Technology Plan. Bonita Unified. July 1, June 30, /14/2010 (revised 04/30/2013) This plan is for EETT.

Transcription

1 Technology Plan Bonita Unified July 1, June 30, /14/2010 (revised 04/30/2013) This plan is for EETT.

2 Table of Contents 1. Plan Duration Stakeholders Curriculum a. Current access by teachers and students b. Current use of technology to support teaching and learning c. District curricular goals to support plan e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) f. Ethical use g. Internet safety h. Description of access for all students i. Student record keeping j. Two way home-school communication k. Curriculum Monitoring Process Professional Development a. Summary of Teacher and Administrator Skills and Needs b. Providing PD Opportunities (Measurable Objectives, Benchmarks) c. Professional Development Monitoring Infrastructure, Hardware, Technical Support, and Software a. Existing Resources b. Needed Resources c. Annual Benchmarks and Timeline for obtaining resources d. Process to Monitor 5b Funding and Budget a. Established and Potential Funding Sources Bonita Unified July 1, June 30, 2016 Page i

3 6b. Annual implementation costs c. District replacement policy d. Budget monitoring Monitoring and Evaluation a. Overall progress and impact evaluation b. Evaluation schedule c. Communicating evaluation results Collaborative Strategies with Adult Literacy Providers Effective, Researched-Based Methods and Strategies a. Research Summary, District Application b. Technology to Deliver Rigorous Curriculum Appendix C - Criteria for EETT Technology Plans Appendix J - Technology Plan Contact Information Bonita Unified July 1, June 30, 2016 Page ii

4 1. Plan Duration July 1, June 30, 2016 Bonita Unified July 1, June 30, 2016 Page 1

5 2. Stakeholders Stakeholders Name Position CDS Lois Klein District Administrator Los Angeles Bonita Unified Ann Sparks District Administrator Los Angeles Bonita Unified Curtis Frick District Administrator Los Angeles Bonita Unified Gary Rapkin District Administrator Los Angeles Bonita Unified Mark Rodgers District Administrator Los Angeles Bonita Unified Kris Boneman District Administrator Los Angeles Bonita Unified Jack Hipp District Administrator Los Angeles Bonita Unified Kathleen Thurman Technology Support Staff Los Angeles Bonita Unified Jeff Libonati Technology Support Staff Los Angeles Bonita Unified Lucinda Newton Site Administrator Los Angeles Bonita Unified Fred Ekstrand Elementary Nan Hall District Administrator Los Angeles Bonita Unified James Ellis Site Administrator Los Angeles Bonita Unified Gladstone Elementary Kenny Ritchie Site Administrator Los Angeles Bonita Unified Lone Hill Middle Mike Kelly Site Administrator Los Angeles Bonita Unified San Dimas High Deanne Spencer Site Administrator Los Angeles Bonita Unified Grace Miller Elementary 2. STAKEHOLDERS INVOLVEMENT Bonita Unified July 1, June 30, 2016 Page 2

6 A District Technology Plan Committee was formed in order to recommend specific actions that need to be taken to meet short- and long-term goals. The Committee consisted of a variety of stakeholders who will implement the Plan. Planning and discussion involved three groups. A core planning group of staff from Educational Services and Computer Information Services met numerous times over the course of the school year to discuss technology issues and brainstorm plans for future projects. In addition, a larger committee was brought together to discuss technology issues and recommend plans for the future. In addition, a District leadership team discussed technology plans and goals on a regular basis over the course of the year. The following chart shows individuals and groups who were also consulted: Name Title Affiliation Faculty/Staff Response to survey All Sites Individual discussions Faculty Meetings Leadership Teams Site Technology Committees Students Response to survey Various Sites Administrators Response to survey All Sites Staff/Parents School Site Councils Various Sites Parents Response to Survey All Sites Bonita Unified July 1, June 30, 2016 Page 3

7 3. Curriculum 3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. 3. CURRICULUM COMPONENT 3a. Teachers and students current access to technology tools both during the school day and outside of school hours. All BUSD students and teachers have access to technology tools both during the school day and outside of school hours. All instructional areas are connected to the Internet. All teachers have a computer in their classroom that they can use; at some sites, they may share with students. At elementary schools, classrooms have an average of two to three computers for student use, with numbers ranging from two to six computers. The number of classroom computers at middle schools varies widely, with an average of two computers per room. In high schools, the average classroom has two computers with old equipment being repurposed from more demanding uses. Elementary school libraries have at least two student workstations. Secondary school libraries have at least twenty student workstations. The following chart shows per-school ratios of students to instructional computers and students to up-to-date computers (those 60-months old or less) per in house inventory program. It also shows numbers of library computers and LCD projectors owned by each school. School Student Enrollment Total Computers Student Comp Ratio Up-to-date Computer < 4 yrs old Student: up to date Computer Ration # in libraries LCD Projectors Allen Avenue Ekstrand Gladstone Grace Miller La Verne Hgts Oak Mesa Roynon Shull Elem. Totals Lone Hill MS Bonita Unified July 1, June 30, 2016 Page 4

