The Cotati-Rohnert Park Unified School District Board of Trustees envisions a comprehensive K-12 pro-gram that will prepare learners to be responsible citizens, be successful at work and develop the capacity to enjoy life.

1. STUDENTS WILL BE GOOD CITIZENS. Cotati-Rohnert Park students will leave the school sys-tem having developed as fair and responsible individuals, prepared to be contributing members of so-ciety and ready to participate in a democracy.

2. STUDENTS WILL BE SUCCESSFUL AT WORK. Whether students become part of the work force immediately after high school or go on to postsecondary education prior to entering the labor market, eventually they need to be self-supporting, self-sustaining productive adults who contribute to rather than take from society.

3. STUDENTS WILL HAVE THE CAPACITY TO ENJOY LIFE. Students will develop a variety of interests and skills which will equip them to maintain a range of personal and vocational interests throughout their adult lives. The commitment to life-long learning fosters the opportunities for stu-dents to expand their interests throughout their adult lives.

To ensure the success of each learner, we expect the district to create alternative educational programs, actively seek parent participation throughout all levels of the district, and encourage teamwork in plan-ning and implementation among staff, students, and parents.

We expect dynamic and innovative programs that will ensure a successful educational experience for all students. Partnerships with business and local colleges must be created to enable the pursuit of financial resources and to provide a conduit for students to practice the practical applications of knowledge and skills.

The district must nurture the intellectual, physical, and emotional development of students. We expect early intervention to be emphasized to encourage school readiness. The district is expected to cooperate with local agencies to bring needed services to students, making the school site a community service cen-ter.

Our adults must model lifelong learning. We want ongoing education to be provided for all learners in the school community. Parenting classes, staff development and community-based education must be devel-oped and implemented.

We envision a responsive school district based on service to our community.

2 – STAKEHOLDERS

The Cotati-Rohnert Park Unified School District Technology Plan was coordinated by the District Tech-nology Coordinators with input from the District Technology Staff, Elementary and Secondary School administrators, teachers from elementary, middle and high schools, and other district staff available for consultation during the writing of this plan update.

It is the intent that each year the District Technology Committee will consider revisions to the Technol-ogy Plan based on input from staff, students, parents, and community members.

Cotati Rohnert Park Unified School District Technology Coordinators

Andy Carciere, Principal-Thomas Page Elementary

Karen Lavender, Administrative Secretary

Adam Littlefield, Principal-Technology High School

Cotati Rohnert Park LAN/WAN Technicians

Adrian Gillies, District LAN/WAN Technician

Rich Levine, District LAN/WAN Technician

Gary Heard, Rancho Cotate High School LAN/WAN Technician

Elementary and Secondary School Administrators

Avis Mengelberg Mary Campbell Mitchell Carter

Gaylene Rosaschi Amy Goodwin Kay Dorner

Jane Wheeler Jan Boehme Steve Port

Andy Carciere Bonnie Barron Beth Smith

Bob Dahlstet Angela Scardina Al Acuna

Laurie Mason Kim Bricker

District Office Administrators

Michael Watenpaugh, Superintendent

Ann Huber, Assistant Superintendent – Business

Barbara Vrankovich, Assistant Superintendent – Human Resources/Curriculum

Gail Eagan, Director of Student Service/Categorical Programs/Curriculum

Ron Whitman, Director of Special Education

Others

Dave Johnston, CTAP representative

Mindy McKeon, District Staff

Karen Gomez, Library/Media Assistant

CURRICULUM

3A. TEACHER AND STUDENT ACCESS

Current Availability of Technology

Presently, CRPUSD students and staff enjoy a high degree of access to educational technology. All teach-ers and students in the Cotati-Rohnert Park USD have access to computers either in their classrooms and/or in the computer lab and library/media centers at their site. The 2003 CBEDS survey shows the fol-lowing student/computer ratio for our schools:

Site

# Students

# Computers

Student/Computer Ratio

Elementary

Evergreen

368

70

1:6 students

Gold Ridge

379

76

1:5 students

Hahn

463

68

1:7 students

La Fiesta

314

35

1:9 students

John Reed

463

64

1:8 students

Monte Vista

616

85

1:8 students

Thomas Page

264

101

1:3 students

Waldo Rohnert

402

65

1:7 students

Middle Schools

Creekside

895

100

1:9 students

Mountain Shadows

982

193

1:5 students

Community Day

38

11

1:4 students

High Schools

Rancho Cotate

1975

453

1:5 students

El Camino

175

25

1:7 students

Phoenix

34

11

1:3 students

Technology H.S.

