriculum-Integrated Technology Information Literacy Skills Technology Skills 

Level 

K-2 Students use curriculum-integrated 

technology for language acquisition, 

sound recognition, and develop 

mathematical concepts. Examples 

include: 

Kids Works Deluxe 

Appleworks 

Spanish Immersion Software 

Library search software 

3-5 Students use curriculum-integrated Library search software 

technology to develop skills in reading, Internet 

vocabulary building, and reinforce Grade level projects or reports (i.e. 3 rd 

mathematical concepts. Examples grade animal projects, 4 th grade 

include: 

mission projects, 5 th grade astronomy 

Kids Works Deluxe 

projects, science fair projects – 

Appleworks 

multiple grades) 

On-line Simulations (Social Studies and 

Science) 

Mathematical Software 

Students learn: 

how to identify computer terminology and 

how to use components of a computer (i.e. 

mouse, printing, etc.) 

how to navigate through software (i.e. library 

search software) 

computer etiquette 

Students have scheduled computer time to 

develop: 

keyboarding skills 

word processing 

Internet 

research skills 

manipulation and transfer of data between 

software 


Internet safety 

6-8 Students use curriculum-integrated 

technology for comprehension of written 

language; to research, create, and present 

multi-media projects and or reports in 

curricular areas; and develop and 

reinforce mathematical concepts. 

Examples include: 

Office 2000 

Adobe Photo Deluxe 

Type to Learn 

Microsoft Works 

Appleworks 

On-line Simulations (Social Studies and 

Science) 

Library search software 

Internet 

Grade level projects or reports (i.e. 6 th 

grade Ancient Egypt, 7 th grade 

Renaissance, 8 th grade Civil War 

projects, science fair projects – 

multiple grades) 

Students have scheduled computer time to 

develop: 

Keyboarding skills 

word processing skills 

Internet navigation skills 

Internet research skills 

Internet resources 

manipulation and transfer of data between 

software 


Internet safety 

spreadsheets 

skills needed to manipulate graphics (i.e. 

digital camera, Internet, scanner, etc.) 

3c. Curricular Goals and Standards Curriculum 

The curricular goals and standard are outlined in the Local Educational Agency Plan developed in the 2002-2003 

school year. The goals defined in the LEAP include: 

• All students reading at proficiency or above on the California Standards Test by the year 2013-2014. 

• All English Language Learners will become proficient in English and reach high academic standards at a 

minimum attaining proficiency or better in reading/language arts and mathematics. 

• By 2005-2006 all students will be taught by Highly Qualified Teachers. 

The Loleta Union Elementary School District Board of Trustees has adopted the California Academic Performance 

Standards as the minimum academic standards for the district.

3d 

Goals & Plans: Improving Teaching & Learning Curriculum 

The following goals will strategically meet our students’ need to acquire and refine their technology and information 

literacy skills in order to improve the effectiveness, efficiency, and ideally the enjoyment of their learning 

experiences as they master the core content standards. 

Goal 1: Students will use technology to attain rigorous performance in identified state curriculum standards. 

Goal 2: Students and teachers will use technology to increase communication and accessibility between 

parents, school, and the community concerning student needs and achievements. 

Goal 3: Students will have increased opportunities to access technology, school information, and resources 

during school and non-school hours. 

Goal 4: Students will meet established technology performance standards in six areas: basic operation and 

concepts, social, ethical and human issues; technology productivity tools; technology communication 

tools; technology research tools, and technology problem solving; and decision making tools. 

ACTIVITIES TO SUPPORT GOAL 1: Students will use technology to attain rigorous performance in identified 

state curriculum standards. 

Curriculum Focus Area – Language Arts / Reading: The activities listed are repetitive over the five-year term of 

the plan. Staff members identified curriculum focus areas for grades 2-8: 

Grade 

Level 

Activity 

Person 

Responsible 

Date Benchmark 

These are yearly percentages 

K-2 Students will use: 

phonics software to increase phonemic awareness and 

language acquisition; 

Accelerated Reader software to improve reading 

comprehension skills; 

listening stations to improve comprehension of context 

and vocabulary; 

word processing software to develop basic writing skills. 

Teachers End of each 

year, 2004/5- 

2008/9 

• district multiple measures, 

samples of student work, and 

software reports that assess 

student progress 

• 85% of students will access 

Accelerated Reader leveled 

library to grow their reading 

skills as evidenced by class 

printouts, each year. 

• 85% of students will use 

listening stations as evidenced by 

class records, each year. 

• 85% of students will use a 

word processing program as 

evidenced by class records, each 

year. 

• 85% of students will access the 

Waterford Early Reading 

Program as evidenced by 

6-8 Students will use: 

graphic organization software to continue developing the 

organization of their writing; 

interactive software that focuses on overall grammar and 

spelling skills; 

Internet and word processing software that develops 

research, interpretation of text, and enhances the writing 

process; and 

variety of technology, - digital cameras, scanners, 

overhead. projectors, digital video, CD burners, to 

research & present their acquisition of content standards. 

Teachers 

End of each 

year, 2004/5- 

2008/9 

11 

program reporting, each year. 

• Content cluster reports from 

STAR, district multiple 

measures, samples of student 

writing, and software reports that 

assess student progress 


graphic organization software as 

evidenced by student work, each 

year. 

• 95% of students will complete a 

research paper as evidenced by 

student work, each year. 

• 95% of 7th & 8th graders will 

develop web science fair projects 

for the Virtual Science Fair using 

a variety of technology, each year

Curriculum Focus Area – Mathematics: The activities listed are repetitive over the five-year term of the plan. 

Staff members identified curriculum focus areas for grades 2-8. 

12 

Grade Activity 

Level 


software to develop problem solving skills, number sense, 

measurement and spatial reasoning; 

auditory CDs that reinforce number facts. 


software to develop problem solving strategies, 

measurement, geometry, estimation, and computation 

skills; 

auditory CDs that reinforce computation skills and number 

facts. 


diagnostic software to improve and reinforce measurement, 

statistics, and computation skills; 

graphing calculators to develop statistical and algebraic 

concepts; 

classroom computer stations to improve and reinforce 

measurement, statistics, and computation skills. 

Person 

Responsible 

Teachers 

Teachers 

Teachers 

Date 

End of each 

year, 2004/5- 

2008/9 

End of each 

year, 2004/5- 

2008/9 

End of each 

year, 2004/5- 

2008/9 

Benchmark 



STAR, district multiple measures, 

samples of student writing, and 



• 95% of students will use math 

software as evidenced by student 

records, each year 


auditory CD as evidenced by 

classroom records, each year 



















records, each year

Curriculum Focus Area – Science: The activities listed are repetitive over the five-year term of the plan. 

Modifications these activities will be reflected in the plan based on recommendations made to the District 

Technology Committee at the annual review meeting. Staff members identified curriculum focus areas for grades 2- 

8. 


Person 

Date 

Benchmark 

Level 


CD research software. 

