Jennifer+Courduff

The Etiwanda School District is located in San Bernardino County, California. Founded in 1883, the district serves students from kindergarten through eighth grade, and currently has twelve elementary and four middle schools. Plans for additional schools are being developed to accommodate growth within the district. The district currently has approximately 600 certificated teachers that serve its population of over 12,476 students.
 * Mod****ule 1: Program Overview**
 * Organization:**

//"The Etiwanda School District is dedicated to promoting high standards in curriculum, instruction, performance and personal behavior. It is our goal that each student achieve academic excellence and develop respect for self and others so that they become contributing members of our culturally diverse society. The responsibility for the development of these qualities in all students is accomplished through a cooperative effort among students, parents, staff and community."// 1. The Etiwanda School District will be the premier educational learning community in Southern California. Each student will be inspired to achieve to his or her maximum potential through an enriching and challenging instructional program. Creative talents and abilities of students will be nurtured through a rigorous, standards-based curriculum that includes the application of skills in real world settings, career exploration, fine arts, foreign language and a rich array of elective offerings. Our students will be well prepared academically, socially and emotionally for success in high school and beyond. 2. All students will be provided with the support necessary to achieve success. 3. Teachers will have the necessary materials and training to fully implement and enrich the district curriculum. 4. Mutual respect will be the hallmark of all interactions between members of the school community. Appreciation for diversity and the uniqueness of each individual will be fostered through the collaborative work of students, parents and teachers. 5. All students will use technology daily as a tool for learning and productivity. Instructional technology will be integrated into lessons and activities throughout the day, opening the doors to the world and the future for our students. 6. Partnerships between the home and the school will be exemplary. Web-based communication tools will allow parents access to current grades, attendance and instructional information. 7. The district will exercise fiscal prudence, ensuring “excellence in education” for all students, proactively securing all available national, state and local funds. Student learning will be the obvious business of the district with all resources directed toward this goal. 8. The Etiwanda School District will maintain its traditions of sense of family, collaboration, team work, compassion, and pride in students, staff and families, while also looking forward beyond the horizon to identify areas of continued growth and improvement.
 * Mission Statement:** The mission of the Etiwanda School District is to integrate the California State Content Standards into a rich learning environment that promotes appropriate and ethical use of information technology to promote literacy, critical thinking, communication and organizational skills. The mission statement is as follows:
 * District Goals:**


 * Technology Integration Philosophy:** The district maintains the philosophy that a technology-infused, standards-based instructional program which is differentiated to accommodate all learning modalities and styles will produce students who are capable and empowered to be life-learners. Technology is changing the way teachers teach, but more importantly, it has already changed the way students learn. This shift in the very essence of brain processing and learning styles must be addressed by all stakeholders in educational system. Technology must be used as an integral part of the teaching and learning processes to add depth to learning and raise student achievement. In summary, the vision is that all teachers and students will use technology daily as a tool for learning and productivity. Instructional technology will be integrated into lessons and activities throughout the day, opening the doors to the world and the future.

The committee determined that Language Arts and Writing are areas of instructional weakness at all four intermediate sites. The decision was based on the following: · Thirty percent of 6th and 7th graders are not proficient on district benchmark assessments and the California State Test (CST) in English Language Arts. · This population includes **targeted students** from all **significant subgroups** in 6th grade. According to 2008 Federal Adequate Yearly Progress (AYP), district significant subgroups for English Language Arts and Math include English Language Learners (ELL), Socio-Economic Disadvantaged (SED), and Special Education students. · Professional Development mentors confirmed that there is no standardized program for writing instruction at the intermediate sites.
 * Project selection:** The project was selected through discussions in a series of planning meetings including Professional Development Language Arts and Math mentors, district English Language Learner Coordinator, Instructional Technology Coordinator, and Assistant Superintendent of Instruction.

**Module 2** Cause Analysis
The goals of Etiwanda School District’s research-based writing intervention program for students focuses on targeted growth in English Language Arts and Writing of 6th and 7th grade students at four intermediate sites. In the 2009-10 school year, 30% of 6th and 7th grade students scored non-proficient on district Language Arts benchmark assessments as reported in Data Director. Writing was identified as the weakest area for this target group. Similarly, 30% of students scored non-proficient on the 2008 California Content Standards test. Additionally, EdTech Profile Student Survey data from March 2009 indicated that only 10% of 6th and 7th grade students are proficient, frequent users of technology in the classroom setting.


