Emery Unified School District

Technology Plan

Rectangular Callout: 1A
 

 

 


July 1st 2005 – June 30th 2008

 

 

 

 

Mission

“The role of technology within education is to support, enhance and expand the curriculum we deliver to boost student achievement; improve and increase the level of efficiency of communication to promote collaboration; And to provide teachers, students and parents with the information they need to ensure academic success.”

 

 

 

 

 

 

Vision

“To create a matrix of space which provides ready, easy, and reliable access to useful technology; to have a technology confident and knowledgeable staff that is empowered by resources of information and communication; to make the student-to-technology interaction a system consistent with real-world applications and experiences; to empower parents with readily available information about their student’s academics.”

 

 

 

 

 

 

 

 

 

Emery USD Technology Team

 

Donovan Moretz, Technology Associate ESS

 

John Perry, Director Technology

 

Lisa Taymuree, Technology Associate AYES

 

 

Rectangular Callout: 2AStakeholder

 

This plan was formed from the input of parents, community and staff. The District’s Literacy and Math plans built the foundation for this document.  Parents and community gave a large amount of feedback on planning near the end of the 2003/2004 school year during a School Site Council meeting.  This document has also been reviewed and commented on by district staff, various planning committee’s, the district superintendent, the Emery Unified School District school board and our district CTAP representative.

 

 

 

 

Reviewed By Superintendent

 

 

Reviewed By Director of Curriculum

 

 

Reviewed By School Board

 

 

Reviewed By Principal

 

 

Reviewed By Principal

 

 

Reviewed By CTAP Representative

 

 

Table of Contents

 

Curriculum and Technology                                           -           4

Technology Access and Use                                         -           5

District Curricular Goals and Plans                                -           6

Curriculum Goals                                                          -           7

Curriculum Monitoring                                      -           11

Curriculum Technology Programs                                  -           12

Curriculum Technology Program Narratives                  -           13

 

Professional Development                                             -           15

Professional Development Goals                                   -           16

Professional Development Monitoring               -           18

 

Infrastructure                                                                -           19

Infrastructure Systems                                       -           20

Infrastructure Implementation Goals                              -           23

Infrastructure Implementation Narratives                       -           25

Infrastructure Implementation Monitoring                       -           27

 

Budget                                                                         -           28

Budget – Operations and Salaries 2005                        -           29

Budget Considerations                                      -           30

 

Monitoring and Evaluation                                             -           31

Curricular Monitoring Process                           -           32

Professional Development Monitoring Process  -           33

 

Adult Education (EETT)                                               -           34

Promotion of Curricula and Teaching Strategies

That Integrate Technology                                 -           35

 

NETS Chart                                                                 -           36

Glossary                                                                       -           42

 

Appendix C – Criteria for EETT-Funded

            Educational Technology Plans               -           44

Curriculum and Technology

 

The purpose of the Curriculum portion of the technology plan is to identify how and where technology can best assist in the delivery of learning materials by (1) Curriculum Augmentation, (2) Technology Infusion, and (3) Data Tracking.

 

Curriculum augmentation is the process of supplementing instructional materials to better deliver the subject material.  Curriculum is often augmented to provide students with similar learning materials over a different medium to address a student’s specific need or just to make the learning process more engaging for all.  An example would be providing a student who is an English language learner with audio books that would help them achieve the knowledge necessary for their success by using a form of information delivery that they may absorb faster than written.

 

Technology infusion is the process of adding technology lessons underneath the core curriculum in a mostly transparent way.  In this, a student’s learning, practice and eventual mastery of a technology skill may be transparent to the project at hand.  An example would be a research assignment followed by a class presentation.  Whereas the lesson involved may be the research and report on the extinction of an ancient civilization, a student may be learning, practicing and mastering skills such as; Internet research, typing, working with the MS Windows desktop, and how to properly use MS PowerPoint.

 

Data tracking is the process of logging student assessment information in a way that can be used to make Data Driven Decisions.  Data tracking must be performed in a way that is informative and useful to many people to support academic success in a variety of ways; for a student, a class or an entire school.  Examples would be that properly tracked data could help teachers identify a pattern in a students learning trends or a gap in their classes achievement of a state standard.  It can also assist in any needs assessment review by revealing where a school site needs improvement.