Responsible 

Teachers 

End of each 

year, 2004/5- 

2008/9 

13 



STAR, samples of student work, 

and software reports that assess 


• 95% of students will use CD 

software to research science 

material as evidenced by student 

work and classroom records, each 

year 


technology such as digital cameras, Internet, and word 

processing to develop the concepts of the scientific process 

while participating in on-line projects; 

problem solving science simulations to improve and 

reinforce the scientific process; 








CD research software 

Teachers 

Teachers 

End of each 

year, 2004/5- 

2008/9 

End of each 

year, 2004/5- 

2008/9 

Content cluster reports from 





technology to process a science 

project as evidenced on Science 

Night, each year 


simulations as evidenced on 

Science Night, each year 





year 
















year

ACTIVITIES TO SUPPORT GOAL 2: Students and teachers will use technology to increase communication and 

accessibility between parents, school, and the community concerning student needs and achievement. 

Current Status: The Technology Committee surveyed the district’s staff regarding communication technology and 

found the following: The district web page is updated regarding school calendars, lunch menus, activities and 

district reports’, but the school site web pages are not currently updated on a regular basis. All teachers have 

telephones in their classrooms to facilitate parent contact, and they have access to email through their classroom 

computers 

To facilitate increased communication and accessibility between parents, school, and the community, sites proposed 

the following activities 

Site Activity Person Responsible Date Benchmark 


District Wide Provide staff development on 

email 

Implement Power Schools home 

communication program 

Send letters home to parents 

about the use of on-line 

communication service 

Teachers will increase their use of 

email with staff, parents, and 

students 

Staff will utilize Power School to 

record and evaluate results of 

student achievement through 

Multiple Measures data. 

Principal 

Staff Development 

2004/2005 School Year 

for Staff Development 

Days 



Days 

Training Rosters 

Staff Survey 

Printout of Multiple 

Measures data from Power 

School 

95% of students with internet 

access will access Power 

School for e-mail, 

homework, progress reports 

and newsletters, each year. 

ACTIVITIES TO SUPPORT GOAL 3: Students will have increased opportunities to access technology, school 

information, and resources during school and non-school hours. 

Activity 

Person 

Responsible 

Date Benchmark 


Access to technology will be provided in each 

district classroom, in the computer lab in the 

library. 

Upgrade or purchase equipment as needed. 

District Technology 

Coordinator 

Ongoing 

2004/5- 

2008/9 

The teaching of technology skills will take 

place within the context of the curriculum and 

be supported by training in the computer lab. 

Principal 

Ongoing 

2004/5- 

2008/9 

14 

Inventory of district technology that will insure 

that all district equipment is functional 

Records of Purchase Order, each year 

Samples of student work 

Site computer lab schedules 

Classroom observations using Walk'bout will 

indicate use of technology in 70% of the 

observations, each year 

Information literacy training for students will 

take place in the classroom and be supported by 

computer lab activities. 

Principal 

Ongoing 

2004/5- 

2008/9 






80% of students in grades 3 - 8 will access library 

materials from their classroom as evidenced by 

library records, each year

ACTIVITIES TO SUPPORT GOAL 4: Students will meet established technology performance 

standards in six areas: basic operation and concepts, social, ethical and human issues; technology 

productivity tools; technology communication tools; technology research tools, and technology 

problem solving; and decision making tools. 

Activity 

Person 

Date 

Benchmark 

District Technology Committee will revise the 

district standards for technology and 

information literacy by grade level. 

Each grade level will review the proposed 

technology performance standards. 

Final draft of proposed technology 

performance standards, including evaluation 

models, will be submitted to the board. 

Implement new district standards for 

technology and information literacy through 

classroom curriculum. 

3e 

Goals/Plans 

Responsible 


Subcommittee 

15 

2006/2007 Draft recommendations for grade level 

performance standards will be distributed by 

April 2007. 

Teachers 2006/2007 Report by teacher on acceptance of changes to 

proposed technology performance standards will 

be returned to committee by May 2007 

Superintendent 2006/2007 Approval and adoption by the Loleta Union 

Elementary School District Board by June 2007 

Teachers 

Ongoing 

2004 – 2008 

90% of student portfolios will contain samples of 

student work in technology 

• Lesson plans will indicate use of technology, 

each year 

When we assess a classroom to ensure that 85% are meeting a benchmark we are assessing an average of 15 

students per classroom. The use of daily logs, anecdotal records, lesson plans and other daily activities have proven 

to be adequate for evaluating the progress towards meeting benchmarks. 

3f 

Goals/Plans for appropriate access to the Curriculum 

As reference in the District Profile, Loleta Union Elementary School District has a significantly diverse student 

population. Equal access to the curriculum is not an issue in the district. As referenced in the District Profile the 

class sizes are small. The percentage of Socially Economically Disadvantaged students is 70%+. The number of 

Hispanic and Native American students is equally dispersed throughout the student population. There are an equal 

number of boys and girls in the population. Every student has equal access to the curriculum and to the use of 

technology. Goal 3, listed at the beginning of this section, and the activities to support this goal, listed on page 14, 

address appropriate access to the curriculum 

3g 

Goals/Plan For Records/Assessment 

The district's implementation of Power School and Power Grade, as identified in Activities to Support Goal 2, 

supports the use of technology to improve student achievement data collection, analysis, reporting and research/data 

driven decision-making. 

3h. Goals/Plans For Parent Access to Teachers/Administrators 

Beginning in September 2005, parents will have access to Power Grade, a component of Power School our student 

information system, as identified in Activities to Support Goal 2. Parents will be able to view student academic 

progress, contact teachers, read newsletters and view homework assignments at their convenience. The district web 

site has been upgraded with classroom pages to be maintained by teams of sixth and seventh grade students. The 

weekly school newsletter is posed each Friday on the website. 

Activity 

By June 2006, all parents will have password 

protected online access to their student’s 

attendance, assignments and grades through 

Power Grade a web-based student information 

system 

By September 2006, two computers in the 

computer will be available for parent access to 

Power Grade. 

Person 

Responsible 

Principal 

District Office Staff 

Principal 

Librarian 

Date 

September 

2005 

September 

2005 

Evidence 

Signatory cards of parents for obtaining their 

password. 

Sign in sheets for parent use of these computers.

3i. Benchmarks and Timelines 

The benchmarks and timelines for Goal 1 are described on pages 12 - 13 for Reading, Math and Science include: 

16 

Reading 


Level 



Person 

Responsible 

Teachers 

Date 

End of each 

year, 2004/5- 

2008/9 

Benchmark 










year 















Teachers 

Teachers 

End of each 

year, 2004/5- 

2008/9 

End of each 

year, 2004/5- 

2008/9 
















year 
















year

17 

Math 


Level 


software to develop problem solving skills, number sense, 

measurement and spatial reasoning; 

auditory CDs that reinforce number facts. 


software to develop problem solving strategies, 

measurement, geometry, estimation, and computation 

skills; 

auditory CDs that reinforce computation skills and number 

facts. 


diagnostic software to improve and reinforce measurement, 

statistics, and computation skills; 

graphing calculators to develop statistical and algebraic 

concepts; 

classroom computer stations to improve and reinforce 

measurement, statistics, and computation skills. 