8 School Student Enrollment Total Computers Student Comp Ratio Up-to-date Computer < 4 yrs old Student: up to date Computer Ration # in libraries LCD Projectors Ramona MS MS Totals Bonita HS San Dimas HS Chaparral HS HS Totals Vista (Alt.) K-12 Totals The following chart shows the number and type of computer labs available at each school as of April 2013, plus descriptions of lab and library access. Currently all elementary schools have at least one lab, with all classes scheduled to use the lab at least once a week. Secondary schools each have at least one open lab available for teacher signup for class use. In several schools, labs are used for tutoring during before and/or after school programs. Libraries are open for use by individual students and classes on varying schedules. At the elementary level, classes are assigned times to visit the library. Secondary school libraries have flexible schedules; all are available before and/or after school for students and staff. School # of labs Elementary Schools Lab Type (open, used as a class, mobile) Lab Access (open labs) Library Access Allen 1 Open Fixed schedule, grades K-5. Teachers 9:00 3:15 (fixed schedule, Avenue let other teachers know if they are using the lab in open times. open to small groups of students during open periods) Ekstrand 1 Open Fixed schedule, grades K-5 Math 8:15-2:30 tutoring 2:50-4:00 M, W, Th, Fr Gladstone 1 Open Fixed schedule with some open spots for teacher signup; available to afterschool tutoring, enrichment classes on Wed., and GATE classes on Saturdays 7:45-3:15 (fixed schedule; open before and after school, during lunch and recess on some days) Bonita Unified July 1, June 30, 2016 Page 5

9 School Grace Miller La Verne Hgts # of labs Lab Type (open, used as a class, mobile) Lab Access (open labs) 1 Open Fixed schedule with some teacher signup; after school tutoring 2:05 3:50 M - Th Library Access 7:45-2:30 most days. 1 Open Fixed schedule with library time 7:45-2:40 (15 min. before & after school, most days recess & part of lunch) Oak Mesa 2 1 laptop cart Fixed schedule with some open spots 7:50-2:30 Daily and 1 lab for teacher signup Roynon 2 Open labs Fixed schedule of classes; some 8:30-3:00 teacher signup Shull 1 1 open, Fixed schedule with some open spots; Enrichment on Wed. afternoon; tutoring 2:00 3:30 M, T, Th, F Open in the evening from 5-7 Middle Schools 8:00 2:05 (daily blocks for AR use) Lone Hill MS Ramona MS High Schools 2 2 open Intervention classes & Digital Communications classes use regularly 5 1 open (in library); 2 sign up basis; 2 in classroom Teacher signup, with limited fixed schedule; access for individual students in library only 8:30 4:00 (half hour before and after school, during lunch) Library open to students before school and during lunch daily. Bonita HS 6 2 open (1 in library); 4 class labs San Dimas HS Ed Jones Ed Center 6 1 open lab (in library); 4 class labs; 1 mobile lab (40 laptops) 3 2 class labs; 1 open on fixed schedule 3-4 days a week Teacher signup; student use before and after school; individual student use in library Class signup & individual students (open to individuals at break & lunch) No individual student use before or after school (used only with adult supervision) 7:30 AM 3:30 PM (before & after school, during lunch); available for community use evenings & Saturday 7:15 AM 3:30 10:30-12:30 Secondary school students have access to online file storage while on campus; they use personal to transfer files. Outside of school, most students can use technology at home. A recent survey at Bonita High School showed that some 95% of students had a computer at home, Bonita Unified July 1, June 30, 2016 Page 6

10 though not all were connected to printers and/or the Internet. If needed, students use computers at the public libraries, friends homes, and parents places of business. Individual schools have chosen to purchase digital still and video cameras, interactive whiteboards, tablets, document cameras and broadcast cart items as their needs dictate throughout the school year. 3b. Description of the district's current use of hardware and software to support teaching and learning. 3b. District s current use of hardware and software to support teaching and learning. Bonita Unified School District currently utilizes a variety of specialized software to enhance teaching and learning, increase access to information for teachers and students, and to improve the ability of teachers and administrators to monitor student academic progress. Schools make extensive use of Renaissance Place programs, including Accelerated Reader, STAR Reading Assessment, Accelerated Math, STAR Math Assessment, and English in a Flash to build reading skills and monitor progress. A variety of other educational programs, such as Study Island, Measuring Up Live, Starfall, Destiny Quest, Rosetta Stone and online textbooks, are utilized in classrooms across the District. A wide range of technology-based courses are offered through the elective program in high school, including Video Production, Web Design, Game Design, Graphic Design, Media Productions, Film & Animation, Digital Photography, and Computer Applications. Each of these programs has two to three levels of courses to move students to more advanced levels of application. In addition, many classrooms utilize available desktop and laptop computers, as well as student-owned devices, to research and access readings as a regular part of class activities. The District is moving toward piloting and implementing 1:1 learning environments for students. In 2013, a math classroom piloted the use of ipads for each student and the online Khan Academy to support instruction and monitoring. In addition, a second classroom piloted a "Bring Your Own Device" (BYOD) setting in which each student brought a personal device (a combination of laptops and tablets) to class each day. All assignments were submitted through a class wiki established by the teacher. Departments also piloted the use of class sets of ipads and ipod Touch devices shared among multiple classrooms in a department. In addition, eight District schools will participate in the Smarter Balanced Assessment Consortium (SBAC) online pilot testing based on the new Common Core State Standards. Desktop computers, laptop computers, and two kinds of tablets are being used in the pilot to assess the ease of use as an ongoing learning and assessment tool. Teachers and administrators use Aeries student information database and Illuminate software to monitor student progress and plan teaching and intervention efforts. A major future focus for the District at all grade spans will be the expansion of BYOD to establish 1:1, or near 1:1 learning environments. Programs piloted in 2013 are planned for expansion in 2014 and beyond. Additional programs are being piloted beginning in Summer The Computer Information Services Department is exploring comprehensive solutions for Bonita Unified July 1, June 30, 2016 Page 7

