ALEXANDRIA AVENUE ELEMENTARY SCHOOL
TECHNOLOGY PLAN 2000-2001

Alexandria Avenue Elementary's School Vision:
We envision a high achieving school in which all students have acquired mastery of basic skills and are able to construct knowledge and understanding through exploration and inquiry. We have a sense of pride and respect in ourselves and for others.

Technology Philosophy
The Alexandria Staff strongly believes that all students must have access to a core curriculum of strong academic, social, emotional and physical development in order to perform successfully in an increasingly technology-dependent world.

Curricular Needs of the School
Alexandria Avenue School has a high bilingual/multicultural student population. Ninety percent of the student population is identified as Limited English Proficient (LEP). The majority of this group is Hispanic, but there are also Asian, Filipino, Black, White, American Indian, and Pacific Islander students in attendance. We have 94% of our students receiving Title I services. There are two Special Education classes for our LH students and two Resource Specialist Program teachers on-site. In order to assist students in acquiring English, supplemental services are provided in transitional reading from a Resource Teacher. Upper grade students (Grades 4 and 5), who are identified as at-risk due to difficulties in reading, are assisted by a Reading Resource Teacher.

The Spring 1999 Stanford 9 Test Results indicate the following:

Alexandria Avenue School
Spring 1999 Stanford 9 Results

Alexandria Avenue School matched or did better than the District at all grade levels in reading and math. Reading, math, and language scores improved significantly in grades 2 - 4, though grades 1 and 5 did not improve. Alexandria also did better than most schools in the Belmont Cluster, especially when compared to schools with approximately the same student population. However, we still have much work to do in order for our students to meet the California Department of Education's goal of having 90% of our students at / above grade level (50th percentile).

Specific areas that need improvement are evident when analyzing our results. Vocabulary and certain comprehension skills are needed across all grade levels. In mathematics, geometry and spatial sense are the areas that need the greatest improvement in the primary grades. Grades 4 and 5 need to improve problem solving in context and problem solving strategies.

The chart below shows the percentile and the gain or loss by grade level in reading, mathematics and language.


READING MATH LANGUAGE

1st 33 (- 5 points) 44 (- 1 point) 32 (- 7 points)
2nd 29 (+ 6 points) 46 (+ 15 points) 35 (+ 12 points)
3rd 24 (+ 8 points) 38 (+ 12 points) 28 (+ 9 points)
4th 25 (+ 11 points) 29 (+ 9 points) 28 (+ 3 points)
5th 22 (- 1 point) 32 (+ 9 points) 31 (+ 3 points)


Alexandria receives funding from several programs. Although projections cannot be made at this point in the year, we expect to receive the funding from the following sources for the 1999-2000 school year*:

Bilingual $_________
Title I $_________
Economic Impact Aide $_________
School Improvement $_________
Year Round Incentive $_________
*These amounts may be comparable to those of past years in some programs, higher or lower in others.


Performance Plan (Student Outcomes)
As Effective Communicators, our students:
•express ideas clearly by understanding main idea or topic and organized detail that support the idea or topic.
•Present information to various audiences.
•Use a variety of methods and media in a creative and effective manner.
•Respond appropriately for a diverse variety of purposes.

As Critical and Creative Thinkers, our students:
•Solve problems by selecting and applying appropriate strategies from a variety of options.
•Draw connections and recognize relationships.
•Select and use appropriate resources and strategies to produce quality work.

As Independent and Cooperative Learners and Workers, our students:
•Monitor and evaluate their individual and group work.
•Assume responsibility for their own actions.
•Set goals and create options.
•Show consideration for individual difference.
•Demonstrate effective group participation.



Technology’s Influence on the Curriculum

The primary focus, indeed, the driving force behind the establishment and expansion of our Technology Program has always been the improvement of both our school’s language acquisition and development. This is true for both a student’s primary language and secondary language learning.

A large portion of the time students spend working on computers is related to language. Technology is an important tool in the writing process. In addition, students are building their listening, speaking and writing vocabularies through the use of quality educational and productivity software.
It is our intention to:

•ensure that all students will have access to technology that supports oral and written communication, calculation, problem solving, research and effective organization and presentation of learned information
•develop competency in our student’s use of computer hardware and software within the core curriculum; teachers, parents and staff will be trained to integrate technology to support our student’s needs
•express to students and staff the importance of using technology (and telecommunications) cooperatively, ethically and collaboratively
•develop technological literacy, and provide ongoing support for it, to the entire Alexandria community

Alexandria's Resources
Alexandria has, one of the most extensive collections of teacher and student educational and support materials in LAUSD.