Person 

Responsible 

Teachers 

Teachers 

Teachers 

Date 

End of each 

year, 2004/5- 

2008/9 

End of each 

year, 2004/5- 

2008/9 

End of each 

year, 2004/5- 

2008/9 

Benchmark 































records, each year

18 

Science 


Level 



Person 

Responsible 

Teachers 

Date 

End of each 

year, 2004/5- 

2008/9 

Benchmark 










year 















Teachers 

Teachers 

End of each 

year, 2004/5- 

2008/9 

End of each 

year, 2004/5- 

2008/9 
















year 
















year

The benchmarks and timelines for Goal 2 include: 

19 

Site Activity Person Responsible Date Benchmark 


District Wide Provide staff development on 

email 

Implement Power Schools home 

communication program 

Send letters home to parents 

about the use of on-line 

communication service 

Teachers will increase their use of 

email with staff, parents, and 

students 

Staff will utilize Power School to 

record and evaluate results of 

student achievement through 

Multiple Measures data. 

Principal 

Staff Development 



Days 



Days 

Training Rosters 

Staff Survey 

Printout of Multiple 

Measures data from Power 

School 

95% of students with internet 

access will access Power 

School for e-mail, 

homework, progress reports 

and newsletters, each year. 


Activity 

Access to technology will be provided in each 

district classroom, in the computer lab in the 

library. 

Upgrade or purchase equipment as needed. 

The teaching of technology skills will take 

place within the context of the curriculum and 

be supported by training in the computer lab. 

Person 

Responsible 


Coordinator 

Principal 

Date 

Ongoing 

2004/5- 

2008/9 

Ongoing 

2004/5- 

2008/9 

Benchmark 


Inventory of district technology that will insure 

that all district equipment is functional 

Records of Purchase Order, each year 






Information literacy training for students will 

take place in the classroom and be supported by 

computer lab activities. 

Principal 

Ongoing 

2004/5- 

2008/9 






80% of students in grades 3 - 8 will access 

library materials from their classroom as 

evidenced by library records, each year 


Activity 

District Technology Committee will revise the 

district standards for technology and 

information literacy by grade level. 

Each grade level will review the proposed 

technology performance standards. 

Final draft of proposed technology 

performance standards, including evaluation 

models, will be submitted to the board. 

Implement new district standards for 

technology and information literacy through 

classroom curriculum. 

Person 

Responsible 


Subcommittee 

Date 

Benchmark 

2006/2007 Draft recommendations for grade level 

performance standards will be distributed by 

April 2007. 

Teachers 2006/2007 Report by teacher on acceptance of changes to 

proposed technology performance standards will 

be returned to committee by May 2007 

Superintendent 2006/2007 Approval and adoption by the Loleta Union 

Elementary School District Board by June 2007 

Teachers 

Ongoing 

2004 – 2008 

90% of student portfolios will contain samples of 

student work in technology 

• Lesson plans will indicate use of technology, 

each year

20 

3j. Process to Monitor Curriculum Benchmarks/timelines 

Evaluation Activities -Goals 1, 3, & 4: Over the five years of the plan, classroom and student work will include 

but not be limited to: 

Language Arts/Reading - At each grade level, student writing will demonstrate mastery of technology and 

information literacy skills. This would include pre and post writing samples. Students will demonstrate 

improvement of technology and information literacy skills through the use of word processing programs, and the 

Internet. Students will use Alphasmarts for all stages of the writing process. 

Mathematics – At each grade level student work will demonstrate mastery of problem solving strategies through 

multiple representations (symbolic, numeric, graphic, and verbal/written representation). Printouts of computer 

generated documents, i.e. spreadsheets, would be another form of assessment that would demonstrate acquisition of 

mathematical concepts. 

Science – At each grade level student work will demonstrate mastery of the scientific process with the support of 

technology. Student work could include projects, printouts from software, and/or audio visual presentations that 

demonstrate their understanding of the scientific process. 

Multiple Measures – These measures are a compilation of classroom grades, standardized test scores, and District 

Performance Assessment. 

Evaluation Activities Goal 2: Over the five years of the plan, the principal and staff will review supporting 

benchmark data.

PROFESSIONAL DEVELOPMENT 

21 

4a. Summary of District Teachers’ & Administrators’ Technology Skills 

Ongoing professional development is essential to the effective use of technology. Loleta Union Elementary School 

District recognizes that teachers, librarians, administrators, and support staff must receive training in order to use 

technology to promote student achievement. 

One hundred percent (100%) of staff participated in an individual technology assessment in the fall of 2004. The 

summary for Credentialed Teachers and Administrators are displayed in the charts below. The teachers’ results 

indicated that we have demonstrated Intermediate or Proficiency level in the general use of technology and word 

processing categories. The administrators’ results show Intermediate or Proficiency level. 

Teachers 

Credential 

Unrated Intermediate Proficient Intermediate 

Number % Number % Number % or Better 

General computer 

Knowledge 0 0.0% 0 0.0% 13 100.0% 100.0% 

Internet 0 0.0% 0 0.0% 13 100.0% 100.0% 

Email 0 0.0% 0 0.0% 13 100.0% 100.0% 

Word Processing 0 0.0% 0 0.0% 13 100.0% 100.0% 

Publishing 0 0.0% 5 38.5% 7 53.8% 92.4% 

Databases 0 0.0% 5 38.5% 8 61.5% 100.0% 

Spreadsheets 0 0.0% 5 38.5% 7 53.8% 92.4% 

Presentation Software 0 0.0% 4 30.7% 4 30.7% 61.4% 

Instructional 

Technology 0 0.0% 2 15.4% 10 76.9% 92.3% 

Average All Areas 0 0.0% 21 32.3% 88 75.2% 93.2% 

Administrators 

Unrated Intermediate Proficient Intermediate 

Number % Number % Number % or Better 

General computer 

Knowledge 0 0.0% 0 0.0% 1 100.0% 100.0% 

Internet 0 0.0% 0 0.0% 1 100.0% 100.0% 

Email 0 0.0% 0 0.0% 1 100.0% 100.0% 

Word Processing 0 0.0% 0 0.0% 1 100.0% 100.0% 

Publishing 0 0.0% 0 0.0% 1 100.0% 100.0% 

Databases 0 0.0% 0 0.0% 1 100.0% 100.0% 

Spreadsheets 0 0.0% 0 0.0% 1 20.0% 100.0% 

Presentation Software 0 0.0% 1 100.0% 0 0.0% 100.0% 

Instructional 

Technology 0 0.0% 0 0.0% 1 100.0% 100.0% 

Average All Areas 0 0.0% 1 100.0% 8 37.8% 80.0% 

In addition to survey results, collaborative discussions were conducted to determine professional development needs 

for district personnel. The administrators will participate in all aspects of the professional development with a 

particular focus in Instructional Technology. In summary, they are 

• research and collaborate on software related to curriculum 

• collaborate and design lessons that integrate software and hardware into curriculum 

• visit sites demonstrating student achievement through the use of technology 

• attend staff development workshops and/or conferences during non-school hours 

• develop curriculum-based technology lessons

4b. Professional Development Goals & Plan 

22 

The Educational Technology Team identified the following professional development goals: 

Goal 1: The district will assist teachers in reaching proficiency of technology skills in areas specific to their 

curriculum focus through staff development activities. 

Goal 2: The district will provide training that integrates technology with state curriculum standards. 

Goal 3: The district will provide training that is concurrent with equipment acquisition and installation. 

Goal 4: The district will provide appropriate technology training for classified staff. 

Activity Person Responsible Timeline Benchmark 

Survey staffs’ current technology skills and 

needs for professional development 

Work with local CTAP representative, 

HCOE, and the Technology committee to 

analyze district data to identify professional 

development needs. 