 * Performance Gap**
 * Baseline technology literacy:** EdTech Profile Student Survey data from March 2009 indicated that 10% of students are proficient, frequent users of technology in the classroom setting. Data from EdTech Profile Student Surveys was triangulated with EdTech Profile Teacher Surveys, and Etiwanda School District Technology Needs Surveys to determine this percentage.


 * Baseline content learning needs:** According to March 2010 Language Arts benchmark assessments, 30% of 6th and 7th grade students are non-proficient in English Language Arts. Disaggregation of the data indicates that students have the greatest deficits in the technology skills, written expression skills, and writing conventions as listed in the table below.

The cause analysis revealed that Language Arts and Writing are areas of instructional weakness at all four intermediate sites. The decision was based on the following: · Thirty percent of 6th and 7th graders are not proficient on district benchmark assessments and the California State Test (CST) in English Language Arts. · This population includes targeted students from all significant subgroups in 6th grade. According to 2008 Federal Adequate Yearly Progress (AYP), district significant subgroups for English Language Arts and Math include English Language Learners (ELL), Socio-Economic Disadvantaged (SED), and Special Education students. · **Professional Development mentors confirmed that there is no standardized program for writing instruction at the intermediate sites.**
 * Causes**

The program targets 6th grade English Language Arts students. This population includes the significant subgroups of Special Education, English Language Learners (ELL), and Socio-Economically Disadvantaged (SED) students. The same group of students will be targeted over two years: Year One (2010-11) will include non-proficient 6th graders. Year Two (2011-12) will target the same population as seventh graders. Although not in the target group for evaluation purposes, students who enter 6th grade at the beginning of Year 2 will reap the rewards of a technology-enriched environment and teachers well trained to maximize those tools to improve student learning 6th graders Year Two: 7th graders || **Technology Literacy** || **Technology Standards:** NETS*S 1: Use technology to enhance learning, increase productivity, and promote creativity NETS*S 2: Use technology to collaborate, publish, and interact with peers, experts, and other audiences NETS*S 3: Use technology to locate, evaluate, and collect information from a variety of sources || 6th graders Year Two: 7th graders || **English Language Arts** || **Content Standards:** W.1.2: Create multiple-paragraph expository compositions W.1.3: Use a variety of effective and coherent organizational patterns, including compare and contrast; organization by categories; and arrangement by spatial order, order of importance, or climatic order W.1.4: Use organizational features of electronic text to locate information W.1.5: Compose documents with appropriate formatting by using word-processing skills and principals of design W.1.6: Revise writing to improve the organization and consistency within and between paragraphs R2.1: Identify the structural features of popular media and use the features to obtain information R.2.6: Determine the adequacy and appropriateness of the evidence for the author’s conclusions. ||
 * Targeted Intervention Group**
 * ** Target Students ** || **Baseline Proficiency Areas** || **Standards** ||
 * Year One:
 * Year One:
 * Writing and Reading**


 * Module 3: Leveled Intervention Strategies**
 * Content:** This program for students is aligned with California Department of Education (CDE) definition of technology literacy (http://www.cde.ca.gov). The program is built on the current research indicating that students need increased access to online and computer-based resources in order to improve writing skills necessary to communicate and solve problems, and to access, create, integrate, evaluate, and manage information. Mastery of written expression is critical for successful academic growth within all content areas (LaBonty & Williams, 2008; Smaldino, Lowther, & Russell, 2008). Through the two-year implementation of this program, all students will become succinct, cohesive writers. The scaffolded learning activities will empower students to continue honing their skills as writers, and more broadly, apply knowledge to learning activities in English Language Arts and across the curriculum. Students will become productive and contributing members of 21st Century society as they become proficient in technology collaborative networking which is the norm in professional and personal communication today (Christensen, 2008; Pink, 2006; Siemens, 2006).