 

Technology Access and Use

 

Rectangular Callout: 3AComputer Lab, Internet Access, Document Workspace

 

Access to computer-based technology at Anna Yates is very widespread.  In addition to the campus computer lab, each classroom has a bank of 1-7 computers.  Computer lab access is limited to class time and is teacher supervised.  All computers on campus are connected the district-wide computer network and provided with Internet access.  All students and staff have workspaces on the network where they can save and work from their files.

 

Emery Secondary School also has a large implementation of computer-based technology.  The campus is equipped with 2 computers labs and has 25 laptops available for classroom use.  All computers are connected to the district-wide computer network and provided with Internet Access. One computer lab is open every school day during lunch and after-school.  All students and staff have workspaces on the network where they can save and work from their files.

 

Rectangular Callout: 3BCurrent limitations in computer access require more computers in family homes and more computers, or “mini-labs” to be installed in and in-between classrooms.

 

Currently the district is using a number of technology applications to promote teaching and learning through the use of hardware and software.  The district has just begun to implement Edusoft standards-based data tracking software to increase Math teacher awareness of student success as it is mapped to state Curriculum standards.  We also have Geometers Sketch Pad and Fathom (Algebra) Math software implemented to augment the curriculum by making it more engaging and easier to deliver.  After noticing a serious need for reading intervention, we began implementing Read-180, a fully technology integrated curriculum.  Our Read-180 program is now being implemented across the entire school district.  We also utilize a number of skill building applications such as Math Blasters (for various levels of math) and Arthur’s Reading (for various reading levels).

 

Although the Emery Unified School District currently has no students that have been identified as needing special accommodations to access technology, the district maintains an awareness of this responsibility.  Should any student enroll who requires accessibility options, the district can and will procure and provide them.  The district also attempts to makes their website Section 508 compliant, which accommodates individuals that may be interested in enrolling in the District.

 

District Curricular Goals and Plans

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The Emery Unified School District has entered into an MOU with the Emery Education Foundation, the Bay Area Coalition for Equitable School and the City of Emeryville to support Emeryville’s comprehensive restructuring of the existing K-12 school district.  The parties believe that implementation of the Emeryville Math, Science, Technology Initiative will provide real choices for students in order to cultivate each child’s gifts, talents and passions.  It was through this initiative that the District decided to write plans to address the goals and timelines for implementing curriculum reform.  From this process, the district created the following:

 

Anna Yates Elementary School Literacy Plan

Emery Secondary School Literacy Plan

Emery Secondary School Advisory Plan

Emery USD Library Plan

Emery USD Master Plan for English Language Learners

Emery USD Math Plan

Emery USD Professional Development Plan

Emery USD Strategic Science Plan

Emery USD Visual and Performing Arts Plan

 

Through these plans, the district has set goals to achieve the curricular and content standards throughout the K-12 environments, specifically with a focus on Math and Reading, which are needed as a foundation to mastering all academic subjects. These Goals are as follows:

 

“GOAL 1: To create a vibrant school reading culture at Emery Secondary School focused on increasing achievement of the CA English Language Arts Reading Standard 2.0 “by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information.”

GOAL 2: To develop a standards-based English Language Arts instructional program designed to meet the literacy needs of all our students.

GOAL 3: To accelerate struggling students to grade level performance through intensive interventions.

GOAL 4: All ESS staff work together to build students’ literacy skills.

GOAL 5: All ESS staff will have the professional development and support they need to achieve the school’s literacy goals.”

                - Literacy Plan

“All students throughout the 7-12 mathematics program are engaged in standards-based, core mathematics curriculum.   Starting in 2004-05, the curricular objectives for the mathematics courses offered at ESS will begin a 5-year transition period.

For each grade level or math course, teachers work with one another and with Mathematics content coaches to develop yearlong, standards-based curriculum maps, develop a plan for textbook use – implementation, augmentation, and sequencing – and identify necessary additional instructional materials.