11 cloud-based collaboration and file sharing, and is actively updating and strengthening the infrastructure across the District to be ready for the addition of devices as BYOD expands. In addition to BYOD, the District plans to explore, select and implement online textbooks by 2016 for courses in all three grade spans as resources become available. Online learning is also undergoing an expansion, with continued growth planned for the future. The District currently utilizes OdysseyWare, which offers online curriculum for every course needed for high school graduation. The primary current use is for credit-recovery, but an online academy for original credit, called Bridgewater, was piloted in The District is planning an expansion of the Bridgewater program in 2014 and beyond. DATA FOR CURRENT USE OF TECHNOLOGY, BASED ON APRIL 2013 SURVEY Parent Survey (997 responding): What devices do students have access to at home: 75% have access to a desktop or laptop computer; 51% have access to an ipad 92% of students have regular access to the internet from outside of school 33% of parents indicated an interest in lease to own programs, with another indicating they might be interested, if the cost was $25 monthly or less and there were some options about which device was available 52% of parents are comfortable or very comfortable with students bringing their own device to school Student Survey (1070 responses): All students have access to technology at school or at home. The most commonly used devices are desktops (62%) laptops (47%), ipads (41%), ipods (29%) and smart phones (24%) 73% of students are somewhat or very comfortable in managing their own personal devices at school 51% of students reported that they use technology every day in the classroom 74% of the students rate themselves as comfortable using technology 61% see technology as important to their future 9% of students reported that they still feel overwhelmed by technology Table I: Student Self-Ratings of Technology Ability, Percent in Each Category Expert Intermediate Beginner Ready to Learn None/No Interest Word Processing Accelerated Reader Bonita Unified July 1, June 30, 2016 Page 8

12 Table I: Student Self-Ratings of Technology Ability, Percent in Each Category Expert Intermediate Beginner Ready to Learn None/No Interest Educational Software Internet Games Reading Research Staff Survey (316 responses): 89% of staff use primarily a desktop or laptop, with 54% also using ipads. 66% report using a smart phone. 97% of staff are comfortable using the Windows platform, and 56% report comfort with Apple products. 71% of staff reported that they were somewhat comfortable or very comfortable with students brining their own devices to school 76% of staff reported that they were somewhat or very comfortable bringing their own technology to work 77% were somewhat or very comfortable incorporating technology into the classroom All staff reported using technology at least one hour per day, with 51% reporting 5 hours or more use per day Identified need for training: educational software (56%), online video (40%), presentations (48%), program apps (51%), web-based design and instruction (49%), spreadsheets (50%), word processing (40%) 74% indicated that "time to learn" is the greatest barrier to developing new technology skills. 59% indicated that outdated software, and 50% outdated software, was also a barrier. 46% indicated that they needed someone to show them how to use new technology. 77% self-rated that they were comfortable using technology, and 76% viewed technology as important to their work. 7% indicated that they feel overwhelmed by technology. Bonita Unified July 1, June 30, 2016 Page 9