Principal September 2006 

annually 

• Principal 

• CTAP representative 

• HCOE representative 

Spring 2005 

annually 

• 100% completed surveys 

from certificated staff, each 

year 

• The list of professional 

development needs will be 

presented to site council in 

August yearly. 

Work with a local CTAP representative and 

HCOE to assist the Technology Committee to 

make grade level recommendations 

concerning revisions to the district standards 

for technology and information literacy. 

Distance learning professional development 

opportunities will be offered yearly, 

including, CTAP Online, MarcoPolo, Digital 

curriculum, etc. 

• Principal 

• CTAP representative 

• Principal 

• Site Council 

• PAR committee 

Summer 

2007 

Annually 

• Grade level 

recommendations presented to 

staff in September 2007. 

• Recommendation presented 

to site council in September 

2007 

• 50% of certificated staff wil 

take a distant learning 

profession development 

offering yearly, as indicated o 

staff development tracking 

form. 

4c. Professional Development Benchmarks & Timeline 

These are included in the chart in 4b above. Our professional development plan is based on the analysis of our 

teachers’ and administrators’ technology skills and needs as well as our district’s curricular goals. The district will 

offer a variety of training options such as the CTAP Online (http://www.ctaponline.org) learning portal, face-toface 

training & collaboration time, and one-on-one coaching. We will maximize the use of technology and site 

resources to support the district’s goals and objectives for curriculum, instruction, intervention, and assessment. 

4d. Professional Development Monitoring, and Evaluation. 

The district uses a professional development form to monitor the staff development activities of each teacher. Each 

teacher completes a form indicating the workshop and the technology component. Through the use of the 

Walk’bout program, the Principal tracks the use of technology in the classroom during informal classroom 

observation. The principal follows up each Walk'bout observation with a printout of the observation for the teacher. 

Teachers are evaluated using the CA Standards of Teaching, Standard 6, Element 3, addressing gaining skills in the 

use of technology in the classrooms, all teachers must meet this element.

INFRASTRUCTURE, HARDWARE, SOFTWARE, AND TECHNICAL SUPPORT 

23 

5a Anticipated needs to support our tech plan objectives. 

Needed Hardware / Workstations 

Administrative Staff Equipment: Most of the hardware has been replaced within the past four years. We will 

continue a process of upgrading hardware and software as needed. 

Computer Lab: In order to support the Curriculum Component Goal 1 below are the needs of hardware for the 

computer lab and classrooms. Our lab will be equipped with the following: 

• 20 workstations 

• One network printer 

• One digital projector 

• One scanner 

• One digital camera 

• One digital video camera 

• One teacher workstation 

• Pull-down screen or white board for projection 

Teacher Classroom Equipment: We recognize the importance of portability for teaching staff. The teaching staff 

should be provided with a dedicated laptop workstation. Portable technology provides teachers the flexibility to 

communicate with staff, parents, students and community, prepare lesson plans, and take notes in and out of the 

classroom. The school has one networked color laser printer and one black and white laser printer available for 

teaching staff and students. As current teacher desktop workstations are replaced by laptops, these desktop 

workstations will be made available in classrooms for student use. 

Student Classroom Equipment: The long-term goal for the school is to have a classroom set of wireless laptop 

computers in grades 5 through 8. For the term of this technology plan, the goal is to equip every classroom with a 

minimum of three student computer workstations. We will attempt to acquire a minimum of one computer per 

classroom per year depending on budgetary constraints. This establishes a pattern of replacement and equal 

distribution of newer equipment. Older equipment will be cycled out of service. 

Network Access Needed 

Updating the network allows students to more efficiently access information as it pertains to the identified state 

curriculum standards; for example, access to distance learning as well as professional development through video 

streaming. In addition, by reducing the amount of time it takes to access information on-line or through email, 

communication concerning student needs and achievement between staff, parents, students, and community will 

improve. 

The following needs are necessary to upgrade network access: 

• upgrade the wiring from Category 5 to Category 5e and/or convert to wireless technology as computer 

workstations become faster and technology evolves 

• upgrade to two Apple G5 servers 

• install additional fiber lines to handle newer technologies that come into play, such as streaming video 

Electronic Learning Resources 

Software purchases will be made to support the curriculum and professional development goals as stated in the 

technology plan. We will expand upon our current inventory of software by researching and developing a list of 

software that supports the activities listed in the Curriculum Component Goal 1. The software will include, but not 

be limited to the following content areas: reading, language arts, mathematics, and science. In addition, we will 

need other electronic learning resources to support the identified state standards.

24 

Site 

District Wide 

Software 

Needed 

phonics 

Accelerated Math 

number theory 

computation skills 

geometry 

graphic organizer 

Microsoft Office (updated version) 

Other Electronic Resources 

Needed 

auditory CDs 

digital still cameras 

digital video cameras 

scanner 

color printers 

TV/VCR 

AlphaSmarts 

Library 

Resources Needed 

listening stations 

projectors 

Technology Support Needed 

We anticipate the need for additional technical support staff. We are working with other local 

schools to employ an IT specialist to assist in troubleshooting current problems, assisting with 

upgrading issues and planning for future technology. 

Monitoring and Evaluating 

Inventory of all equipment will be maintained and updated annually. Review will take place to determine 

equipment condition, location, and compatibility with current technology and curriculum. Workstations older than 

four years will be evaluated for use within the district or disposed of. Bi-annually, we will assess our progress and 

success in implementing this plan. 

5b. Current District Hardware 

Existing hardware and electronic resources at each of our sites is included in Component 3a: 

Current Technology Access in our tech plan. This data comes from both our CBEDS data and our annual California 

School Technology Surveys. 

The CBED computer to student ratio by grade band is summarized in the chart below and includes all computers 

regardless of age. However data from the 2003-04 California School Tech Survey shows the average student 

computer ratio for computers four years old and newer is 8:1. 

District Technology by School Type 2003-04 


Students per Computer 

Elementary 5.3 

Source: California Department of Education, Educational Demographics Office (CBEDS, sifade03 4/26/04, sifgl 

7/6/04, pubschls 6/4/04) In addition to computers available for use by students, those used by staff for instructional 

activities are also included when counting computers at the various schools. This count is then divided by student 

enrollment to arrive at a students-per-computer figure. 

The total number of internet connected multi-media computers in the district (from 2004 California Tech Survey) is 

summarized in the chart below. 

Elementary Schools District Total 

40 40 

Administrative Staff Equipment: Loleta Union Elementary School District personnel have the necessary 

equipment (laptops and PDAs) to allow them to perform their administrative duties.

Computer Lab Equipment: There is one networked 9-station lab with networked color printer, scanner, and two 

digital cameras. 

25 

Teacher Classroom Equipment: Each teacher has at least one networked multimedia computer workstation. All 

classrooms have independent inkjet printers and are networked with a color and black & white printer in the office 

and library. 

Student Classroom Equipment: Computers vary greatly within the school. Some classrooms have no dedicated 

student computers while others have as many as four. All student computer workstations are networked; however, a 

few have limited access due to age of machine. This depends on grade level and subject area. Most student 

workstations are over four years old. Upgrades have been made where benefit could be affected without an 

unacceptable financial investment. Computers have, for the most part, been placed on tables that were not originally 

intended for computer use; therefore, the workstations are not ergonomically designed. 

