Table of Contents

The Glendale Unified School District (GUSD) is comprised of twenty elementary schools grades k-6, four middle schools grades 7-8 and three comprehensive high schools grades 9-12, a magnet high school, one continuation high school, a developmental center for multi-disabled students and numerous centers serving pre-school or school-age children.  The current enrollment is approximately 30,000 students.  These students reside within the city of Glendale, a small portion of the city of La Canada Flintridge and the unincorporated Los Angeles County community of La Crescenta.  In 2002, Glendale was the third largest district in the county and in the top 30 in size in California.  The District is one of the largest employers in the community with more than 3000 teachers, administrators and support staff on the education team.  The annual operating budget is over $200 million with about 90% of the income allocated by the state of California.  More than fifty percent of the schools have achieved major awards of excellence from the State Department of Education or the United States Office of Education. 

Glendale schools are fortunate to have strong and long lasting partnerships with many segments of the community all of whom have been or will be involved at some level in the GUSD technology planning and implementation process. These partnerships include a host of organizations and companies including: California School Employees Association; Glendale Teachers Association; Glendale Unified School District Foundation Consortium; Parent-Teacher Associations (26); City of Glendale; Crescenta Valley Town Counsel; Foothills and Glendale Board of Realtors; Glendale Crescenta Valley and Montrose/Verdugo City Chambers of Commerce; Rotary Club; Lions Club; Kiwanis; Masons; YWCA; YMCA; AAUW; Assistance League; the Armenian Chamber of Commerce; the Filipino Business and Professional Association; Hispanic Business and Professional Association; Economic Alliance of the San Fernando Valley; Committee of Armenian Parents of Public School Students; Superintendent’s Advisory Council; GATE Advisory Council; Healthier Community Coalition; Glendale Arts Network; Glendale Community Foundation; Nestle Corporation; Walt Disney Studios; Washington Mutual; J.C. Penney Company and the Glendale School Management Association.

District Challenges

The Glendale Unified School District like many districts in the state of California faces the challenge of attaining high student achievement with limited budget allocations due to a California State Budget crisis and a diverse student population.  Despite this challenge Glendale schools are highly competitive and recognized state wide as well as nationally for the innovative ways in which they challenge students academically while meeting specialized needs.  Glendale schools have been highly successful on the California State Academic Performance index with 22 of the 28 schools meeting their school wide target in 2002.  This academic growth occurred even with the District having a high percentage of students needing English Language Development (ELD) support.  Glendale has one of the highest percentages of multi-family dwelling units of any city in California.  This housing factor and the fact that over 60 different languages are spoken in the District makes the high level of achievement even more impressive.  The District believes strongly that through the effective use of technology in its schools, these challenges will be met and overcome and that maximum student achievement will be realized.

Educational Technology Initiatives

The education technology planning process currently in place began with the vision of the Board of Education in November 1995.  The district began its quest to create broad-based technology initiatives by asking the following key questions:

·        How can we create a technology plan that will focus on identified instructional needs and objectives while constructing an effective infrastructure for the district?

·        Should we separate plans for the technology infrastructure, the business applications and the instructional mission?

·        How do we assure adequate funding for the technology mission for schools and instruction for the long term?

·        How can the plan promote district baseline expectations with regard to instructional technology without discouraging school site initiative?

·        How can the plan address “total cost of ownership” (TCO) as it affects infrastructure?

·        Should the plan support a minimum level of hardware and software?

·        How can the plan more clearly define how e-rate and other specialized funding drives technology development?

·        How can the plan address: “where are we,” “where do we need to go,” “how will we get there,” and “how will we know when we have arrived?”

The first planning team submitted a technology master plan for the district clearly focused on curriculum in April 1996. After a lengthy process, which began in 1995 and intensified in 1997 when the planning process for the Clark Magnet High School began the seeds of the new technology infrastructure and plan were realized.  The intent was to continually modify the plan to assure that students in GUSD always received optimum access to teaching and learning technologies. 