13 3c. Summary of the district's curricular goals that are supported by this tech plan. 3c. District s curricular goals and academic content standards in district and site comprehensive planning documents This Technology Plan will be aligned to district curricular goals and academic content standards for student achievement, based on the California State Content Standards. The Board of Education has adopted the following Mission and Goals: OUR MISSION For the students in our care, and in partnership with the community, we will create a safe, challenging and comprehensive learning environment that will shape character, nurture intellect and build skills for success in an ever-changing world. EIGHT AREAS OF FOCUS 1. STUDENT NEEDS District Goal: The District will develop and implement programs to shape character, nurture intellect and build skills for success for ALL students. 2. CURRICULUM AND ASSESSMENT District Goal: The District will develop and utilize multiple assessment measures to monitor student performance and adjust curriculum and instruction to assure that ALL students learn. 3. BUDGET/RESOURCES District Goal: The District will utilize all existing funds and resources, through a process of site-based management, to maximize the learning opportunities while maintaining sufficient reserves to deal with economic uncertainties. 4. TECHNOLOGY District Goal: The District will develop and implement a plan to effectively use technology to build skills for student success and to facilitate the operation of the District. 5. PARENTS AND COMMUNITY District Goal: The District will enhance communication between district, schools, parents and the communities of La Verne and San Dimas and encourage parents and community members to actively support the schools. 6. STAFFING District Goal: The District will actively recruit, retain and value qualified staff members within a professional environment. 7. STAFF DEVELOPMENT District Goal: The District will encourage and expect individual professional growth by providing quality staff development and in-service programs. 8. FACILITIES District Goal: The District will maintain and improve facilities to provide a safe and comprehensive learning and working environment. The current district Local Educational Agency (LEA) Plan runs through June 30, The Plan s five performance goals are: 1. All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by Bonita Unified July 1, June 30, 2016 Page 10

14 2. All limited-english-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 3. By , all students will be taught by highly qualified teachers. 4. All students will be educated in learning environments that are safe, drug free, and conducive to learning. 5. All students will graduate from high school. BUSD has identified essential Key Standards for English/Language Arts (grades 1-11), Mathematics (grade 2 through Algebra II), History/Social Science (grades 6-11), and Science (grades 6-11). The Key Standards are reflected in a Blueprint for each grade level or course. Pacing Guides and a benchmark assessment system are derived from each Blueprint, with students typically tested 3-4 times annually to monitor progress toward proficiency on standards in all core academic areas. All Blueprints and Pacing Guides, as well a number of other curriculum support documents are available online to all district staff via the BUSD curriculum shared folders. All data from state and local standardized testing and benchmark assessments are available online to all district staff through the Iluminate Education data system. 3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. 3d. Technology use to improve teaching and learning by supporting the district curricular goals and academic content standards The section that follows describes what the district expects its students to be able to do academically and describes how, through meaningful integration of technology, student academic achievement can be improved. Efforts will focus on delivery of content/instruction and monitoring and analysis of student performance for teachers, and on student access to information, and the ability to easily share ideas. Support to teachers will be provided through site- and district-based personnel (see Section 4b for details), the Curriculum Support Program, and a modeling concept. Goal 3d.1: Teaching and learning will improve through increased use of technology by students and teachers. Curriculum Link: LEA Plan Goals 1, 2, 5; Focus Areas: Student Needs, Curriculum and Assessment, Technology. Objective 3d.1.1: By June 2016, students in core subjects (English Language Arts, Mathematics, Science, and Social Studies) will utilize technology to access instructional content and collaborate. Benchmarks: Year 1: By June 2014, 30% students in core subjects (English Language Arts, Mathematics, Science, and Social Studies) will utilize technology to access instructional content and collaborate. Bonita Unified July 1, June 30, 2016 Page 11

15 Year 2: By June 2015, 40% students in core subjects (English Language Arts, Mathematics, Science, and Social Studies) will utilize technology to access instructional content and collaborate. Year 3: By June 2016, 50% students in core subjects (English Language Arts, Mathematics, Science, and Social Studies) will utilize technology to access instructional content and collaborate. Activity Students will use productivity software to complete assignments, such as Word for homework, essays, reports, and research projects; Excel for results of science experiments, data analysis, graphs and comparisons; PowerPoint for presentations; Publisher for desktop publishing; and web browsers to access information over the Internet. Implementation Plan Timeline Person(s) Evaluation Monitoring & Evaluation Responsible Aug. - July, each year Students, Teachers, Site Administrators, District Administrators, District Instructional Technology Steering Committee Students will take the annual District Student Survey (used to determine technology use.) Teachers will evaluate student technology-based work processes and products; teach/re-teach as needed; modify lessons for next year (e.g., choose to use a different technology to address a certain standard). Site and District Administrators will monitor classroom instruction via multiple informal observations, classroom walkthroughs, discussions with individual staff members, school leadership and staff meetings, and reports of grade level meetings. Teachers, Site Administrators, and District administrators will review the annual District Technology Surveys (used to determine technology use) recommend changes in instruction and professional development make adjustments to their site technology plans. District Administrators will provide principals with overview of key survey results annually to assist in site planning efforts. Instrument District student survey Bonita Unified July 1, June 30, 2016 Page 12