114

90

1:2 students

CBEDS also indicated that 290 district classrooms are connected to WANs. Through the District bond fund, both La Fiesta and Evergreen Elementary Schools have begun wiring projects after the submission of the CBEDS report bringing Internet access to 327 classrooms in the district. Teachers and students whose classrooms do not have Internet access are able to access the Internet from at least one, if not more, locations at their site.

Many of our schools have video cameras and almost all sites are purchasing, or have purchased, digital cameras for student use. Rancho Cotate High School offers a variety of courses in this area: Beginning Digital Photography, Video Production, and Advanced Video Production. In addition Computer Imaging and Advanced Computer Imaging and Animation are offered through the Visual and Performing Arts de-partment. A Digital Arts course is also offered at the Technology High School.

Computer Labs – Library/Media Centers

Many schools in the Cotati-Rohnert Park USD are equipped with well designed and functioning computer labs and/or library/media centers. The configuration of these labs is based on the needs at the specific sites. District computer labs are networked to local area servers and the Internet. School site technology plans call for continual monitoring and upgrading of lab hardware, and establish cycles for replacement of obsolete hardware.

Computer labs are important resources for the development of whole class projects, and ensure a one/two student-one computer ratio during instructional hours. School technology labs are created for the support of the core curriculum and are used as a component of the instructional day. Most teachers who use the labs have students work on projects that are curriculum aligned. A common practice at most elementary schools is a weekly trip to the lab. At the middle school and high school levels, computer labs are used for course specific daily instruction as well as class visits when integrated to curriculum lessons. The class-room computers and library/media centers also provide additional resources for teacher and student use. Labs and library/media centers also function as centers for intervention with programs like Accelerated Reader and Math Steps available for student use. Lab sign-up records track teacher and student use.

The District Library Plan’s foremost goal is to provide the tools, resources, and the environment which promote and encourage students to become lifelong learners. The mission of the library program is to en-sure that students and staff are effective users of ideas and information. All libraries now have automated systems for the efficient check-out/return of materials. Most libraries have Internet connections and mul-tiple multi-media computers for student and/or group use. At some sites, a computer lab and library com-prise a single unit providing classroom teachers with additional staff to work with their classes on projects and classroom lessons.

Special education students access assistive technology as outlined in their Individual Education Plans (IEPs) through the SELPA program. Title I and English Learner students use educational technology for intervention and reinforcement of basic skills in reading and math, and language acquisition software where available. GATE students have full access to technology through classroom instruction as well as Advanced Placement (AP) classes and other activities outlined in site GATE plans. Our adult education program currently offers a General Education Diploma (GED) program, English Learner class, and an In-troductory Computer class. The District will research other classes/programs to benefit our adult popula-tion, especially in the field of literacy.

After School Programs

Cotati-Rohnert Park USD is aware of the national trend towards a “digital divide” – the growing gap be-tween technology “haves” and “have nots” which separates different classes of our society. We cannot make the automatic assumption that all students have access to technology in the home. Access varies for different subgroups/subpopulations. Low socio-economic and ELL populations tend to have limited ac-cess to computers and the Internet.

Rancho Cotate High School’s library/media center is open before and after school. Many students throughout the District have use of the library/media center during their lunch hour. Middle Schools pro-vide Language Arts and/or math tutoring programs, Lego Robotics Clubs, Yearbook clubs and other ac-tivities using technology as a primary tool. The District will be exploring means to provide after-school access to computer labs at all sites.

Technology in the Home

Although the District has not undertaken a formal survey, it appears that the Cotati-Rohnert Park USD is no different than the rest of the nation in having a “digital divide.” National statistics compiled by the U.S. Department of Commerce in 2000 indicate the following:

• 51% of all U.S. homes had a computer; 41.5% of all U.S. homes have Internet access.
• White (46.1%) and Asians (56.8%) households have Internet access at levels more than double those of Black (23.5%) and Hispanic (23.6%) households.
• 86.3% of households earning $75,000 and above per year had Internet access compared with 12.7% of households earning less than $15,000 per year.
• Nearly 65% of college graduates have home Internet access; only 11.7% of households headed by persons with less than a high school education have Internet access.
• Rural areas, though still lagging behind urban areas, had surpassed inner-cities in Internet avail-ability and use: Urban 42.3, Rural 38.9, and Central City 37.7.