 * Tools:** Technology resources purchased for the Program for Students will provide increased access to technology, and enable the differentiation of instruction and student activities in ways that address multiple intelligence strengths and student learning styles (Gardner, 2006; Marzano, 2001; Pink, 2006). The integration of technology resources and tools will result in increased engagement for all students including the significant subgroups of ELL, SED, and Special Education. (Smaldino, Lowther, & Russell, 2008; Ware, 2009).

Tools will include existing classroom desktop computers with Internet access, use of district-adopted Digital Lockers through TeacherWeb, and free online writing support websites, including district-adopted textbook online writing resources, www.readwritethink.org, visual thesaurus, and others. Teachers will be provided training after-school during contract time, and on minimum days. In training, teachers will learn to manage student access to existing classroom computer(s) through a rotation schedule. Teachers will use the district-adopted Language Arts curriculum and its ancillary support pieces to guide students through authentic writing opportunities. Teachers will use the online writing evaluation service made available through the ELA adoption for student feedback at school and at home.
 * Low-Cost Intervention Strategy**

Student access to technology is a critical component of this plan. Therefore, any available funds will be spend to lower the student-to-computer ratio in Language Arts classrooms. The medium cost intervention could use ELL, lottery, general, and PTA funds to purchase enough Nobi notebooks to bring the student-to-computer ratio down to three-to-one. All other intervention strategies would follow the low-cost intervention strategy, described above.
 * Medium-Cost Intervention Strategy**

Through the use of Acer Netbooks, Mimio Interactives, Mimio Captures, Mimio Pads, AverVisionCP300 document cameras, and 2Know! Classroom Response Systems, students will exhaust digital and non-digital resources in Holt to increase student achievement with a specific focus on raising proficiency in Language Arts skills and the application of these skills to the writing process. Students will be able to brainstorm the writing process in groups using Mimio Interactive tool and save writing using Mimio Capture dry erase markers. Additionally, students will have immediate access to Holt’s online graphic organizer and essay scoring resources using Acer Netbooks. Increasing access to these powerful tools enables students to easily save, upload, and access work to the district-adopted TeacherWeb digital lockers. Because TeacherWeb digital lockers are internet-based, students will be able to access saved work from both school and home.
 * High-Cost Intervention Strategy**

EasyTech is a California Learning Resource Network (CLRN) approved online program that helps students increase achievement in technology literacy while sharpening knowledge and application of Language Arts skills. Because EasyTech is a standards-based, content-driven program, students will learn to use technology resources responsibly, safely, and efficiently while completing writing, grammar, and other Language Arts assignments from both school and home. EasyTech integrates learning of technology skills and content areas through lessons that enable students to use office productivity software while sharpening their writing skills across the curriculum. Students will experience intensive, interactive instruction on the use of productivity software, internet safety, and digital citizenship, and receive ongoing immediate feedback regarding growth in technology and Language Arts skills by using classroom response systems and the Technology Literacy Assessment program. Through this integrated program, target students will become proficient in Language Arts and technology literacy by participating in group, independent, and collaborative learning activities not previously possible at school or at home (Labonte & Williams, 2008; Lin, 2009; Marzano, Pickering & Pollock, 2001; Miller & Glover, 2007).


 * Module 4:** Below is a recording of one of the interviews I used for this module. It's really insightful. Enjoy!

media type="file" key="InterviewMod4.m4a" width="1173" height="192" align="left"