16 Activity Students will use technology, Internet-based and other online resources, analog and digital recording equipment, multimedia production software, and projection devices to collect information, plan, develop, and present work in core and additional subject areas. Students at all grade levels will access material online from school and from home, including such resources as e-books and full-text periodical and newspaper articles, reference databases, audio-books, podcasts, applications and online multimedia. The district will implement a file storage system for all staff and students accessible anywhere. Individual schools/classrooms will pilot the use of staff and student owned devices. Implementation Plan Timeline Person(s) Evaluation Monitoring & Evaluation Responsible Aug. - July, each year Aug. - July, each year In place by August 2014 Two rooms per school each year Students, Teachers, Site Administrators, District Administrators, District Instructional Technology Steering Committee Students, Teachers, Site Administrators, District Administrators District Administrators Teachers, Site Administrators, District Administrators Students will take the annual District Student Survey (used to determine technology use.) Teachers will evaluate student technology-based work processes and products; teach/re-teach as needed; modify lessons for next year (e.g., choose to use a different technology to address a certain standard). Site and District Administrators will monitor classroom instruction via multiple informal observations, classroom walkthroughs, discussions with individual staff members, school leadership and staff meetings, and reports of grade level meetings. Teachers, Site Administrators, and District administrators will review the annual District Technology Surveys (used to determine technology use) recommend changes in instruction, and professional development, and make adjustments to their site technology plans. District Administrators will provide principals with overview of key survey results annually to assist in site planning efforts. Students will take the annual District Student Survey (used to determine technology use.) Teachers will evaluate student technology-based work processes and products; teach/re-teach as needed; modify lessons for next year (e.g., choose to use a different technology to address a certain standard). Site and District Administrators will monitor classroom instruction via multiple informal observations, classroom walkthroughs, discussions with individual staff members, school leadership and staff meetings, and reports of grade level meetings. Teachers, Site Administrators, and District administrators will review the annual District Technology Surveys (used to determine technology use) recommend changes in instruction and professional development make adjustments to their site technology plans. Training and support will be supported by the district to provide as needed support for students, teachers and site administrators. Site administrators will be able to identify classrooms where staff and student owned devices are being used. Instrument District student survey District student survey District student and staff survey Bonita Unified July 1, June 30, 2016 Page 13

17 Objective 3d.1.2: By June 2016, all core subjects teachers (English Language Arts, Mathematics, Science, and Social Studies) will use instructional technology hardware and software to deliver content daily. Benchmarks: Year 1: By 2014, 70% all core subjects teachers (English Language Arts, Mathematics, Science, and Social Studies) will use instructional technology hardware and software to deliver content daily. Year 2: By 2015, 85% all core subjects teachers (English Language Arts, Mathematics, Science, and Social Studies) will use instructional technology hardware and software to deliver content daily. Year 3: By 2016, 100% all core subjects teachers (English Language Arts, Mathematics, Science, and Social Studies) will use instructional technology hardware and software to deliver content daily. Activity Technology tools will be used by teachers and students to allow access to varied experiences, such as virtual simulations and experiments in science, virtual manipulatives in math, and virtual field trips in social studies. The district will implement a file storage system for all staff and students accessible anywhere. Site administrators will encourage teachers to make homework assignments and class materials available online for students and parents. Timeline Aug. - July, each year In place by August 2014 Aug. - July, each year Implementation Plan Person(s) Responsible Teachers, Site Administrators, District Administrators District Administrators Site Administrators Monitoring & Evaluation Students will take the annual District Student Survey (used to determine technology use.) Teachers will evaluate student technology-based work processes and products; teach/re-teach as needed; modify lessons for next year (e.g., choose to use a different technology to address a certain standard). Site and District Administrators will monitor classroom instruction via multiple informal observations, classroom walkthroughs, discussions with individual staff members, school leadership and staff meetings, and reports of grade level meetings. Training and support will be supported by the district to provide as needed support for students, teachers and site administrators. Site Administrators will monitor classroom instruction via multiple informal observations, classroom walkthroughs, discussions with individual staff members, school leadership and staff meetings, and reports of grade level meetings. Evaluation Instrument District Student and Staff Surveys District student and staff survey District Student and Staff Surveys Bonita Unified July 1, June 30, 2016 Page 14

18 Activity BUSD will pilot electronic textbook materials to replace traditional textbooks. Teachers will use devices such as desktop and laptop computers, interactive whiteboards, slates/tablets, document cameras, LCD projectors, interactive response systems, voice amplification systems to deliver instruction, video broadcast system and new technology. Individual schools/classrooms will pilot the use of staff and student owned devices. Timeline Begin pilot in 2014 Aug. - July, each year Two rooms per school each year Implementation Plan Person(s) Responsible District Administrators within Educational Services and Computer Informational Services Teachers, Site Administrators, District Administrators Teachers, Site Administrators, District Administrators Monitoring & Evaluation Students and teachers involved in the pilot will be interviewed and observed for needs in making implementation successful Students will take the annual District Student Survey (used to determine technology use.) Teachers will evaluate student technology-based work processes and products; teach/re-teach as needed; modify lessons for next year (e.g., choose to use a different technology to address a certain standard). Site and District Administrators will monitor classroom instruction via multiple informal observations, classroom walkthroughs, discussions with individual staff members, school leadership and staff meetings, and reports of grade level meetings. Teachers, Site Administrators, and District administrators will review the annual District Technology Surveys (used to determine technology use) recommend changes in instruction and professional development make adjustments to their site technology plans. District Administrators will provide principals with overview of key survey results annually to assist in site planning efforts. Site administrators will be able to identify classrooms where staff and student owned devices are being used. Evaluation Instrument District student and staff survey and observations Goal 3d.2: Student learning and academic achievement will improve, supported by the use of technology. Curriculum Link: LEA Plan Goal 1, 2, 5; Focus Areas: Student Needs, Curriculum and Assessment, Technology Objective 3d.2.1: By June 2016, at least 85% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Benchmarks: Year 1: By June 2014, at least 75% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Bonita Unified July 1, June 30, 2016 Page 15