Cotati-Rohnert Park USD would be a close match to the national norms. It is possible to conclude that while the majority of our school children have access to computers in the home, a large number do not. With the EL population showing annual growth in the district composition, the divide may grow more rapidly than national statistics would demonstrate. Compensatory systems or avenues need to be consid-ered by the district to address this gap.

3A TEACHER AND STUDENT ACCESS

Goal 1: All classrooms will have Internet and network connectivity.

Objective 1: All classrooms in the district will have Internet and net-work connectivity

Evaluation

Instrument(s) & Data to be

Collected

Frequency of

Collection

Persons

Responsible

Funding Source

Year 1 Benchmark: Any classrooms un-dergoing modernization will have Internet and network connectivity included in the modernization

Classrooms that have added Internet and network con-nectivity

Annually

Director of

Purchasing and Contract

Administration

Bond

Year 2 Benchmark: Any classrooms un-dergoing modernization will have Internet and network connectivity included in the modernization

Year 3 Benchmark: Any classrooms un-dergoing modernization will have Internet and network connectivity included in the modernization

Year 4 Benchmark: Any classrooms un-dergoing modernization will have Internet and network connectivity included in the modernization

Year 5 Benchmark: All classrooms will have Internet and network connectivity included in the modernization

3B. CURRICULUM USE OF HARDWARE AND SOFTWARE TO SUPPORT TEACHING AND LEARNING

Current Use of Technology For Learning

Technology in the educational environment assists students in:

• Acquiring the knowledge and critical thinking skills necessary to meet and surpass state and dis-trict curriculum standards
• Locating, evaluating, and using information for curricular purposes
• Communicating their understanding through a variety of media and formats
• Acquiring the skills necessary for lifelong learning, assuring success in their post-school experi-ences

Implicit in these statements is the belief that the use of current and emerging technology must be embed-ded within our existing district curriculum.

Language Arts Data:

Analysis of the CTAP2 survey indicates that technology is used in varying amount throughout the district in English/Language Arts instruction.

Teacher Technology Use and Frequency in ENGLISH/LANGUAGE ARTS

Group

Daily

2-4 Days/ Week

1/Week & Monthly

< Monthly

Never

Not

Applicable

Elementary Schools (8)

23

17

31

16

5

2

Middle Schools (2)

6

8

7

0

3

3

High Schools (4)

2

2

3

2

0

0

TOTAL*

34

36

47

20

13

49

* Indicates the number of district staff (including teachers whose primary area of instruction is not Eng-lish/Language Arts) who use technology in English/Language Arts instruction.

DATA ANALYSIS

Strengths:

Teacher use of technology in English/Language Arts instruction is highest in middle school level as dem-onstrated by:

52% of middle school teachers responding use technology in English/Language Arts instruction 1-5 days a week

While:

43% of elementary school teachers responding use technology in English/Language Arts instruc-tion 1-5 days a week

44% of high school English/Language Arts teachers responding use technology in Eng-lish/Language Arts instruction 1-5 days a week

Weaknesses:

22% of elementary and high school teachers responding use technology in English/Language Arts instruction less than monthly or never

Further information was collected through site visits and surveys:

Elementary Level:

Elementary schools in the district view technology as a tool for learning. Students generally use com-puters in both lab settings and classroom settings, although the state technology survey indicates that lab/classroom use predominates. School technology site plans show a range of curricular uses of com-puters and other digital technology. Students rotate on computers in their classroom with lessons aligned to current instruction. Labs are used for whole class activities, often directed at writing/word processing and projects.

The new implementation of the state adopted language arts series, Houghton Mifflin, includes a technol-ogy component. In language arts, students reinforce basic skills such as grammar, spelling and punctua-tion through word processing, desktop publishing, creating signs and banners, and in some instances, developing web pages.

Middle School Level:

Students in Language Arts classes use word processing and desktop publishing in a variety of formats. PowerPoint is used for presentations. Advanced searches are conducted on the Internet. Information liter-acy is taught through the combined efforts of classroom and library/media teachers.

Computer labs at the middle school provide access for specific courses, intervention, and extend core classroom learning. For example, Creekside Middle School currently offers three computer applications courses for students in grades 6, 7, and 8. Each of these courses focuses primarily on language arts in-struction through technical applications such as MS Word, Excel, Adobe PageMaker, Illustrator, and Pho-toshop. The content standards for writing are strengthened and built upon as students’ progress through the courses. Keyboard fluency is developed as students work to develop their writing and oral presenta-tion skills. Accelerated Reader and Interactive Readers are used to provide intervention for students and to assist EL students in language acquisition.