In 1998 the first revision of the technology master plan was drafted continuing to support instruction and curriculum but adding significant infrastructure information leading to the development of that aspect of the program.  Following the drafting of this plan the district reorganized its technology support structure combining the legacy information systems department with the 2-year-old educational technology service department. Following the Board of Education meetings of July 17 and October 16, 2001, an Educational Technology Advisory Committee was proposed, and then established for the purpose of reviewing the District’s Technology Plan and making recommendations to the Board of Education regarding the direction of technology in the District including a new technology plan. The Board formally established the Committee in October 2001 to review the District’s “Local Technology Plan” with focus on the following areas:

·        Relationship to the Glendale Schools 2005 Strategic Plan

·        Effectiveness in the application of technology to assist in the delivery of instruction

·        Professional/staff development components in relation to educational and support service operational needs

·        Assessment of existing infrastructure, hardware, technical support, network, software, etc.

·        Assessment of resources devoted to the support of the plan (funding available to the Educational Technology and Information Services Department)

·        Effectiveness of criteria established for program monitoring and evaluation

The committee met on a number of occasions, including visiting District sites, from October 2001 through May 2002. During the combination and restructuring phase of the two technology departments the district undertook the development and adoption of a new strategic plan, “Glendale Schools, 2005”.  The new strategic plan included the adoption of a new planning process and document format.  The new plan also incorporated new or updated core organizational values, a revised mission statement and new strategic directions. 

With the completion and adoption of the new district strategic plan the process began for a new master technology plan that would align with the new strategic plan.  Consistent with the “Glendale Schools, 2005” strategic plan, the new educational technology and information services department developed three strategic objectives to support technology use in the district. These three objectives included: (1) developing the foundation for an effective infrastructure, (2) providing the necessary maintenance and support to insure that the infrastructure remained viable at all times and (3) to ensure the development of practices both instructional and in business services that supported the mission of the district and improved student learning.  This development was launched based on the premise that it is impossible to have an effective technology based organization instructional program or business services without a consistent well developed standardized and fault tolerant infrastructure. This infrastructure had been developed since the 2000-2001 school year using Measure K school bond funds, the federal e-rate program, the California Digital High School (DHS) program and Assembly Bill 2882 funding.  These funds have helped complete the basic infrastructure needs at a majority of district schools while providing additional professional development. 

During the period of October 2001 through June 2002, the Committee held eight formal meetings and other numerous meetings of its four established sub-committees. The plan was reviewed in depth with staff, committee members and the Educational Technology and Information Services Department.  The Committee spent several months educating itself, involving members and staff in detailed and meaningful discussions and has developed and completed a detailed set of questions in regard to the technology plan through sub-committees assigned to the major chapters of the plan.  The Committee recognized that the current District technology plan met the requirements of the California Department of Education for technology planning and special funding.  However, the committee unanimously agreed that the technology plan needed to be updated and improved with regard to detail, scope and direction. All of these activities formed the strong base upon which the current technology planning process has been based.

The Board of Education, at its meeting on June 25, 2002, received the Summary Report of the Educational Technology Advisory Committee regarding the District Technology Plan.  On August 5, 2002, the Board of Education received a discussion report regarding further development of a Master Plan for District Technology and Information Services.   Following this action, the “District Technology and Planning” Board Policy, as well as the “District Technology and Planning” Administrative Regulation that describe the technology planning “guiding principles,” were approved by the Board of Education on September 10, 2002.  At that meeting the formation, membership and meeting dates of the previously proposed Technology Master Plan Committee were also approved.

Under the direction of the Superintendent and Board of Education, the Technology Master Plan Committee was formed and met on October 9 and 24, 2002 to assist the District in the development of strategic planning model that would provide a detailed road map toward the development of a new District Technology Master Plan.  The Technology Master Plan Committee met on two occasions in October 2002 to accomplish the objectives established by the Board of Education at its meeting of September 10, 2002. These objectives were:

·        Revisit and validate the technology mission statement of the District.

·        Establish a specific vision for where technology will be in Glendale Unified in the short, mid and long-term.