Loleta Union Elementary School District uses Power School to maintain student records and student achievement. 

Email is used extensively by administration to communicate with staff, parents, students, and community. Many 

teachers are beginning to utilize Power School's Power Grade to communicate with staff, parents, students, and 

community. The district is committed to continued support of these software and continued staff development to 

ensure optimal use of the software capabilities. 

The Local Area Network backbone is one strand fiber optic that connects to 100/10 Base-T HP switches. Wide 

Area Network connection to the Internet and email is T1 line through the Humboldt County Office of Education. 

The District has a total of two servers ranging from 300 MHz older NT 4 servers to Macintosh G5 800 MHz OSX. 

5c Benchmarks and Timeline 

The Technology Committee recommends that the school adhere to the following timeline for equipment purchases. 

Workstation purchases using this timeline are reflected in the following table. This table shows new purchases each 

year. 

Year Need Person 

Responsible 

Research, develop, and prioritize a list of Technology Subcommittee 

electronic learning resources to be purchased. Site principal prepares purchase order 

2 Purchase laptops and workstations equal to Technical support personnel 

replace outdated hardware 

Technical support personnel 

Repurpose teacher workstations to student Site principal prepares purchase order 

workstations. 


Purchase two projectors for classroom use. Assistant Superintendent and site 

Evaluate network infrastructure for needed principals 

upgrades. 

Technology Specialist 

Review budget as it pertains to Year 3. 

Annual inventory of infrastructure, hardware, 

and electronic learning resources. 

Evidence of Completion 

List of recommended electronic resources 

Invoices for electronic learning resources 

Update Hardware Inventory 


Invoices for electronic learning resources 

Report of infrastructure needs 

Copy of Year 12final budget & Year 3 

projections 

Copy of inventory

26 


Responsible 

3 Purchase electronic learning resources as identified in 

the list developed in Year 2. 

Repurpose older classroom student workstations to the 

computer loaner program and phase out non-functioning 

computers. 

Purchase a new server. 

Evaluate network infrastructure for needed upgrades. 


Annual inventory of infrastructure, hardware, and 

electronic learning resources. 

Principal prepares purchase order 


Principal prepares purchase order 


Assistant Superintendent and site 

principals 

Technology Specialist 


Invoices for electronic learning 

resources 



resources 


Copy of Year 3 final budget & Ye 

projections 

Copy of inventory 


Responsible 

4-5 Purchase the remaining electronic learning resources on Site principal prepares purchase order 

the list made in Year 1. 

Site principal prepares purchase order 

Purchase laptops and workstations equal to replace Technical support personnel 

outdated hardware 

Site principal prepares purchase order 

Repurpose older equipment to the computer loaner Site principal prepares purchase order 

program and phase out non-functioning equipment. Technical support personnel 

Evaluate network infrastructure for needed upgrades. Assistant Superintendent and site 


principals 

Annual inventory of infrastructure, hardware, and Technology Specialist 

electronic learning resources. 



resources 


resources 



resources 


resources 


Copy of Year 4 final budget & Ye 

projections 

Copy of inventory 

5d Monitoring Infrastructure 

The district has a process of tracking, feedback and adjustments for the purpose of buying and deploying 

infrastructure resources: computers, networks, televisions, telephones, etc. The district inventory clerk tracks the 

age of the infrastructure and the repairs records of each. When a system records a pattern of repairs the clerk 

notifies the Superintendent/Principal. The Superintendent/Principal then researches to determine if the item or 

system needs to be replaced or upgraded. In a small district, this has work well since the Superintendent/Principal is 

the responsible party for the decision as well as the district budget. 

Activity Responsible Party Evidence of Completion Date 

Hardware, Software, 

Infrastructure and Technical 

Support Component: 

Staff will submit documentation 

on activities from this 

component to the Principal 

Principal 

• Inventory, purchase 

orders and invoices will 

be collected. 

By 6/1 each year of 

plan

ED. TECHNOLOGY FUNDING & BUDGET 

27 

Provisions in the current budget are made for technology expenditures and professional development. The sources 

of these funds include: general fund, site budgets, categorical funds, lottery revenue, E-Rate discounts, and grants. 

These funds provide for current and future funding of this plan. The Technology Committee will research and 

suggest options for future funding sources. Funding beyond the usual sources are a priority and will be critical 

particularly during tight budget times. 

6A. Established and Potential Funding Sources 

Established Funding Sources 

Technology Support Funding 

Currently the General Fund provides funds for the Library Computer Lab Aide position that supports technology by 

maintaining the computer lab, teaching computer courses, and troubleshooting classroom computer problems. 

Professional Development Funding 

Funding for Professional Development sources include Title I, Title II, Title III, Peer Assistance and Review (PAR), 

and Staff Development Buyback days. The primary focus of the District staff development plan is to provide the 

necessary skills to improve student achievement. Technology is a tool to support that change. At this time there is 

approximately $12,000 a year available for staff development. The full amount is not dedicated to technology staff 

development but with the emphasis on the use of technology in the core curriculum the goals of this plan will be 

easily achieved as it is integrated in the over all staff development plan for the District. Technology will not be 

viewed as a separate component but as an underlining base. 

Potential Funding Sources 

Categorical Funding 

The purchase of new ELRs will come funds that are categorical in nature and consist of Title I, School 

Improvement, Economic Impact Aid, and the Lottery. 

Bear River Bank of the Rohnerville Rancheria 

One of two Native American Rancherias is opening a casino in the summer of 2005. The tribal council has 

committed to donating substantial funds to the school. A portion of these funds will be used to upgrade the 

infrastructure and hardware in this plan. 

Modernization 

The district will begin construction on a modernization project in the summer of 2006. The needs identified in this 

plan will be used to address the technology infrastructure and hardware needs of each classroom. 

Options for Reducing Costs 

The following options for reducing costs are now used in the district and will continue to be used in the future. 

• Participation in California Teleconnect Program (DAS) for reduced-cost phone service. 

• Participation in the E-Rate funding program. 

• T-1 Internet access through Humboldt County Office of Education. 

• Bulk purchasing through Mendocino County Office of Education, C-SMART, and other “educational 

buy” programs. 

• Licensing software on a site basis, rather than on an individual-computer basis. 

• Pursuing donations of modern equipment.

6b. Plan Implementation Costs 

28 

Electronic Learning Resources 

Electronic Learning Resources (ELR) are used extensively. The purchase of new ELRs will come funds that are 

categorical in nature and consist of Title I, School Improvement, Economic Impact Aid, and local grants. The 

following are the significant purchase items. All others are minor in cost. 