The medium cost intervention solution has been selected for the implementation of this project. This decision is based on feedback from peers, district administration, and interviews with a local vendor and instructional technology consultant, Kevin Mulligan. The recorded interview is available posted to the Jennifer Courduff page of the EDUC8843 wiki through the following link: http://educ8843.wikispaces.com/Jennifer+Courduff Justification for this decision is as follows: 1. Low cost solution a. Limitations: The low cost solution will provide insufficient student access to computers. Research suggests that the optimum student-to-computer ratio is three-to-one (Owston & Wideman, 2001). The low cost solution does not provide for the purchase of additional computers, therefore rendering the program impossible to implement. b. Strengths: Although the low cost solution does not require significant funding, it does not provide a large enough stipend to make up for time teachers will spend learning to use the program, create lesson plans, collaborate, and reflect on practice (Personal communication, Kevin Mulligan, OnPoint consultant, April 16, 2010). 2. Medium cost solution a. Limitations: The medium cost solution does not provide the range of technology resources necessary to deeply address the vision of the program in exhausting the core curriculum in ways that addresses student learning needs and styles. b. Strengths: The medium cost solution is the most financially feasible in the current educational climate. The program can be actualized with the support of Title I funds, ELL funds, PTA donations, and the support of the Etiwanda Excellence in Education (E3) Foundation. E3 is a local foundation whose purpose is to raise monies needed to support district programs in technology, athletics, and the arts ([]). For example, through this support of E3, all district classrooms now have ceiling-mounted projectors. The purchase of notebooks to reduce the student-to-computer ratio in all classrooms aligns with the goals and vision not only of E3, but also of the district Strategic Plan, making this solution the most feasible option for the implementation of this program. The Strategic Plan can be accessed at []. 3. High cost solution: a. Limitations: Due to the recent budget crisis in education, the high cost solution not feasible. According to the district superintendent, “Any available funds are being allocated certificated and classified employee salaries. At this point, our goal is to save as many jobs as possible. We will allocate money to maintain and replace hardware, software, and current technology-related resources, but will not purchase new tools until we are sure that the crisis as passed. At that point, we will be very interested in supporting the implementation of this program” (Personal communication, Dr, Shawn Judson, Etiwanda School District, April 22, 2010). The cost of this solution is financially unrealistic in the current climate. b. Strengths: The high cost solution provides the greatest variety of technology resources to support the core vision of the program. The medium cost intervention strategy reflects a financially responsible and strategically feasible program with powerful potential to address the performance gap within the area of student achievement in writing. This intervention provides adequate support to address the organizational goal: //The goal of this program is to increase academic achievement in writing skills and technology literacy for 6th and 7th grade English Language Arts students//. This program provides an additional layer of security through its implementation plan of support for teachers and students over a two year time period with potential expansion to the third year. Research suggests the change process takes a minimum of three to five years for successful, sustained implementation of an innovation to take place (Hall & Hord, 1987). Research suggests that sustained technology integration into professional practice is actualized through situated, scaffolded professional development opportunities that take place over time (Edyburn, 2005; Lawless & Pellegrino, 2007; Loucks-Horsley & Bybee, 2000; Wenger & Lave, 1991). Teachers will participate in ongoing professional learning communities situated on their campuses and facilitated by the district Instructional Technology Coordinator and OnPoint Technology integration team. Using the research-based ASSURE model, teachers will learn to incorporate netbooks, document cameras, classroom response systems, and interactive whiteboard technologies into digital textbook resources including software and online learning tools (Smaldino, Lowther, & Russell, 2008). ||
 * Module 4**
 * Intervention strategy rationale and justification**
 * Project management techniques**
 * **Descriptions of Strategies **
 * **Strategy One: Vision:** Discussion “Why we do this” and “How we manage this” will be addressed for whole class, group, home, and review segments ||
 * **Strategy Two: Basics of Integration:** Mindmap activity & flowchart developed based on the weekly flow model we have created. Start planning weekly lesson plans within this concept. Model using data to inform instruction. ||
 * **Strategy Three: Instructional Delivery Options:** Teaching an entire day's lesson integrating the whole picture (all segments brought together based on our flow model) ||
 * **Strategy Four: Reciprocal Teaching:** Each group puts together and presents a lesson with trainers as the students incorporating each segment based on their flow model ||
 * **Strategy Five: Lesson Planning:** Each teacher individually puts together their own integrated lesson to teach to the group ||

In order to ensure seamless training and integration, hardware and software programs must be prepared and working for the initial implementation cycle.
 * Resource management techniques**
 * ** Cycle Preparation checklist: ** || ** Persons Responsible ** ||
 * Mimio interactive lessons developed integrating Holt content || OnPoint, Instructional Technology Coordinator ||
 * Mimio Interactive/capture introductory lessons set up || OnPoint, Instructional Technology Coordinator ||
 * Document Camera set up, lessons and support materials developed in software || OnPoint, Instructional Technology Coordinator ||
 * Holt content and EasyTech questions preset in CRS || OnPoint ||
 * Links to online resources embedded in preset lessons || OnPoint ||
 * Support documents, tutorials, and initial discussion topics created in teacher collaboration site on TeacherWeb || OnPoint, Instructional Technology Coordinator ||
 * Netbooks charged, set up, ready to use || OnPoint ||