High Schools:

Students use computers in most courses for word processing, presentation software, Internet research, and project-based learning activities. Some courses use computers for desktop publishing, animation, com-puter-aided drafting, and digital photography. Journalism and Yearbook students use the computer or lay-out design and publication.

Intervention software is provided for special education students and for students who have not success-fully completed the CAHSEE.

Math Data:

According to the CTAP2 survey, technology is being used in math for teaching and learning throughout the district.

Teacher Technology Use and Frequency in MATH

Group

Daily

2-4 Days/ Week

1/Week & Monthly

< Monthly

Never

Not

Applicable

Elementary Schools (8)

14

13

33

17

13

4

Middle Schools (2)

1

0

6

1

4

1

High Schools (4)

4

0

3

1

0

0

TOTAL*

22

21

47

23

23

61

* Indicates the number of district staff (including teachers whose primary area of instruction is not mathematics) who use technology in math instruction.

DATA ANALYSIS

Strengths:

Teacher technology use is most frequent at the elementary school level.

Weaknesses:

32% of elementary teachers responding use technology in mathematics instruction less than monthly or never.

39% of middle teachers responding use technology in mathematics instruction less than monthly or never.

Further information was collected through site visits and surveys:

Elementary Schools:

Students practice basic skills and generate graphs with grade level software programs.

Intervention software is used to assist the general population, special education and English learners.

Middle Schools:

Software is used for intervention and skill reinforcement. Creekside Middle School conducts a Math Workshop program after school.

High Schools:

Technology at the high school level includes using applications such as Geometer’s Sketchpad and teacher developed instructional units.

Intervention software is provided for special education students and for students who have not success-fully completed the CAHSEE.

Science Data:

According to the CTAP2 survey, technology is being used in science for teaching and learning throughout the district.

Teacher Technology Use and Frequency in SCIENCE

Group

Daily

2-4 Days/ Week

1/Week & Monthly

< Monthly

Never

Not

Applicable

Elementary Schools (8)

7

9

37

19

16

6

Middle Schools (2)

2

2

1

1

2

0

High Schools (4)

1

1

1

1

0

1

TOTAL*

11

15

44

25

27

25

* Indicates the number of district staff (including teachers whose primary area of instruction is not sci-ence) who use technology in science instruction.

DATA ANALYSIS

Strengths:

Teacher technology use is most frequent at the middle school level.

Weaknesses:

37% of elementary teachers responding use technology in science instruction less than monthly or never.

Further information was collected through site visits and surveys:

Elementary Schools:

Students learn Internet researching skills via the science curriculum.

Teachers and students use real-life online resources to track global animal migrations.

Teachers use the Internet to support their science instruction.

Middle Schools:

Students use technology for contacting their mentors by email, usually scientists involved in the program, to work together on current science curriculum topics.

High Schools:

Students use technology to learn to compile and compare scientific data and investigate resources avail-able on the Internet.

History/Social Science Data:

According to the CTAP2 survey, technology is being used in science for teaching and learning throughout the district.

Teacher Technology Use and Frequency in HISTORY/SOCIAL SCIENCE

Group

Daily

2-4 Days/ Week

1/Week & Monthly

< Monthly

Never

Not

Applicable

Elementary Schools (8)

6

6

32

22

17

11

Middle Schools (2)

4

5

6

1

2

2

High Schools (4)

5

1

3

0

0

0

TOTAL*

16

13

46

29

29

66

* Indicates the number of district staff (including teachers whose primary area of instruction is not His-tory/Social Science) who use technology in history/social science instruction.

DATA ANALYSIS

Strength:

Teacher use of technology in history is highest in high schools with 67% teacher use one to five days per week.

Weaknesses:

13% of elementary teachers responding use technology in history/social science instruction less than monthly or never.

Further information was collected through site visits and surveys:

Elementary Schools:

Students learn effective Internet skills as they research grade level social studies topics.

Students use multimedia and word processing software to publish research reports.

Teachers use computers with digital analog converters and TV’s to display streaming videos for scaffold-ing standards-based lessons.

Middle Schools:

Teachers use technology as a tool for teaching content and reinforcing concepts.

High Schools:

Students learn by using Internet and multimedia presentation software to research and present social stud-ies presentations.

3C. DISTRICT’S CURRICULAR GOALS AND ACADEMIC CONTENT STANDARDS

The Cotati-Rohnert Park Unified School District Board of Trustees has adopted the strategic goal of im-proving student achievement. To reach this goal, four focus areas have been identified for the 2003-04 school year:

• Enhancing Student Achievement
• Enhancing Instructional Practice
• Enhancing Communications
• Enhancing Accountability

Enhancing Student Achievement and Enhancing Instructional Practice are two focus areas involving cur-riculum and instruction.