·        Create specific action plans in areas including funding and budget, monitoring and evaluation, curriculum and instruction, professional development and infrastructure with recommended time lines for implementation.

The two-day planning process was very successful and resulted in proposed recommendations for the Board of Education.  During the course of the first full-day meeting, the committee was informed of “leading practices” in technology, reviewed the state of technology in the District, reviewed the work of the Technology Advisory Committee, and reviewed the new Board Policy and Administrative Regulation regarding District Technology and Planning.  With this firm foundation, the committee was able to develop a vision statement and goals before the conclusion of the meeting.

Rationale

A plan of the scope of that envisioned in the technology portion of Glendale’s 2005 Strategic Plan requires significant allocation of time and resources.  This investment must be based on a sound vision that technology can deliver on its promise and that it has a unique capacity to accomplish tasks otherwise not possible.  The Glendale Technology Plan is based on the following District Technology Guiding Principles that were approved by the Board of Education on September 10, 2002:

1. The primary purpose of technology, including computers, is to support high quality learning experiences for all students.
2. Technology will be used to provide an effective management information system for the District’s instructional, business, human resources, and student services programs and services.
3. Standards should be established which address the appropriate level of computers that should be in place at each school site.  Plans should also identify the resources necessary for schools to meet these standards and how these resources might be provided.
4. The effective use of technology by all staff members will be supported through on-going professional development activities.
5. The costs of technology shall be based both on initial investment and long-term operational costs, including equipment upgrading and replacement.
6. Decisions on network design and implementation and purchases of computers and other technology must provide for appropriate periods of transition and a sufficient level of fiscal resources to implement necessary changes at the school and district level.
7. The District will develop and maintain an organizational structure that enables it to implement these principles, strategic planning goals, and district/site level technology plans.
8. The District will develop and maintain a strategic planning process for technology which will be used to establish goals, identify action plans, and coordinate progress towards goals.  The major focus should be on computers and the District’s network.   Results will be reported annually to the Board.
9. The District will insure that adequate security measures are in place to safeguard network operations and limit access of students and staff as needed to specific data.

Plan Duration and Modification

This three-year plan (September, 2003 through June, 2006) coincides, in large part, with the duration of the Glendale 2005 strategic plan, addresses district challenges and priorities and builds on the detailed planning and review of educational technology initiatives.  Due to the dynamic nature of technology built into the plan it is the understanding that modifications and alterations may occur over the plans life.  All affected district departments, the Board and the California Department of Education, must approve such modifications.  The plan will be reviewed at least on an annual basis and any and all modifications will be reported to the administrator of educational technology and information services. The timelines for curriculum and professional development aspects of this Plan, for the three-year duration, are located on pages 51 – 82.

The development of the Glendale Unified School District (GUSD) initial Educational Technology Plan was conducted with the full support of the Superintendent and Governing Board and involved a multi-step process that built on the district’s strong foundation of community involvement.  As stated in the GUSD 2005 Strategic Plan “The District is a respected partner and encourages strong linkages throughout the community.  All connections strengthen the instructional program and increase opportunities for student success in and beyond the classroom.  The District models strong collaboration among teachers to promote student learning.  Parents are necessary partners and are essential in providing a high level of support for their student’s learning, school and District."

“Linkages provide community access to schools as centers of learning and promote cooperation among governmental agencies.  Linkages also ensure that every school has viable business, organizational, and other community partners.  Colleges and universities reach out to District students before high school graduation to help them develop goals toward post-secondary education.  Higher education and the District cooperate to provide high quality teacher and administrator training.”  The planning process involved a broad base of community and staff members with more than 150 individuals involved ranging from parents and interested citizens, to engineers from Jet Propulsion Laboratories, animators from Walt Disney and Warner Brother Studios, members of the City Council, members of the local instruction industry, local computer industry professionals and Glendale Unified staff members. Recognizing the critical importance of involving all stakeholders in the District in the formation, development and ongoing evaluation and modification of the Plan, the committee consisted of the following individuals, listed below, by title.  The scope of this involvement included participation in needs assessment surveys, participation on the District Technology Planning Committee and in numerous data gathering sessions as:

Students                      Planning: High school students were involved at all times, serving on the District Technology Planning Committee and various other formal and informal sub-committees.  Middle and elementary school students involved as appropriate on formal and informal technology sub-committees. These students were appointed by District principals and represented all District High Schools.