19 Year 2: By June 2016, at least 80% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Year 3: By June 2016, at least 85% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Activity District/schools will Will be emphasize identifying low performing elementary students in the first trimester of each year, so that they can be directed to interventions. Students and teachers will increasingly use mathematics programs such as Destination Math, STAR and Accelerated Math, Math Facts in a Flash, and V-Math, for diagnosis, assessment, individualized sequential instruction, differentiation, and intervention. Students and teachers will increasingly use language arts programs such as Destination Reading, STAR Reading and Early Literacy, Study Island, Ticket to Read, DIBELS, Voyager Passport, Language! and Accelerated Reader for diagnosis, assessment, individualized sequential instruction, differentiation, reading encouragement, and intervention. District will continue to investigate programs for online writing practice and assessment, and online coursework for credit recovery. Implementation Plan Timeline Person(s) Monitoring & Responsible Evaluation District Administrators, Site Administrators and Teachers completed the fall of each year. Aug. - July, each year Aug. - July, each year District Administrators, Site Administrators and Teachers District Administrators, Site Administrators and Teachers Using State Assessments, Local Benchmark Assessments (DIBELS, STAR Reading, and grade level benchmarks) students will be identified that are preforming below grade level and be assigned to specific intervention programs for support. District Administrators, Site Administrators and Teachers will review usage and progress of individual students in programs being used for intervention. District Administrators, Site Administrators and Teachers will review usage and progress of individual students in programs being used for intervention. Ongoing District Administrators District administrators, site administrators, and teachers will review online writing practice and pilot those with the most potential. Evaluation Instrument Illuminate Education Data Warehouse and VPORT for collecting (DIBELS, STAR Reading, and grade level benchmarks) Usage reports in specific programs (Destination Math, STAR and Accelerated Math, Math Facts in a Flash, V-Math) Usage reports in specific programs (Destination Reading, STAR Reading and Early Literacy, Study Island, Ticket to Read, OdysseyWare, DIBELS, Voyager Passport, Language! and Accelerated Reader) Bonita Unified July 1, June 30, 2016 Page 16

20 Activity Students at Bonita, San Dimas, and Chaparral High Schools will complete a Senior Project/Experience that involves the use of technology for online research, preparation of a research paper and a presentation to a review panel, and record-keeping/tracking of the steps in the entire process. Timeline Person(s) Responsible Due June of each year Implementation Plan Site Administrators and Teachers Monitoring & Evaluation Site administrators and teachers will meet and debrief each year on areas to improve and expand the program each year. Evaluation Instrument Objective 3d.2.2: By June 2016, at least 90% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Benchmarks: Year 1: By June 2014, at least 80% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Year 2: By June 2015, at least 85% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Year 3: By June 2016, at least 90% of students in grades 2-5 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Activity Timeline Students and teachers will Aug. - July, increasingly use mathematics each year programs such as Destination Math, STAR and Accelerated Math, Math Facts in a Flash, OdysseyWare, V-Math, and Geometer s Sketchpad for diagnosis, assessment, individualized sequential instruction, differentiation, and intervention. Implementation Plan Person(s) Responsible District Administrators, Site Administrators and Teachers Monitoring & Evaluation District Administrators, Site Administrators and Teachers will review usage and progress of individual students in programs being used for intervention. Evaluation Instrument Usage reports in specific programs (Destination Math, STAR and Accelerated Math, Math Facts in a Flash, OdysseyWare, V-Math) Bonita Unified July 1, June 30, 2016 Page 17

21 Objective 3d.2.3: By June 2016, at least 75% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Benchmarks: Year 1: By June 2014, at least 65% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Year 2: By June 2015, at least 70% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Year 3: By June 2016, at least 75% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Activity Students and teachers will increasingly use language arts programs such as Destination Reading, STAR Reading and Early Literacy, Study Island, Ticket to Read, OdysseyWare, DIBELS, Voyager Passport, Language! and Accelerated Reader for diagnosis, assessment, individualized sequential instruction, differentiation, reading encouragement, and intervention. District will continue to investigate programs for online writing practice and assessment, and online coursework for credit recovery. Implementation Plan Timeline ble Aug. - July, each year Ongoing Person(s) Responsi District Administrat ors, Site Administrat ors and Teachers District Administrat ors Monitoring & Evaluation District Administrators, Site Administrators and Teachers will review usage and progress of individual students in programs being used for intervention. District administrators, site administrators, and teachers will review online writing practice and pilot those with the most potential. Evaluation Instrument Usage reports in specific programs (Destination Reading, STAR Reading and Early Literacy, Study Island, Ticket to Read, OdysseyWare, DIBELS, Voyager Passport, Language! and Accelerated Reader) Objective 3d.2.4: By June 2016, at least 70% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Benchmarks: Year 1: By June 2014, at least 60% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Year 2: By June 2015, at least 65% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Year 3: By June 2016, at least 70% of students in grades 6-8 will score Proficient or Advanced on the LEA Benchmarks in Mathematics. Bonita Unified July 1, June 30, 2016 Page 18