Software 

Year Two-Accelerated/Star Math $3,000 

Year Three-Waterford Early Reading System - $9,000 

Year Three-Update Microsoft Office $1,000 

Equipment (not computers) 

Year Two-Three Projectors $2,500 each 

Computers 

Year Two-10 Lap Tops for $12,000 

Year Two- 9 Regular Workstations (one per classroom) $10,800 

Year Three-9 Regular Workstations (one per classroom) $10,800 

Year Four-9 Regular Workstations (one per classroom) $10,800 

Future Years-Replace Twenty Percent of Equipment $12,500 

As the purchase of new workstations occurs older equipment will be repurposed. The priority is to have the multimedia 

laptop computer for each teacher and at least one new workstation per classroom 

Summary of Electronic Learning Resources/Computers 

Year Software Equipment Computers Total 

Two $ 3,000 $ 2,500 $ 22,500 $ 28,000 

Three $ 10,000 $ 10,800 $ 20,800 

Four $ 10,800 $ 10,800 

Five $ 12,500 $ 12,500 

Total $ 13,000 $ 2,500 $ 56,600 $ 72,100 

6c. District Provision Tech Support 

Currently the General Fund provides funds for the Library Computer Lab Aide position that supports technology by 

maintaining the computer lab, teaching computer courses, and trouble shooting classroom computer problems. 

The district is investigating the sharing of a tech support person with other small rural districts in a similar situation 

as ours. When technical support is needed the Humboldt County Office of Education, Capital Business Machines, 

and other commercial support providers are used. 

6d. Costs and TCO Funding 

The district replacement policy for obsolete equipment is every five years. Budgetary constraints impact the district's 

ability to strictly adhere to this policy. The district does not have the ability to set aside a fixed percentage or dollar 

amount to replace obsolete equipment. When funds become available the principal and technology committee 

determine the equipment that will be replaced. 

6e. Monitoring the Funding Plan 

Activity Responsible Party Benchmark Date 

Budget and Funding Component: 

Budget process will include 

consideration of budget goals. 

Superintendent 

School Site Council 

Board of Trustees 

• Inclusion in District's 

adopted budget of 

technology. 

By 6/30 of each year of 

plan

MONITORING & EVALUATION OF TECHNOLOGY PLAN 

29 

7. a. Description of how technology’s impact on student learning and 

attainment of the district’s curricular goals, as well as classroom and school 

management, will be evaluated. 

Each program year, the Technology Committee will assess the achievement of the goals, activities and benchmarks 

of each component of the plan as indicators of success. Recommended steps to meet goals not yet achieved, 

recommended ways to provide adequate funding to support the plan, and/or recommended revisions in the plan will 

be presented to the district administration and the Board. 

Sources of data on which to base evaluations will take a variety of forms depending upon the activity being 

evaluated and the learner outcomes that are being assessed. Sources of data include but are not limited to: 

• Formal assessment examples: test scores, portfolios, pre-testing and post-testing of learner performance, 

and CDE Educational Technology Surveys. 

• Informal assessment examples: observation and interview of teachers, students, parents and 

administrators; and participant evaluations of teacher in-service presentations. 

• Documentation of activities and learner outcomes: include but are not limited to multimedia reports, 

student-developed and teacher-developed web pages, incorporation of technology-based resources 

into written and oral reports, and completion rates for students and staff in technology-based 

courses or workshops. 

• Documentation of budget expenditures, donations, and other financial data. 

Goals for Monitoring, Evaluating and Assessing the Educational Technology Plan 

Goal 1: Monitoring, evaluation and assessment information will be formative. 

Goal 2: Monitoring, evaluation and assessment information will be summative. 

Goal 3: Data from the monitoring, evaluation and assessment process will be used to guide budget and funding decisions and to 

modify, change and update the Educational Technology Plan to ensure that the goals and activities of each section of the plan are 

consistent and current. 

7. b. Schedule for evaluating the effect of plan implementation. 

7. c. Description of how the information obtained through the monitoring and 

evaluation will be used. 

Activities for Monitoring, Evaluating and Assessing the Plan 


Curriculum Component: 

Staff will submit documentation on 

activities to Principal. 

Principal 

• Portfolios of student 

work will include 

technology based 

products 

• observations using the 

Walk'bout will document 

technology usage 

By 6/1 each year of plan.

30 


Staff Development Component: 


technology-related staff 

development activities to the 

Principal 

Principal 

• Staff Development 

Record of Attendance 

forms will indicate the 

technology components of 

the workshop 

By 6/1 each year of plan 

Hardware, Software, Infrastructure 

and Technical Support Component: 


activities from this component to 

the Principal 

Budget and Funding Component: 

Budget process will include 

consideration of budget goals. 

Principal 

Superintendent 

School Site Council 


• Inventory, purchase 

orders and invoices will be 

collected. 

• Inclusion in District's 

adopted budget of 

technology. 

By 6/1 each year of plan 

By 6/30 of each year of 

plan 

Curriculum, Staff Development, 

Infrastructure, Budget, and 

Evaluation Components: 

Principal will report progress on 

components of the plan to District 

Technology Committee 

Monitoring, Assessment and 

Evaluation Component: Reports on 

all components of the plan 

evaluated by District Technology 

Committee and recommendations 

for revisions to plan presented to the 

Superintendent. 

Education Technology Plan updated 

by School Board based on District 


recommendations and 

administrative input. 

Principal 


Committee 


Report to District 


Presentation of findings to 

Board, including 

recommended actions and 

revisions in Education 

Technology Plan 

Updated Education 

Technology Plan 


plan 


plan 


plan

Adult Literacy and Technology 

31 

Criteria 8: Effective Collaborative Strategies with Adult Literacy Providers to Maximize 

the Use of Technology 

The Loleta Union Elementary School District does not provide adult education courses. However, we have 

identified the following adult education providers in our area: 

1. Fortuna Union High School District 

2. College of the Redwoods 

During the Spring of 2004, the Loleta Union Elementary School District’s Technology Committee will meet with 

adult literacy providers. The Technology Committee will share information about our technology plan, learn how 

Adult Literacy Providers currently incorporate technology into their classes, and discover how we may collaborate 

to better provide services to our students, our parents, and the general community. Possible assistance may include 

providing facilities so that classes may be offered locally, providing ideas and aid so that technology may be 

integrated into their curriculum, and collaboratively pursuing funding sources for adult literacy.

EFFECTIVE, RESEARCH-BASED METHODS AND STRATEGIES 

32 

Criteria 9: Effective, Research-Based Methods and Strategies 

The integration of technology into the curriculum is core to this Educational Technology Plan the District's Mission 

Statement. Technology links classrooms with educational resources within the school, the community, the nation 

and the world. Our district-wide plan encourages use of multimedia tools that enable students to become producers 

of knowledge as well as active learners. Our plan encourages student use of technology in project-based learning 

activities that support District learning goals and help students acquire technology and information-literacy skills, 

while achieving District curricular standards. 

The strategies in this plan for student learning, teaching, and technology management are based on relevant research 

and effective practices. The following are some examples we believe relate to student achievement: 

Curriculum Component Goals: Students will collect, organize, and analyze information through the use of 

electronic graphic organizers and the Internet to improve their writing, information literacy skills, as well as their 

mastery of the science process. 

“And in the ACOT study, student engagement remained highest when technology use was 

integrated into the larger curricular framework, rather than being an “add-on” to an already 

full curriculum.” 1 

Loleta Union Elementary School District supports differentiated learning. One way to meet the needs of all students 

is through the use of technology. The curriculum goals of this plan support differentiated learning by utilizing 

“technology to provide the means for students with special need to communicate via email and use the Internet for 

research, and [technology] can also help teachers accommodate students’ varying learning styles.” 2 

Professional Development Goals: Loleta Union Elementary School District recognizes that teachers, librarians, 

administrators, and support staff must receive training in order to use technology to promote student achievement.. 