This program is unique because initial professional development will mimic data-informed, technology infused learning activities that will take place on any given instructional day. In other words, the teachers will become the students during training in order to directly experience what fully integrated technology looks like, how it is organized, and how it is managed to successfully raise student achievement. The goal of professional development is full integration of student data, adopted curriculum, and technology based lesson planning. The training will use a scaffolded approach that includes initial training in grade level groups, ongoing coaching and mentoring through professional learning communities, and online collaboration and support through TeacherWeb portal. Training and coaching will be situated on site in order to address the teaching strategies needed for the specific students at that site. Training options will include teacher half-day release using substitutes, district minimum planning days, scheduled site staff meeting times, and asynchronous online support. Initially, teachers will learn through a modeled approach where they participate in learning activities that integrate technology tools with Holt resources as “students”. Initial training strategy connects Holt with technology tools as follows: Defining Literary Skills: Direct Instruction |||| Initial Training Session II Applying Reading Skills: Guided / Independent Practice |||| Initial training Session III Practicing Informational Skills: Independent Practice/reteaching || Mimio interactive and capture, document camera || Holt text || Tech tools: Netbooks, CRS, TeacherWeb, access student data || Holt text || Tech tools: Netbooks, TeacherWeb || Holt Focus on prewriting || Observations integrated throughout the training cycle ||
 * Delivery system management techniques**
 * ** Technology Integration Management Professional Development Series: **
 * Strategy One: Modeled Cooperative Training – Focus on Hardware ** ||
 * Initial Training Session 1
 * Tech tools:
 * ^  || Holt Power Notes ||^   || Holt worksheets, online graphic organizers/essay scoring ||^   || Prewriting lessons ||
 * ^  || Holt Teacher One-Stop CD ||^   || Holt Student One-Stop CD ||^   || Presentation ||
 * Classroom Response Systems (CRS) will be used to assess teacher knowledge (modeled and connected to CRS student assessment) and Data Director

Purchase || December 2010 || 6th grade Language Arts classrooms || 1.Instructional Technology Coordinator (ITC) works with Data Systems Manager to determine number of computers needing memory upgrades in Wave 1. 2. Instructional Technology Coordinator (ITC): Purchase order 3. OnPoint: Invoice and delivery || ITC, Assistant Superintendent of Business, Data Systems Manager || ITC contacts teachers and site administrators to schedule classroom visits and answer questions || || 1. Data Systems Manager: Facilitate memory upgrades on existing computers 2. OnPoint: Installation of technology tools outlined in //Program for Students// || ITC, Data Systems Manager, OnPoint, site administrators, 6th grade teachers || ITC and OnPoint work with teachers in room outlay and set-up prep || || 1. ITC works with Data Systems Manager to schedule testing of computer compatibility and speed due to memory updates on existing computers 2. OnPoint: Test all technology tools outlined in //Program for Students// 3. OnPoint: Begins implementation cycle preparation || ITC, Data Systems Manager, OnPoint, site administrators, 6th grade teachers || 1. OnPoint training team completes implementation cycle preparation 2. ITC and OnPoint begin training process || ITC, OnPoint, site administrators, 6th grade teachers || ITC and OnPoint staff introduce teachers and administrators to new technologies, answers questions, addresses concerns || Purchase || May 2011 || 7th grade Language Arts classrooms || 1. ITC works with Data Systems Manager to determine number of computers needing memory upgrades in Wave 2. 2. ITC: Purchase order 3. OnPoint: Invoice and delivery || ITC, Assistant Superintendent of Business, Data Systems Manager || ITC contacts teachers and site administrators to schedule classroom visits and answer questions || || 1. Data Systems Manager: Facilitate memory updates on existing computers 2. OnPoint: Installation of technology tools outlined in //Program for Students// || ITC, Data Systems Manager, OnPoint, site administrators, 7th grade teachers || ITC and OnPoint work with teachers in room outlay and set-up prep || || 1. ITC works with Data Systems Manager to schedule testing of computer compatibility and speed due to memory updates on existing computers 2. OnPoint: Test all technology tools outlined in //Program for Students// 3. OnPoint: Begins implementation cycle preparation || ITC, Data Systems Manager, OnPoint, site administrators, 7th grade teachers || ITC and OnPoint staff introduce teachers to new technologies, answers questions, addresses concerns || || 1. OnPoint training team completes implementation cycle preparation 2.ITC and OnPoint begin training process || ITC, OnPoint, site administrators, 7th grade teachers || ITC and OnPoint staff introduce teachers to new technologies, answers questions, addresses concerns ||
 * Delivery system implementation plan**
 * ** Task ** || ** Completion window ** || ** Target classrooms ** || ** Persons responsible ** || ** Persons involved ** || ** Teacher support ** ||
 * Expansion Wave 1
 * Expansion Wave 1 Installation || December 2010 - January 2011 || 6th grade Language Arts classrooms
 * Expansion Wave 1 Test || December 2010 - January 2011 || 6th grade Language Arts classrooms
 * ( ** || ITC and OnPoint staff introduce teachers to new technologies, answers questions, addresses concerns ||
 * Expansion Wave 1 Integration || January 2011 – April 2012 || 6th grade Language Arts classrooms
 * Expansion Wave 2
 * Expansion Wave 2 Installation || June – July 2011 || 7th grade Language Arts classrooms
 * Expansion Wave 2 Test || June – July 2011 || 7th grade Language Arts classrooms
 * Expansion Wave 2 Integration || July – August 2011 || 7th grade Language Arts classrooms