22 Activity Students and teachers will increasingly use mathematics programs such as Destination Math, STAR and Accelerated Math, Math Facts in a Flash, OdysseyWare, V-Math, and Geometer s Sketchpad for diagnosis, assessment, individualized sequential instruction, differentiation, and intervention. Timeline Aug. - July, each year Implementation Plan Person(s) Responsible District Administrators, Site Administrators and Teachers Monitoring & Evaluation District Administrators, Site Administrators and Teachers will review usage and progress of individual students in programs being used for intervention. Evaluation Instrument Usage reports in specific programs (Destination Math, STAR and Accelerated Math, Math Facts in a Flash, OdysseyWare, V-Math) Objective 3d.2.5: By June 2016, at least 75% of students in grades 9-11 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Benchmarks: Year 1: By June 2014, at least 65% of students in grades 9-11 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Year 2: By June 2015, at least 70% of students in grades 9-11 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Year 3: By June 2016, at least 75% of students in grades 9-11 will score Proficient or Advanced on the LEA Benchmarks in English Language Arts. Activity District will continue to investigate programs for online writing practice and assessment, and online coursework for credit recovery. Students at Bonita, San Dimas, and Due June Chaparral High Schools will complete a of each Senior Project/Experience that involves year the use of technology for online research, preparation of a research paper and a presentation to a review panel, and record-keeping/tracking of the steps in the entire process. Implementation Plan Timeline Person(s) Monitoring & Responsible Evaluation Ongoing District Administrators Site Administrators and Teachers District administrators, site administrators, and teachers will review online writing practice and pilot those with the most potential. Site administrators and teachers will meet and debrief each year on areas to improve and expand the program each year. Evaluation Instrument Bonita Unified July 1, June 30, 2016 Page 19

23 Objective 3d.2.6: In each year, the percentages of students scoring Proficient or Advanced on the LEA Benchmarks in Algebra I, Geometry, and Algebra II will each increase by 5 percentage points over the previous year. Benchmarks: Year 1: Increase 5% each year, the percentages of students scoring Proficient or Advanced on the LEA Benchmarks in Algebra I, Geometry, and Algebra II will each increase by 5 percentage points over the previous year. Year 2: Increase 5% each year, the percentages of students scoring Proficient or Advanced on the LEA Benchmarks in Algebra I, Geometry, and Algebra II will each increase by 5 percentage points over the previous year. Year 3: Increase 5% each year, the percentages of students scoring Proficient or Advanced on the LEA Benchmarks in Algebra I, Geometry, and Algebra II will each increase by 5 percentage points over the previous year. Activity Students and teachers will increasingly use mathematics programs such as Destination Math, STAR and Accelerated Math, Math Facts in a Flash, OdysseyWare, V-Math, and Geometer s Sketchpad for diagnosis, assessment, individualized sequential instruction, differentiation, and intervention. Implementation Plan Timeline Person(s) Evaluation Monitoring & Evaluation Responsible Instrument Aug. - July, each year District Administrators, Site Administrators and Teachers District Administrators, Site Administrators and Teachers will review usage and progress of individual students in programs being used for intervention. Usage reports in specific programs (Destination Math, STAR and Accelerated Math, Math Facts in a Flash, OdysseyWare, V-Math) Objective 3d.2.7: In the transition to Common Core State Standards students in grade 3 through 8 and 11 will be prepared to use technology for online assessment leading to the implementation of the Smarter Balanced Assessment in Benchmarks: Year 1: In the transition to Common Core State Standards, 50% students in grade 3 through 8 and 11 will be prepared to use technology for online assessment leading to the implementation of the Smarter Balanced Assessment in Year 2: In the transition to Common Core State Standards, 100% students in grade 3 through 8 and 11 will be prepared to use technology for online assessment leading to the implementation of the Smarter Balanced Assessment in Bonita Unified July 1, June 30, 2016 Page 20