Implementation: During the implementation stage, students will serve on formal and informal committees to create a continuous feedback loop to the District regarding the success of the Technology Plan.  They will be instrumental in recommending changes, as appropriate, in the efforts of GUSD to support technology.  They will meet at least quarterly throughout the duration of the Plan to accomplish this role.

Parents                       Planning: The Glendale Parent/Teacher Association appointed representatives to serve on various technology committees related to this Plan.  The individual(s) often were District PTA leaders.

                        Implementation: As the plan is implemented, the 26 District PTA groups will be involved at least twice a year to provide feedback to GUSD leadership regarding the success of the Plan.  PTA groups will actively seek feedback from constituents of their respective parent groups to involve as many parents as possible in the evaluation and modification of the GUSD Plan as it develops.

Teachers                     Planning: The Glendale Teachers Association (CTA, NEA) appointed individuals to serve on this committee. Teachers usually represented a majority of the membership of technology planning committees of all types.

Implementation: Teachers will play a major role in evaluating the success of the GUSD Technology Plan. A variety of instruments will be developed to provide teachers easy and immediate feedback tools to provide suggested modifications and feedback data to the District leadership. A formal annual survey will be administered at the end of each year, 1, 2 and 3 to evaluate the success of the Plan and modifications will be made, as appropriate. 

Classified                    Planning: Classified employees were represented on all District Employees                 technology  committees  with all  individuals  serving appointed by CSEA.

CSEA played a significant role in defining workable plans to support technology use by students and to streamline technology use by District support personnel.

Implementation: Classified employees will play a significant role in the successful implementation of technology systems to support productivity and to enhance teaching and learning in the District. Representatives of this group will continue to serve on formal and informal committees to accomplish their role in a successful manner. These committees will meet frequently to continuously evaluate Plan progress and to suggest modifications.

Principals                    Planning: At least 3 principals served on all technology committees charged with designing the Plan, representing elementary, middle and high school leadership in the District. The Superintendent appointed these individuals.

                        Implementation: As the Plan is implemented; principals will play a key role on a daily basis, providing GUSD leadership with relevant and pertinent data related to the success of Plan components.  Feedback will be informal on a daily basis and formal feedback will be provided to GUSD, by principals, on at least a bi-monthly basis.

District                        Planning:  The   Assistant   Superintendent,   Director,   Curriculum    and

Leadership                 Instruction, Director, Professional Development, and the Directors and/or Coordinators of Special Education and Student Services have been and will continue to be involved in the Plan throughout its duration in order to assure  system-wide  implementation of the Plan for all students in GUSD.

                        The Administrator, Educational Technology and Information Services demonstrated strong leadership throughout the formation, development and ongoing evaluation/modification of the Plan. 

                        Implementation: As key decision-makers in the District, this group will be the recipient of critical data regarding the success of the Plan on an informal basis daily, and on a formal basis from all constituent groups, on a periodic basis.

Educational                 Planning: This Committee has provided numerous members to Technology                 technology planning efforts. This Committee is comprised of leading Advisory                    technology experts in the Los Angeles area, including representatives Committee                from  Jet  Propulsion  Laboratories,  Nestle  Corporation,   local   planning       

firms, local small technology businesses and the Los Angeles Unified School District. 

                        Implementation: The expertise of the members of this committee will be critical to the success of the Technology Plan.  The Committee will meet quarterly throughout the duration of the Plan to assure that suggested modifications and improvements and other evaluation data is analyzed. In concert with District leadership, this Committee will provide strong support to the success of the Plan.

Technology/                Planning: Technology and business professionals serve as key     Business                  stakeholders in the District technology planning process, bringing Professionals                    current technology  expertise  to the  District  as  well  as  representing  the

interests and support of the business community to the technology planning effort.