 * Information management techniques**

1. During the first five months of implementation, OnPoint integration team and Instructional Technology Coordinator (ITC) will provide on-site support through weekly coaching and mentoring. o 6th grade: January – May, 2011 o 7th grade: August – December, 2011 2. Ongoing site-level support will be provided by OnPoint and ITC through scheduled coaching and observations; online support though collaboration on TeacherWeb; and just-in-time support requested via phone calls, text messages, or email. 3. Hardware, software, and peripheral troubleshooting support will be addressed as follows: o District-level support of existing hardware, peripherals, and software will be handled through ESD work order system currently in place. ESD technology department resolves issues in less than 24-hours. o OnPoint technologies will provide troubleshooting and support of hardware, peripherals, and software purchased for the //Program for Students//. OnPoint maintains as average 24-hour resolution timeframe. 4. Student-to-computer ratios will be reported to CSTS in March each year by district Data Systems Manager 5. Additional spreadsheets will be maintained for target classrooms by ITC and OnPoint integration team and updated in September and March of each year.

The hardware and software resources necessary for implementation of the medium cost solution are outlined in Table 1 below. These resources will be purchased through OnPoint Technologies ([]). //Table 1: Financial and budget information and tentative budget//
 * Module 5: Financial, technical, and assessment information**
 * ** Budget ** ||  ||   ||   ||   ||
 * ** HARDWARE includes installation ** ||  ||   ||   ||   ||
 * ** Product ** || ** Quantity ** || ** Unit Cost ** || ** Total ** || ** Notes ** ||
 * Document Camera || 6 || $299 || $1,794 || Funded by E3 ||
 * mimio wireless + capture + pad || 6 || $600 || $3,600 || Funded by district ||
 * Response systems || 6 || $800 || $4,800 || Funded by E3 ||
 * Netbooks || 50 || $549 || $27,450 || Funded by district ||
 * Update existing computers || 6 || $100 || $600 || Funded by SIP ||
 * Wireless Access Points || 6 || $100 || $600 || Funded by SIP ||
 * Additional cabling and adapters for document cameras and wireless access points || 6 || $100 || $600 || Funded by SIP ||
 * ||  || SUBTOTAL || $39444. ||   ||
 * ||  || TAX || $3,451 ||   ||
 * ||  || FREIGHT || $0 ||   ||
 * ||  || ** HARDWARE TOTAL ** || ** $42,895 ** ||   ||
 * ** SOFTWARE includes installation ** ||  ||   ||   ||   ||
 * ** Product ** || ** Quantity ** || ** Unit Cost ** || ** Total ** ||  ||
 * EasyTech with Technology Literacy Assessment || 204 || $12 || ** $2,448 ** || Funded by PTA ||
 * ||  || ** HARDWARE AND SOFTWARE TOTAL ** || ** $45,343 ** ||   ||
 * ** PROFESSIONAL DEVELOPMENT, LESSON DEVELOPMENT, SUPPORT AND OBSERVATIONS ** ||  ||   ||   ||   ||
 * ** Service ** || ** Quantity ** || ** Unit Cost ** || ** Total ** ||  ||
 * On-site support contract || 6 || $500 || $3,000 || Funded by PDC ||
 * ||  || ** TOTAL SUPPORT AND OBSERVATIONS ** || $3000. ||   ||
 * ||  || ** TOTAL SUPPORT AND OBSERVATIONS ** || $3000. ||   ||