24 Year 3: With the implementation to Common Core State Standards, 100% students in grade 3 through 8 and 11 will be prepared to use technology for online assessment using the Smarter Balanced Assessment. Activity Pilot Smarter Balanced Assessments Timeline school year Implementation Plan Person(s) Monitoring & Responsible Evaluation District Administrators and Site Administrators Through feedback of the survey and debriefing of experience with teachers and students of actual assessment opportunities, we will fine tune the process for full implementation. Evaluation Instrument District Student Survey of Smarter Balanced Assessments Goal 3d.3: All students will meet graduation requirements. Curriculum Link: LEA Plan Goal 5; Focus Area: Student Needs Objective 3d.3.1: By June 2016, 95% of our grade 9-12 high school students will be on track for graduation. Benchmarks: Year 1: By June 2016, 90% of our grade 9-12 high school students will be on track for graduation. Year 2: By June 2016, 93% of our grade 9-12 high school students will be on track for graduation. Year 3: By June 2016, 95% of our grade 9-12 high school students will be on track for graduation. Activity District/schools will emphasize identifying low performing elementary students in the first trimester of each year, so that they can be directed to interventions. Timeline Fall of each year Implementation Plan Person(s) Monitoring & Responsible Evaluation District Using State Assessments, Administrators, Local Benchmark Site Assessments (DIBELS, Administrators and STAR Reading, and grade Teachers level benchmarks) students will be identified that are preforming below grade level and be assigned to specific intervention programs for support. Evaluation Instrument Illuminate Education Data Warehouse and VPORT for collecting (DIBELS, STAR Reading, and grade level benchmarks) Bonita Unified July 1, June 30, 2016 Page 21

25 Activity Timeline Students and teachers will Fall of each increasingly use mathematics year programs such as Destination Math, STAR and Accelerated Math, Math Facts in a Flash, and V-Math for diagnosis, assessment, individualized sequential instruction, differentiation, and intervention. Students and teachers will increasingly use language arts programs such as Destination Reading, STAR Reading and Early Literacy, Study Island, Ticket to Read, OdysseyWare, DIBELS, Voyager Passport, Language! and Accelerated Reader for diagnosis, assessment, individualized sequential instruction, differentiation, reading encouragement, and intervention. District will continue to investigate programs for online writing practice and assessment, and online coursework for credit recovery. Students at Bonita, San Dimas, and Chaparral High Schools will complete a Senior Project/Experience that involves the use of technology for online research, preparation of a research paper and a presentation to a review panel, and record-keeping/tracking of the steps in the entire process. Aug. - July, each year Ongoing Due June of each year Implementation Plan Person(s) Monitoring & Responsible Evaluation District Using State Assessments, Administrators, Local Benchmark Site Assessments (DIBELS, Administrators and STAR Reading, and grade Teachers level benchmarks) students will be identified that are preforming below grade level and be assigned to specific intervention programs for support. District Administrators, Site Administrators and Teachers District Administrators Site Administrators and Teachers District Administrators, Site Administrators and Teachers will review usage and progress of individual students in programs being used for intervention. District administrators, site administrators, and teachers will review online writing practice and pilot those with the most potential. Site administrators and teachers will meet and debrief each year on areas to improve and expand the program each year. Evaluation Instrument Illuminate Education Data Warehouse and VPORT for collecting (DIBELS, STAR Reading, and grade level benchmarks) Usage reports in specific programs (Destination Math, STAR and Accelerated Math, Math Facts in a Flash, OdysseyWare, V-Math) 3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. 3e. Students' acquisition of technology and information literacy skills needed to succeed in the classroom and the workplace. Bonita Unified July 1, June 30, 2016 Page 22

26 GOAL 3e.1: To enhance academic achievement, all BUSD students will demonstrate grade level appropriate technology and information literacy skills. Curriculum Link: LEA Plan Goals 1, 2, 5; Focus Areas: Student Needs; Technology OBJECTIVES & BENCHMARKS: e.1.1 The district will implement Technology and Information Literacy Skills for grades K-12 based on the National Educational Technology Standards. 3e.1.2 By June 2016, survey results will show that 50% of teachers and students will rate themselves proficient on Technology Literacy Skills. Identify Implement Implement 35% 40% 50% Action Plan Timeline a b c d e f The Instructional Technology Steering Committee (ITSC) will select key technology literacy standards for each grade level from the National Educational Technology Standards for Students (NETS*S) Core area teachers will continue to incorporate technology and information literacy skills instruction as scheduled per Common Core State Standards, while following district pacing guides. Students K-12 will acquire Literacy Skills through the integration of technology of grade appropriate applications during classroom instruction. Students (K-12) will be taught basic computer knowledge and skills and application-specific procedures required to access and use each piece of required software/courseware (streaming video, BrainPOP, concept mapping software, virtual simulations and manipulatives, OdysseyWare, technology components of textbook adoptions, Renaissance Learning products, online assessments, Riverdeep Destination Success, Geometer s Sketchpad ). They will be taught how to use program feedback to track and improve their achievement. Students will be taught to use productivity software, such as Word for homework, essays, reports, and research projects; Excel for results of science experiments, data analysis, graphs, and comparisons; Power Point for presentations; and Publisher for desktop publishing. Information literacy skills instruction will include an emphasis on using the Internet to locate legitimate sources with a specific goal in mind (developing effective, efficient searches and evaluating resources found). Complete by July 2014 Ongoing. Pacing guides updated yearly Aug. June, each year As new software is introduced As per district pacing guides or as needed for assignments As per district pacing guides or as needed for assignments Bonita Unified July 1, June 30, 2016 Page 23