Enhancing Student Achievement

• Individual student need(s)
• Individual growth for individual students
• Standards-based instruction
• Data to guide instruction
• Differentiated instruction
• Use of board adopted instructional materials
• Supporting students

Enhancing Instructional Practice

Providing staff development which will:

• enable teachers to better use the newly adopted materials to teach the state standards
• provide strategies and models for teachers to work with EL, GATE, Special Education students and other students experiencing difficulty
• provide tools, i.e., technology tools, which provide students access to standards and specific skills.

The Cotati-Rohnert Park Unified School District has adopted the California State Content Standards in the four core curriculum areas: Language Arts, Mathematics, History/Social Science and Science. The Visual and Performing Arts content standards are being reviewed by district teachers. In some cases, dis-trict content standards extend beyond the state standards to include national standards.

District staff utilizes a variety of resources that assist in guiding curriculum and establishing goals and standards. These include:

• K-12 Academic California Content Standards for California Public Schools
• K-12 Curriculum Frameworks
• Cotati-Rohnert Park Unified School District Content Standards
• Cotati-Rohnert Park Unified School District K-12 Technology Standards
• Cotati-Rohnert Park Unified School District Board Policies
• School/District Grades 7-12 Course of Study
• Digital High School Plans
• Single Plan for Student Achievement
• Local Education Agency (LEA) Plan
• Master Plan for English Learners
• Gifted and Talented Education (GATE) Plan
• Previous Educational Technology Plan
• Standardized testing results, including STAR, SABE/2, CELDT, CAHSEE
• Other assessments, including authentic assessments, teacher observation
• API and AYP results
• Accreditation/School review reports

State-developed curriculum frameworks are used in grades K-12 and in all content areas.

All high school courses of study have been aligned to the core curriculum standards and are referenced on the course of study. Teachers continually develop strategies to align the course curriculum to the Califor-nia Standards Test (CST) Blueprints.

Single Plans for Student Achievement are annually reviewed and revised at each school site. Plans outline specific use of technology throughout the instructional program in the language arts, mathematics, sci-ences and social sciences.

Assessments K-12 are analyzed and inform site leadership teams in developing instructional and interven-tion programs that target student achievement.

3D. USING TECHNOLOGY TO IMPROVE TEACHING AND LEARNING BY SUPPORTING THE DISTRICT CURRICULAR GOALS AND ACADEMIC CONTENT STANDARDS

The District will begin using technology to improve teaching and learning in the core curricular areas, specifically English/Language Arts and mathematics. As newly adopted materials are incorporated into core subject daily lessons, so too will the technology activities built into the adopted materials in addition to other software and technology activities that are woven into the tools and methods teachers offer stu-dents in their classrooms.

Not all teachers, particularly at the middle school and high school level, teach one or more of the core subjects. It is the intent that all staff will be provided technology staff development to improve their tech-nology skills as well as provide them with additional teaching tools. Priority will be given to core subject teachers, particularly math and language arts teachers for staff development in the curricular areas. This will be reflected in the plan. For instance, some references will be made to 50% of teachers/90% of Eng-lish/Math teachers will incorporate lessons using technology. Not all metal shop teachers may partake of technology staff development whereas 100% of English teachers have participated in specific workshops focusing on technology. The district’s goal is to provide technology staff development to all teachers with the expectation that at the end of this five year plan, most staff will be in the intermediate/advanced skill level and incorporating technology into their course instruction seamlessly.

3D. USING TECHNOLOGY TO IMPROVE TEACHING AND LEARNING BY SUPPORTING THE DISTRICT CURRICULAR GOALS AND ACADEMIC CONTENT STANDARDS

Goal 1: Integrate Technology to Support Increased Academic Achievement in the Core Content Areas

Objective 1: Create a database of K-12 stan-dards-based technology core content lessons and assessments. These lessons will then be available on the district website for all teach-ers. By year 5, 50% of all teachers/75% of Core Content Teachers will use a minimum of three lessons per year.

Evaluation Instru-ment(s) & Data to be Collected

Frequency of Collec-tion

Persons Responsible

Funding Source

Year 1 Benchmark: Develop a workable process for teachers to develop standards-based lessons and assessments with a strong technology ba-sis/application.

The Curriculum De-partment will review technology lessons and assessments and have them posted on the Dis-trict Website.

Principals will survey staff to determine pro-gress toward meeting this goal