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Implementation: The expertise and experience of the members of this committee will be also critical to the success of the Technology Plan.  The Committee will meet quarterly throughout the duration of the Plan to assure that suggested modifications and improvements and other evaluation data is analyzed. In concert with District leadership, this Committee will provide strong support to the success of the Plan.

Community                 Planning: Community agencies that serve the GUSD community were Non-Profit                    involved in the development of various aspects of the planning process, and Service                 participating on sub-committees, advisory groups and in informal input Agencies                  sessions. This group has been quite involved in adult literacy collaboration

efforts.

                        Implementation: This group will be called upon frequently as collaborators in the implementation of the GUSD Technology Plan. As the District is involved in numerous projects with community non-profit and service agencies, feedback loops, both formal and informal, will be developed and will play a role in modifications made to the Plan.

a.         Current Technology Access

The extensive infrastructure built to provide resources in the District allows for teaching and learning resources to be available to ALL students and teachers in the school district.  There are slight differences in accessibility between high schools, middle schools and elementary schools, which reflect the contrast in state funding for the three types of schools.  The chart below indicates the level of accessibility currently available for teaching and learning.

Home Accessibility

While data has not yet been analyzed for the 2000-2001 year, the 1999-2000 survey results provided the following information:

·        66% of students had computers in their home.

·        55% of students reported having Internet access in their home.

·        93% of teachers had a computer and printer.

·        17% of teachers reported Internet access through a cable modem or DSL.

·        69% of teachers reported using a standard modem connection.

Accessibility Challenges

With a majority of classrooms and multiple labs now wired for Internet connectivity due to the infrastructure funded by multiple funding sources made available to schools, i.e. local general funds, modernization bond (Measure K), federal E-rate and Digital High School funding, the challenge to reduce the student/computer ratio remains.  A high priority is to assure that access is provided for all student populations, including special education students, English language learners, GATE students and other students with special needs. Currently special education students who need assistive technology for access and independence are referred on an individual basis and assessed by the Special Education department. Devices provided for these students include alternative keyboards, alternative mouse interfaces, portable word processors, and software that enables them to perform reading and writing tasks using an alternative method (such as auditory feedback, speech input, screen readers, scanning and onscreen keyboards, etc.).

Special software and hardware configurations target the needs of English Language Learners (ELL). These include software such as Read 180, GUSD authored software targeting language proficiency needs of ELL students and individual software programs to increase reading comprehension and fluency of these students.  Exemplary opportunities have been provided in the District for GATE students in numerous areas such as digital media production tools, digital animation tools, the creation of web pages, high level use of databases, spreadsheets and email and optimum use of technology for record keeping.

A secondary significant goal is to make computers available for students and teachers as often as possible during the day and week. During class time, maximum time is made available to students and teachers, as course content permits. This is accomplished due to the numerous computer labs and media centers at district secondary schools and due to the broad access in elementary school classrooms. At the high schools and middle schools in GUSD, computers are available before and after school and during the lunch period. Due to the high priority to supervise all students, elementary school student access before and after school and during the lunch period is more limited than that of secondary school students. Access to teachers is unlimited before, during and after school, as schedules permit. The majority of computers installed at all levels have been installed in general or specialized computer labs to maximize student access.  The 2 to 8:1 student to computer ratio are largely due to this type of access. In classrooms, there are approximately 1-2 computers in the average K-6 and 7-8 classrooms with 2-3 in the average 9-12 classroom. As professional development goals are met, the number of computers requested in classrooms will increase and labs will become more specialized. In Library and Media Centers, the average density of computers involves 7 computers in elementary Library and Media Centers, 10 computers in middle school Library and Media Centers and 30 in high school Library and Media Centers.

With the majority of the schools at 8:1 or better, the goal of a 1:1 student to computer ratio, suggested by the state, may be a realistic one in the future.  Currently 60% of the computers installed in the District are 3 years old or newer. The critical aspect of this goal is to offer access in setting that optimizes teaching and learning such as specialized labs, wireless classroom labs, using hand-held devices, where appropriate and extending access to the homes of students.