In order to minimize the funding cliff, our program is developed with the knowledge that this is a one-time funding opportunity. Therefore, the program for students is built on existing hardware and software, and district-adopted textbook resources. For documentation regarding district support of existing resources, see Etiwanda School District Technology Plan (Appendix).
 * Financial and budget information: Supporting documentation**

1. Nobi Netbooks, Mimio Interactives, AverVision Document Cameras, 2Know Student Response Systems technical information is available through the following website: [] 2. EasyTech technical information is available through the following website: [].
 * Financial and budget information: Technical information**

Our program is built on a rigorous and transparent system of checks and balances in order to ensure swift, accurate implementation and reporting based on student academic needs, and focused to improve student achievement through continual analysis of student data in order to inform instruction. * EdTech Profile Student pre- and post- surveys
 * Project assessment/evaluation objectives**
 * ** Benchmark assessments/Data Collection Tool ** || ** Time frame ** || ** Responsible persons ** ||
 * ** Technology Literacy Performance Goal **
 * Student Technology Literacy Assessment (EasyTech)

* ESD Benchmark Assessments || January, 2011 /April 2011 September, 2011/April 2012
 * ICOT classroom observation in target classrooms
 * Language Arts Performance Goal **

Ongoing (2-3 observations per classroom, per year)

January, 2011 /April 2011 October, 2011/January 2012/April 2012

|| Instructional Technology Coordinator (ITC), Teachers

Instructional Technology Coordinator (ITC), OnPoint integration team

Teachers ||

Technology Literacy: Student growth in technology proficiency and literacy will be measured through EasyTech Technology Literacy Assessment, taken in September and March of 2011 and 2012. Results will be triangulated with EdTech Profile Student surveys taken in September and March of 2011 and 2012 ([|www.edtechprofile.org]). Language Arts: District benchmark assessment data for English Language Arts will be used to measure student progress toward growth in English Language Arts proficiency. Benchmark assessments will be given in October, January, and April of each year. · In April and October of 2011 and 2012, Assistant Superintendent of Instruction will meet with the Instructional Technology Coordinator, Language Arts Professional Development staff, OnPoint integration team representatives, and site-level representatives to review, analyze and evaluate student progress toward goals based on Technology Literacy Assessments and Language Arts district benchmark results. The team will discuss areas of success and necessary changes to the program as a result of this meeting. Results of formative meetings including strategies for improvement will be reported to district office cabinet members and site administrators in September and May of each year. Results will be presented to the Etiwanda Board of Trustees and published for public comment in May of each year. These results will be synthesized and submitted to Superintendent, Board of Trustees, and community stakeholders lead program evaluator and Instructional Technology Coordinator in June of each year. The sustainability and follow-up to our program is not only natural, but expected as part of our district commitment that all students be proficient in Language Arts and Technology Literacy skills (see district Technology Plan). Community PTA and district funds will be used to maintain and upgrade hardware in target classrooms and to fund EasyTech renewal for 6th and 7th grade students. Ongoing hardware and program maintenance, sustainability, and expansion will be funded through the following resources: 1. Support through the E3 Foundation. This community-run foundation is committed to raising money in support of district technology resources such as ceiling-mounted projectors and programs such as Discovery Streaming ([|www.unitedstreaming.com]), and TeacherWeb digital lockers. 2. Support through ongoing grant opportunities such as the Best Buy Teach program. Etiwanda School District Instructional Technology Coordinator works with site-level teachers and administrators to apply for grants each fall. 3. Support through district funds allotted to technology hardware and maintenance budget.
 * Formative project assessment**
 * Summative project evaluation**