Because our school has a large student population (1750, on average over the past ten years), and a high percentage of students designated as LEP (mentioned above), we have utilized categorical funding to purchase a variety of books, computers, videos, calculators, and projection systems, to name just a few.

These materials and equipment were all well evaluated for their potential effectiveness before purchasing.

The materials and equipment at Alexandria are also, without question, the best maintained, inventoried and most accessible of any collection any school could have.

The materials are sorted by category in our Resource Room; open and supervised each school day. All the materials in this room, along with all the books in our library as well as the software titles used throughout the school are accessible via an integrated networked FileMaker Pro database. All teachers can access library books by title, software by grade level, manipulatives by subject, or videos about insects in English,; or even a combination of materials that meet a set of criteria. Reservation of these materials can also be performed via our local e-mail system.

These materials are used effectively in integrated thematic units. Support of newer teachers and uses of these materials is provided by an extensive staff, mentor teachers, administrators and teaming partners.

Alexandria currently has computers in every classroom. At least three Macintosh computers are in every room. Some have more. 90% of our classroom Macintosh computers are networked via an Ethernet LAN (Local Area Network). Additional support of the word processing work of students is provided by the availability of AlphaSmart keyboards that students and teachers use to enter text, and then transfer to the desktop computer.

We also currently maintain three computer labs. Each lab has a different organizational use plan. The original lab is used for directed instruction for 6 class per day, conducted by a full time Technology Resource Teacher. A second lab is shared by up to 9 classes, on a rotating basis. The teachers involved in the use of this lab have shown a greater interest in the integration of technology throughout the curriculum on a daily basis.

Our third lab, with a few exceptions, is open to all teachers and their classes every school day. These exceptions include the use of the lab for Teacher Staff Development in Technology, Staff Development for paraprofessionals, Parent Technology Courses, Intersession classes with an emphasis on technology. Normally, as many as 6 classes will utilize this lab each day, supplementing the instructional time provided in the main lab. We have found the organization of this lab very beneficial, due to the fact, that with our large population, visits to the main lab occur only on a twice monthly basis.

The Technology Resource Teacher also assists teachers (and some students) with their home computers. We have also made great efforts to offer some of our older Apple II and Macs to teachers who do not own their own computer.

Lastly, we have portable computing devices that we loan out to teachers. These devices include PowerBooks (laptops) and AlphaSmarts (text entry-only devices).

In one year from now, it is our goal to increase teachers' access to computers and technologies, networked resources, and one another. We hope to buy more Macintosh workstations, network enhancement hardware and software, and improve access to the Internet from both within the school site and teachers' homes.

We would like to integrate all of our network services (Email/conferencing systems, networked databases, teacher training systems, lesson plans, student data, etc. . .) into one comprehensive Intranet system that is not more than a double click and password away from any teacher.

Beyond one year, it is difficult to say exactly what hardware and software will be purchased to further support the needs of our students. The Resource Staff is always looking ahead, reading educational and technology periodicals to see what may be the best items to buy, and what may be best passed over in anticipation of something better and less expensive being introduced. Generally, it is our intention to try to provide the most efficient tools of technology and connectivity that can be provided our students and staff within a limited budget and with respect to all other budget needs a school like ours has.

Previously, it had been our intention to invest in and place as many computers we could into each classroom. But we found that security issues, maintenance issues and space made this approach less desirable. We have found that many teachers have periods of heavy computer use of the part of their students (when major writing projects are assigned), and periods when use is lower (when working on a play or using art materials on a large scale). Thus, we established the open lab concept to allow all teachers to bring their whole class to work on and complete their writing assignments in a more efficient manner.

All of the Alexandria teachers and Resource Staff have made great efforts to see that equipment and materials we own are used to their potential. Equipment is often moved from one room to another to better support our curriculum and the students' and teachers' needs. And if a teacher expresses a need for equipment or materials, our best efforts are made to provide them.

School Infrastructure
Alexandria Avenue School's network wiring has been almost completely updated through the completion of the Proposition BB technology upgrade. We now have a fast 100 Base T network, a new intercom system, a coaxial TV network to all rooms, including the ability to broadcast both taped and live feeds to classrooms. The most recent broadcast was of our Winter Holiday Program from the Auditorium to classrooms in December 2000.

The following text (from our 1999-2000 Tech Plan) has been retained here for historical reference...