Our staff development component outlines the scope of teacher training. 

In 2000, a report on the effectiveness of technology in schools reported that, “… results of over 300 studies of 

technology use, authors concluded that teacher training was the most significant factor influencing the effective use 

of educational technology to improve student achievement. Specifically, the report states that students of teacher 

with more than ten hours of training significantly out performed students of teachers with five or fewer training 

hours.” 3 

To ensure that students receive a rigorous, academic education, the District developed this technology plan that 

supports our mission statement. Part of the Mission Statement says, "Students will have an opportunity to learn 

about themselves and the world around them in a stable school environment that is orderly, organized, respectful, 

supportive and free from prejudice. Student will have an opportunity to grow as responsible citizens with a sense of 

responsibility towards themselves, society, and the environment." The plan’s process included identifying state 

curriculum standards and activities that use technology to improve student achievement. In addition, as stated in the 

Section V of the plan, we identified the need to update our network infrastructure in order to include distance 

learning. This technology plan supports the district’s mission statement for today, and can also be carried forward 

into the future. 

1 

Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: 

Creating student-centered classrooms. New York: Teachers College Press. 

2 

Silverstein, G., Frechtling, J., & Miyoaka, A. (2000). Evaluation of the use of technology in Illinois public schools: Final report 

(prepared for Research Division, Illinois State Board of Education). Rockville, MD: Westat. 

3 Sivin-Kachala, J., & Gialo, E. (2000) research report on the effectiveness of technology in schools (7th ed.). Washington, DC: 

Software and Information Industry Association

APPENDIX C 

CRITERIA FOR EETT-FUNDED EDUCATION TECHNOLOGY PLANS 

In order to be approved, a technology plan needs to have “Adequately Addressed” each of the 

following criteria: 

• For corresponding EETT Requirements, see Appendix F. 

• If the technology plan is revised, insert the Education Technology Plan 

Benchmark Review Form (Appendix I) at the beginning of the technology 

plan. 

• Include this form (Appendix C) with “Page in District Plan” completed at the 

end of your technology plan. 

33 

1. PLAN DURATION 

CRITERION 

a. The plan should guide 

the district’s use of 

education technology for 

the next three to five 

years. 

2. STAKEHOLDERS 

CRITERION 

Corresponding EETT 

Requirement(s): 7 & 11 

(Appendix F) 

a. Description of how a 

variety of stakeholders 

from within the school 

district and the 

community-at-large 

participated in the 

planning process. 

Page in 


Plan 

5 

Page in 



3 - 7 

Example of Adequately 

Addressed 

The education technology 

plan describes the districts 

use of education technology 

for the next three to five 

years. 


Addressed 

The planning team 

consisted of representatives 

who will implement the 

plan. If a variety of 

stakeholders did not assist 

with the development of the 

plan, a description of why 

they were not involved is 

included. 

Example of Not Adequately 

Addressed 

The plan is less than three years 

or more than five years in 

length. 

Not Adequately Addressed 

Little evidence is included that 

shows that the district actively 

sought participation from a 

variety of stakeholders.

34 

3. CURRICULUM 

COMPONENT 

CRITERIA 


Requirement(s): 1, 2, 3, 8, 

10, & 12 (Appendix F) 

a. Description of teachers’ 

and students’ current 

access to technology tools 

both during the school day 

and outside of school 

hours. 

b. Description of the 

district’s current use of 

hardware and software to 

support teaching and 

learning. 

c. Summary of the district’s 

curricular goals and 

academic content 

standards in various 

district and site 

comprehensive planning 

documents. 

d. List of clear goals and a 

specific implementation 

plan for using technology 

to improve teaching and 

learning by supporting the 

district curricular goals 

and academic content 

standards. 

e. List of clear goals and a 


plan detailing how and 

when students will acquire 

technology and 

information literacy skills 

needed to succeed in the 

classroom and the 

workplace. 

f. List of clear goals and a 


plan for programs and 

methods of utilizing 

technology that ensure 

appropriate access to all 

students. 

Page in 



8 

9 - 10 

10 

11 - 15 

13 - 16 

15 


Addressed 

The plan describes the 

technology access available in 

the classrooms, library/media 

centers, or labs for all 

students and teachers. 

The plan describes the typical 

frequency and type of use 

(technology skills/information 

literacy/integrated into the 

curriculum). 

The plan references other 

district documents that guide 

the curriculum and/or 

establish goals and standards. 

The plan delineates clear, 

specific, and realistic goals 

and target groups 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. 

For the focus areas, the plan 

delineates clear, specific and 

realistic goals for using 

technology to help students 

acquire technology and 

information literacy skills. 

The implementation plan 

clearly supports 


For the focus areas, the plan 

delineates clear, specific and 

realistic goals for using 

technology to support the 

progress of all students. The 

implementation plan clearly 

supports accomplishing the 

goals. 


Addressed 

The plan explains technology 

access in terms of a student-tocomputer 

ratio, but does not 

explain where access is available, 

who has access, and when various 

students and teachers can use the 

technology. 

The plan cites district policy 

regarding use of technology, but 

provides no information about its 

actual use. 

The plan does not reference 

district curriculum 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. 



not specific enough to determine 

what action needs to be taken to 






accomplish the goals.

g. List of clear goals and a 


plan to utilize technology 

to make student record 

keeping and assessment 

more efficient and 

supportive of teachers’ 

efforts to meet individual 

student academic needs. 

h. List of clear goals and a 


plan to utilize technology 

to make teachers and 

administrators more 

accessible to parents. 

15 

15 

i. List of benchmarks and a 

timeline for implementing 

planned strategies and 

activities. 16 - 19 

j. 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. 

20 


specific and realistic goals for 

using technology to support 

the district’s student recordkeeping 

and assessment 

efforts. The implementation 




specific and realistic goals for 

using technology to facilitate 

improved two-way 

communication between 

home and school. The 

implementation plan clearly 

supports accomplishing the 

goals. 

The benchmarks and timeline 

are specific and realistic. 

Teachers, administrators and 

students implementing the 

plan can easily discern what 

steps will be taken, by whom, 

and when. 

The monitoring process is 

described in sufficient detail 

so that who is responsible, 

and what is expected is clear. 

35 











The benchmarks and timeline are 

either absent or so vague that it 

would be difficult to determine 

what should occur at any 

particular time. 

The monitoring process is either 

absent, or lacks detail regarding 

who is responsible and what is 

expected.

36 

4. PROFESSIONAL 

DEVELOPMENT 

COMPONENT 

CRITERIA 



(Appendix F) 

a. Summary of the teachers’ 

and administrators’ 

current technology skills 

and needs for professional 

development. 

b. List of clear goals and a 


plan for providing 

professional development 

opportunities based on the 

needs assessment and the 

Curriculum Component 

goals, benchmarks, and 

timeline. 

c. List of benchmarks and a 

timeline for implementing 

planned strategies and 

activities. 

d. Description of the process 

that will be used to 

monitor whether the 


goals are being met and 

whether the planned 


activities are being 

implemented in 

accordance with the 

benchmarks and timeline. 