Administrators provide teachers throughout the mathematics program with a written statement of school policies regarding instructional minutes for compliance with state standards for instructional minutes within mathematics.

At the end of this transition, all students will be expected to demonstrate mastery of their respective grade level/subject area standards”

                - Math Plan

Curriculum Goals

Rectangular Callout: 3D & 3I
GOAL: 90% of Students in each grade will be at grade level.

(EUSD “Three Big Goals” Goal #3) (Literacy Plan Goal) (Math Plan Goal)

Yates

Actuals

Year 1 Benchmarks

Year 2 Benchmarks

Year 3 Benchmarks

ELA (CST)

2004/2005

2005/2006

2006/2007

2007/2008

 

Student% /( Growth%)

Student% /( Growth%)

Student% /( Growth%)

Student% /( Growth%)

Advanced

6.5%/(16%)

8.6%/(10%)

11.3%/(10%)

14.9%/(10%)

Proficient

21.4%/(18%)

26.3%/(20%)

36.3%/(35%)

47.2%/(45%)

Basic

35.3%/(18%)

36.0%/(30%)

32.4%/(40%)

28.3%/(60%)

Below Basic

26.0%/(43%)

22.5%/(40%)

17.4%/(60%)

8.5%/(60%)

Far Below Basic

10.8%

6.5%

2.6%

1.0%

Math (CST)

2004

2005

2006

2007

Advanced

9.8%/(36%)

12.0%/(10%)

15.2%/(10%)

19.7%/(10%)

Proficient

21.5%/(41%)

32.1%/(40%)

44.8%/(50%)

53.8%/(50%)

Basic

31.9%/(39%)

31.9%/(40%)

26.9%/(50%)

19.4%/(50%)

Below Basic

31.9%/(57%)

21.8%/(55%)

12.0%/(50%)

6.6%/(50%)

Far Below Basic

4.9%

2.2%

1.1%

0.6%

ESS

Actuals

Year 1 Benchmarks

Year 2 Benchmarks

Year 3 Benchmarks

ELA (CST)

2004/2005

2005/2006

2006/2007

2007/2008

Advanced

3.3%/(7%)

4.3%/(10%)

6.0%/(10%)

9.0%/(10%)

Proficient

10.2%/(-6%)

17.3%/(20%)

29.6%/(35%)

46.2%/(50%)

Basic

40.5%/(36%)

40.2%/(30%)

39.2%/(50%)

32.9%/(60%)

Below Basic

26.0%/(23%)

26.2%/(40%)

22.1%/(75%)

10.7%/(60%)

Far Below Basic

20.1%

12.0%

3.0%

1.2%

Math (CST)

2004

2005

2006

2007

Advanced

0.3%/(-3%)

0.6%/(10%)

1.2%/(10%)

2.8%/(10%)

Proficient

2.6%/(5%)

6.0%/(20%)

16.3%/(35%)

44.2%/(60%)

Basic

18.2%/(10%)

31.2%/(30%)

49.2%/(60%)

39.0%/(65%)

Below Basic

55.4%/(29%)

48.2%/(40%)

29.8%/(75%)

12.5%/(60%)

Far Below Basic

23.4%

14.1%

3.5%

1.4%

Year

Activity

Resource

Person(s) Responsible

2005-2006

2006-2007

2007-2008

4th – 12th grade students identified as 2 or more years below grade level will be placed in Read 180 intervention program.

Read 180 Computer Lab

Literacy Team

2005-2006

Grade level teachers will implement the electronic resources accompanying the Prentice Hall language arts and history textbooks

Prentice Hall computer based lesson support

Literacy Team

History Dept

Technology Associate

Coaches

2005-2006

2006-2007

2007-2008

Track library book turnover using Follett software to identify reading increases and decreases on annual basis.

Follett Library System

Librarian

Technology Associate (ess)

2005-2006

2006-2007

2007-2008

Continue implementation of robotics program for 6th grade students

2 Robotics Computers

6th Grade Teacher

2005-2006

2006-2007

2007-2008

K-6 students will use computer resources in the lab to reinforce and au