Manuel Bettencourt’s
Technology Plan
School Profile and Demographics
Gustine High School is located in
Gustine, California. Gustine is located
on the Westside of the San Joaquin Valley in Central California. The population is roughly between 5000 and 6000
people. The high school is the only
high school in the town. Gustine High
School has grades 9 through 12 and has approximately 550 students. These majority of the students that attend
Gustine High School are either Caucasian or Hispanic with some other
ethnicities making up the minority of the student population.
Technology has a significant impact on the lives of
students and staff. Technology is working on the future as a result of the need
of the past, present, and future.
Technology is believed to be the component that meets the needs and
wants of the students of Gustine High School.
Therefore, it is believed that all forms of technology can and should be
used in the everyday curriculum to enhance the students ability to learn. In order to meet this high demand it is
important that each and every classroom be equipped with technology. It is the belief that all teachers should be
using some form of technology with each and every class.
Site Technology Plan Components
Curriculum
Component
In this section of the plan we are
focusing on the skills of the computer students that enter into high
school. We are focusing on the typing
skills of the students. Our objective
is that when the students finish 9th grade they will be able to type
50 words a minute with two or fewer errors.
In order to complete this objective it will require benchmarks to be met
before they are able to achieve the final goal.
The first mark that students will
be required to meet is the level of 20 words a minute with two or fewer errors
by the end of October 2003. The next
mark will need to be met by the end of March, which 35 words a minute with two
or fewer errors. Finally, students will
need to meet the goal of 50 words a minute with two or fewer errors by June of
2004.
The following is the chart of what
each of the 9th grade students needs to accomplish by the end of the
school year.
|
Objective 1:
By
June, 2004, 90% of all 9th grade Computer I students will be
typing 50 words a minute with 2 or fewer errors. |
|
Benchmark
1.1 By October, 2003, 90% of all 9th
grade Computer I students will be typing 20 words a minute with 2 or fewer
errors. |
|
Benchmark
1.2 By March, 2004, 90% of all 9th
grade Computer I students will be typing 35 words a minute with 2 or fewer
errors. |
|
Benchmark
1.3 By
June, 2004, 90% of all 9th grade Computer I students will be
typing 50 words a minute with 2 or few errors. |
Professional
Development Component
The teachers at Gustine High
School who are part of the Business Department have taking the assessment
tool—CTAP2. The data that was
discovered in this assessment has shown that the two teachers are in the
intermediate to proficient skill levels.
The teachers are working hard to get a complete understanding and
eventually get into the proficient category in each and every section.
The
professional development objectives and benchmarks should match the curricular
objectives. In other words, the teachers need to be prepared to teach the
students the technology that is identified in the curricular objectives. Include one Professional Development Objective
and three Benchmarks for that Objective. See the sample below.
|
Objective 1:
By
June 2006, all 9th grade Computer teachers will be trained in each
of the following areas: Internet,
Email, Word Processing, Publishing, Databases, Spreadsheets, Presentation
Software, and Instructional Technology. |
|
Benchmark
1.1 By June 2004, all 9th grade Computer
teachers will be trained in each of these areas: Internet, Email, and Publishing. |
|
Benchmark
1.2 By June 2005, all 9th grade
Computer teachers will be trained in each of these areas: Word Processing, Databases, and
Spreadsheets. |
|
Benchmark
1.3 By June
2006, all 9th grade Computer teachers will be trained in each of
these areas: Presentation Software
and Instructional Technology. |
Infrastructure,
Hardware, Technical Support and Software Component
1.
This
is a lists of the site’s technology hardware, Internet access, electronic
learning resources, networking and telecommunication infrastructure,
physical plant modifications, and technical support that is needed by all
teachers, students, and administrators.
|
Hardware |
Internet Access |
Electronic Learning
Resources |
Networking |
Telecommunications
Infrastructure |
Physical Plant |
Tech Support |
|
-Laser
Printers |
N/A |
-Data
Projectors -TV
converters -Scanners |
-Increase
the number of drops in each room |
-Replace
current COMDial system. |
-Additional
power outlets in each room. |
-Full-time
staff. |
As
you can see, the site is working hard to improve an area that has already seen
great strides made over the past two years.
The site is working to ensure that technology is a major part of the
students success in this school.
2.
This
is a list of the site’s existing hardware, Internet access, electronic
learning resources, networking and telecommunication
infrastructure, physical plant modifications, and technical support already
supported.
|
Hardware |
Internet Access |
Electronic Learning
Resources |
Networking |
Telecommunications
Infrastructure |
Physical Plant |
Tech Support |
|
-New
up-to-date machines in all rooms |
Currently
connected by full T-1 to the D.O. |
-Accelerated
Math -Online
Library -Some
TV converters -Two
data projectors -MS
Office 2000 |
-100
Mbps fiber backbone -Switched
10 Mbps or better to every workstation. -3
dedicated servers |
-COMDial
DSP system |
|
-Student
technicians assist tech coordinator. |
The
list of things that you see in the chart above has just recently been revamped
and as you saw in the previous chart the site is well on its way to ensure that
technology is a major component in the everyday learning environment. This site is equipped with new machines in
each classroom and they are each connected to the districts T-1 port. The district office houses the main
terminal. The site has
telecommunications access in each room that allows the user to call within the
school as well as getting an outside line.
With the ability to gain an outside line teachers can keep parents
informed of student success or failures without having to use a phone in the
office or at home.
Funding and Budget
Component
Historically,
funding for the whole district has been funded by the General Fund, Title I,
SIP, E-Rate, Lottery Funds, California school library protection funding,
donations, and Grants. The district has
encouraged that each site upgrade hardware and software every 4-5 years. The high school will continue to work on
getting grant opportunities to fund the site.
Technology team members at the high school will continue to check the
Region 7 CTAP website.
The
following is an estimate implementation costs for a three-to-five year plan.
|
ITEM |
ESTIMATED ANNUAL
COST |
ESTIMATED 5 Year
Cost |
|
Computers |
$10,000
(10 Computers * $1,000) |
$50,000.00 |
|
Parts
|
$1,000
(for machines out of 3 year warranty) |
$5,000.00 |
|
Hardware
Support |
$500 |
$2,500.00 |
|
Software |
$2,000
(MS Office) |
$10,000.00 |
|
Software
Support |
$4,000
(SASI, Renaissance Learning) |
$20,000.00 |
|
Technical
Support |
$25,000
(Technology Coordinator) |
$25,000.00 |
|
Staff
Development |
$15,000 |
$15,000.00 |
|
TOTAL |
$57,500 |
$127,500.00 |
Monitoring and
Evaluation Component
The primary
method of ascertaining technology’s impact on student learning and classroom
management are teacher observation, student projects, district measures, and
state standardized testing. As the plan
is implemented in conjunction with other changes, student progress, quality of
work, and test scores will improve.
Ultimately the
people responsible for implementing this plan are the people on the Technology
Team at the site. This team will
regularly meet and collect monitoring and evaluation information as a result of
this plan. This information will lead
to discussion and changes will be made if necessary. The team may meet with the different teachers in which they can
discuss changes or modifications that others may suggest.