Page in 



21 

22 

22 

22 


Addressed 

The plan provides a clear 

summary of the teachers’ 

and administrators’ current 

technology skills and needs 

for professional 

development. The findings 

are summarized in the plan 

by discrete skills to facilitate 

providing professional 

development that meets the 

identified needs and plan 

goals. 


specific and realistic goals 

for providing teachers and 

administrators with 

sustained, ongoing 


necessary to implement the 

Curriculum Component of 

the plan. The implementation 



The benchmarks and 

timeline are specific and 

realistic. Teachers and 

administrators implementing 

the plan can easily discern 

what steps will be taken, by 

whom, and when. 



so that who is responsible 



Addressed 

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. 

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 benchmarks and timeline are 

either absent or so vague that it 

would be difficult to determine 

what steps will be taken, by whom, 

and when. 




expected.

37 

5. INFRASTRUCTURE, 

HARDWARE, 

TECHNICAL SUPPORT, 

AND SOFTWARE 

COMPONENT 

CRITERIA 

a. 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. 

b. Describe the existing 

hardware, Internet access, 

electronic learning 

resources, and technical 

support already in the 

district that could be used 

to support the Curriculum 

and Professional 

Development Components 

of the plan. 

c. List of clear benchmarks 

and a timeline for obtaining 

the hardware, 

infrastructure, learning 

resources and technical 

support required to support 

the other plan components. 

d. Description of the process 

that will be used to monitor 

whether the goals and 

benchmarks are being 

reached within the 

specified time frame. 

Page in 



23 - 24 

24 - 25 

25 - 26 

26 - 27 


Addressed 

The plan clearly summarizes 

the technology hardware, 

electronic learning resources, 

networking and 

telecommunications 

infrastructure, physical plant 

modifications, and technical 

support proposed to support 

the implementation of the 

district’s Curriculum and 


Components. The plan also 

includes the list of items to be 

acquired, which may be 

included as an appendix. 

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 current level of technical 

support is clearly explained. 


are specific and realistic. 

Teachers and administrators 

implementing the plan can 

easily discern what needs to 

be acquired or repurposed, by 




so that who is responsible and 

what is expected is clear. 


Addressed 

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 


Components and the listed 

equipment. Future technical 

support needs have not been 

addressed or do not relate to the 

needs of the Curriculum and 


Components. 

The inventory of equipment is 

so general that it is difficult to 

determine what must be 

acquired to implement the 


Development Components. The 

summary of current technical 

support is missing or lacks 

sufficient detail. 


are either absent or so vague 

that it would be difficult to 

determine what needs to be 

acquired or repurposed, by 





expected.

38 

6. FUNDING AND 

BUDGET 

COMPONENT 

CRITERIA 


Requirement(s): 7 & 13, 

(Appendix F) 

a. List of established and 

potential funding sources 

and cost savings, present 

and future. 

b. Estimate implementation 

costs for the term of the 

plan (three to five years). 

Page in 



27 

28 

c. Description of the level 

of ongoing technical 

support the district will 

provide. 28 

d. Description of the 

district’s replacement 

policy for obsolete 

equipment. 

e. Description of the 

feedback loop used to 

monitor progress and 

update funding and 

budget decisions. 

28 

28 


Addressed 

The plan clearly describes 

resources* that are available 

or could be obtained to 

implement the plan. The 

process for identifying future 

funding sources is described. 

Cost estimates are reasonable 

and address the total cost of 

ownership. 

The plan describes the level 

of technical support that will 

be provided for 

implementation given 

current resources and 

describes goals for additional 

technical support should new 

resources become available. 

The level of technical 

support is based on some 

logical unit of measure. 

Plan recognizes that 

equipment will need to be 

replaced and outlines a 

realistic replacement plan 

that will support the 


Development Components. 



so that who is responsible, 



Addressed 

Resources to implement the plan 

are not 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. 

The description of the ongoing 

level of technical support is either 

vague or not included, is so 

inadequate that successful 

implementation of the plan is 

unlikely, or is so unrealistic as to 

raise questions of the viability of 

sustaining that level of support. 

Replacement policy is either 

missing or vague. It is not clear 

that the replacement policy could 

be implemented. 




expected. 

* In this document, the term “resources” means funding, in-kind services, donations, or other items of value.

39 

7. MONITORING AND 

EVALUATION 

COMPONENT 

CRITERIA 


Requirement(s): 11 

(Appendix F) 

a. Description of how 

technology’s impact on 

student learning and 

attainment of the 

district’s curricular 

goals, as well as 

classroom and school 

management, will be 

Page in 



29 

evaluated. 

b. Schedule for evaluating 

the effect of plan 

implementation. 29 - 30 

c. Description of how the 

information obtained 

through the monitoring 

and evaluation will be 

used. 

29 - 30 


Addressed 


process for evaluation 

utilizing the goals and 

benchmarks of each 

component as the 

indicators of success. 

Evaluation timeline is 

specific and realistic. 

The plan describes a 

process to report the 

monitoring and 

evaluation results to 

persons responsible for 

implementing and 

modifying the plan, as 

well as to the plan 

stakeholders. 


Addressed 

No provision for an evaluation is 

included in the plan. How success is 

determined is not defined. The 

evaluation is defined, but the process to 

conduct the evaluation is missing. 

The evaluation timeline is not included 

or indicates an expectation of 

unrealistic results that does not support 

the continued implementation of the 

plan. 

The plan does not provide a process for 

using the monitoring and evaluation 

results to improve the plan and/or 

disseminate the findings.

40 

8. EFFECTIVE 

COLLABORATIVE 

STRATEGIES WITH 

ADULT LITERACY 

PROVIDERS TO 

MAXIMIZE THE USE 

OF TECHNOLOGY 

CRITERION 


Requirement(s): 11 

(Appendix F) 

a. If the district has 

identified adult literacy 

providers, there is a 

description of how the 

program will be 

developed in 

collaboration with those 

providers. 

Page in 



31 


Addressed 

The plan explains how the 

program will be 

developed in 

collaboration with adult 

literacy providers. 

Planning included or will 

include 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. 


Addressed 

There is no evidence that the plan has 

been, or will be developed in 

collaboration with adult literacy 

service providers, to maximize the use 

of technology.

41 

9. EFFECTIVE, 

RESEARCHED-BASED 

METHODS, 

STRATEGIES, AND 

CRITERIA 



(Appendix F) 

a. Description of how 

education technology 

strategies and proven 

methods for student 

learning, teaching, and 

technology management 

are based on relevant 

research and effective 

practices. 

b. Description of thorough 

and thoughtful 

examination of 

externally or locally 

developed education 

technology models and 

strategies. 

c. Description of 

development and 

utilization of innovative 

strategies for using 

technology to deliver 

rigorous academic 

courses and curricula, 

including distancelearning 

technologies 

(particularly in areas that 

would not otherwise 

have access to such 

courses or curricula due 

to geographical distances 

or insufficient 

resources). 

Page in 



32 

32 

32 


Addressed 


relevant research behind the 

plan’s design for strategies 

and/or methods selected. 

The plan describes 

references to research 

literature that supports why 

or how the model improves 

student achievement. 


process for development and 

utilization of strategies to 

use technology to deliver 

specialized or rigorous 

academic courses and 

curricula, including distance 

learning. 

Not Adequately Addressed 

The description of the research 

behind the plan’s design for 

strategies and/or methods selected 

is unclear or missing. 

No research is cited. 

There is no plan to utilize 

technology to extend or supplement 

the district’s curriculum offerings

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