While the majority of the classrooms are quite old (the Main building was constructed in the 1920's), Alexandria is remarkably well wired and prepared for further expansion of our network. Much of the main building's infrastructure has been upgraded. We have wire mold, conduit and channeling for additional wires, and have a star topology for relatively easy expansion of the network to new buildings. Star Controllers can be doubled up, if necessary, to add additional ports for a given area.

In most locations, have sufficient electricity to support additional devices, or devices that demand more voltage. Some of our older bungalows do not have enough electrical outlets, and this has been a problem for us. We have been told that proposition BB funds will provide for a minimum 5 outlets in each room. This work has now begun, but we do not know when it will be finished (most likely, by the end of the December).

We sometimes have as many as 200 Macintosh computers in use simultaneously, all using the network in order to access and save their files, as well as access graphics, email or the Internet for research. For the most part, our network has held up well under this demand. Having more than 50 simultaneous connections to our T-1 line has sometimes been a problem, however.

Technology and Infrastructure Support
We are very fortunate to have as many people as we do on staff that are able to handle the everyday application and connection problems that can occur. But in addition, we have several experts in technology that are able to perform any of the following tasks, to name a few:
system installations
desktop rebuilds PRAM zaps
RAM replacement
component replacement
Net. speed assessment
Web Server Maint.
Email Administration
File Server Admin
lockdown installation
projection calibration
pulling network wires
naming Net. devices
component replacement
software installations
Staff Training
In addition to the items mentioned above, there always remains a need to train teachers new to our school in the basic operations available. The need to train all teachers and staff in new software, Internet use and video applications with students always grows and ongoing staff development is required.

Staff training is expensive for schools to provide. It is also logistically challenging to schedule in a multitrack, year-round school. Our training plan each year includes surveys of staff on needs, grouping teachers for sessions based on skill levels and desired knowledge advance, concluding assessment and, of course, on-going support.

For the 2000-2001 year, we will not have the days or the funding sources that we have used in the past to implement the level of Staff Developments we have enjoyed. Previously, we had set aside funding to allow for each track to have 2 full days of comprehensive training in the technology resources at the beginning of the year. To supplement this training, we had scheduled release time sessions once a month for on track teachers on a half day basis. Off track teachers were invited to attend these sessions on a "no charge /no pay basis."

We have two teachers who attended the LACOE Region 4 Teacher Training Leaders sessions throughout the 1999-2000 school year. We typically sent between 5-10 teachers to conferences such as MacWorld San Francisco and CUE in Palm Springs each year.

Last year we held bi-monthly Parent Technology Classes. This year, we would like to provide them as well, but to this point, we have had neither the personnel or funding available with which to provide them.

Another way we support parents' use of technology is through the loaning of older computers for them to use at home with their children. This has proven quite successful, as they are able to support their students' writing and development of core skills.

We would also like to do formal training for or classified staff. Thusfar, we have not been able to schedule these sessions due to the uncertainties in future funding. We have always provided support informally for clerical staff, custodial staff, teacher's assistants and other staff, but would like to build everyone's skills so their use of technology is more efficient.


Software
Our site uses published activity based curricular software, productivity software for use by teachers and students, networkable CD’s and databases, fileserver software, and homegrown programs developed on applications such as FileMaker Pro, HyperCard, and Hyperstudio. These "homegrown" programs include our networked resource system, HyperCard standardized test preparation materials in English and Spanish, and our Automated Report Card System in addition to our customized local Email system and school web site: http://alexandria-es10.lausd.k12.ca.us

Pending Contracts & Prop BB
Our pending contracts at our school for technology include pending E-rate work with will update further our network from the Prop BB standards to those of E-rate. We are also in the midst of receiving additional workstations and printers through the Computer Technology Initiative. We have no ther pending contracts other than standard phone service, and our T-1 service.

Plan Updates
This plan is updated annually, with the input of all of our LEARN school's stakeholders. In updating our plan and its implementation, we consider the changes in our student population. For example: 6th grade has now been moved to local middle schools; Kindergarten population has been reconfigured to 20-1; we have added Intervention sessions as well. Increasing capacity, advanced use of technology by our teachers, staff and parents, the increased influence and access to the Internet has made anticipating such changes a challenge. New and different technology solutions are available and must be evaluated. The amount of resources currently available has also impacted our program.

Plan Authors
Henry Anker, Technology Resource Teacher Carol Labrow, Principal
Susan Corleto, Title I Coordinator Theodore Fukushima, IS Manager