Funding Section: Guiding Questions

Suggested Action Steps and Guiding Questions (p. 43-45)

CDE Educational Technology Planning Guide

Needs and Resource Assessment

Identify all costs associated with implementing each component.
(Sample budget forms are provided in Section IV, “Technology
Planning Toolkit.”)

Identify the current budget for implementing each component.

• What provisions in the current budget are made for technology
expenditures, and what options exist to fund technology over

The General Fund addresses basically the TIS, Technology Information Systems, department's operating costs, including staffing costs. Their budget includes a conservative amount for wiring ($60,000) and an additional amount for replacement units ($100,000). Most of the computer labs at the various school sites have been purchase w/ grants, new construcion monies when available, and donations. The latest SIS (student information system) was the first attempt to bring a comprehensive technology system that placed at least one computer in each classroom.

• Has the school district established separate SACS (standardized
account code structure) codes for any items in the budget to
improve the ability to monitor gradual implementation of the

No specific accounts have been established. We do have the flexibility to set up the necessary accounts.


Identify established and potential funding sources, present and
future. (A sample sustainability chart is provided in Section IV,
“Technology Planning Toolkit.”)

Currently have EETT grants both entitlement and competetive.

• Has the amount of district funding available for technology been

Nothing more than what has been noted above.

• Have alternative sources of funding, such as those available
through partnerships, been identified?

The Coachella Valley Economic Partnership (CVEP) has produced alternative sources of funding for partnership academies, career pathways, and other career/technical education courses. Alternative funding sources have been obtained from the State of California grants, including local grants (the Anderson Corporation, the City of Palm Springs, the City of Indian Wells, the Agua Caliente Band of Mission Indians, and other local agencies.)

• Are there federal, state, or local programs that could provide
funding for technology?

Yes, the District currently receives Title I, Title II, Title III and Title V. In addition, there is School and Library Improvement Block Grant, Economic Impact Aid, and Carl Perkins funds.

• Would allocating resources for grant writing proposals be a viable

Yes. The District has recently restructured its administrative duties and responsibilities to include an Assistant Superintendent who oversees alternative funding sources.

Consider options for reducing costs.

• Have any hardware and software purchasing agreements within
the school district been considered?

The District currently piggy backs on the WSCA contract. Also, the District is pursuing the Apple "one-to-one" program that would result in a laptop computer for every student at every school. In addition, we are pursuing the Microsoft Voucher Reimbursement funding.

• Have C-SMART discounts/purchasing options been considered?

No, there are fee considerations.

• Are there nearby industry experts or nonprofit organizations that
may be willing to be a partner in the support of the district’s
technology efforts?

Yes, CTAP has offered their expertise and advice. ROP (Regional Occupational Program) currently provides capstone courses (with associated equipment) in serveral curricular areas, including digital photography, video, TV information systems, banking and financial services.

• Have the potential purchases been advertised to parents and the
community? (An individual or an organization may be willing to
donate services, money, or product.)

Not in a systematic fashion.

• Could leasing equipment minimize costs and/or help resolve
support issues?

Yes, it's a consideration.

• Can the professional development be provided at a lower cost and
more effectively by integrating the technology training into exist-
ing professional development on content or pedagogy?

Yes, we normally add these functions to staff development components.

• Is the on-site expertise of library media teachers used effectively in
the professional development plan?

Not at this time. However, at some schools, there are librarians who have limited technology expertise. Yet, this expertise is not added to the professional development plan systemically throughout all schools in the district.


Develop and implement annual budgets for the term of the plan
(three to five years).

• Does the budget include allocations to acquire the hardware,
electronic learning resources, infrastructure, professional develop-
ment, and technical support necessary to implement the plan?

Not at this time.

• Within each year’s budget, have one-time costs been identified as
well as ongoing costs?

Yes, and the budget is revised during the school year as needs arise.

• Can some of the professional development be provided by CTAP
at a reduced cost?

Yes, and so does the Riverside County Office of Education.

• What other sources of low-cost professional development does
CTAP recommend?

Provide for ongoing technical support.

• Could extended warranties from the seller or contracted technical
support provide some of the needed maintenance or is it more
cost-effective for the school district to employ staff for the required
level of technical support?

We are currently acquiring maintenance contracts to address the shortfall in our technology support staffing.

• Is there backup equipment available should key components
break down? If not, does the budget include funding to acquire
this equipment?

The current budget does not address these needs.

• Have other options for technical support been considered, such as
student-based or parent-led programs that incorporate advanced technology training for program participants?

Plan for the obsolescence of equipment.

• What replacement cycle has been built into the plan? Will ad-
equate funding be set aside for replacements?

New as of 12/11/2006- There desperately needs to be a replacement cycle in place, and currently there is not one. Our district has been trying to meet demand and has not given a lot of thought in relation to a formal and functioning replacement cycle. Consequently, there are many old, slow, and otherwise poorly functioning machines that are five or more years old that are still in use. An adequate budget would need to be in place to meet this need.

(MW: Again, the plan is an opportinity to formalize elements such as this.)- The above was edited on 12/11/2006 in response to this comment by MW.

• Have feeder schools in the district or low-income families been
considered as recipients of older equipment?

No, normally suplus equipment is too old to benefit anyone.

NOTE: Until curriculum and PD goals are established, please work with those groups on establishing their goals.
Also, be sure to revisit the committee's intial visions and the district mission statement.

Monitoring and Evaluation

(Note: Each section has a monitoring and evaluation component, in addition to the overall monitoring and evaluation section.)

Establish a feedback loop to monitor and improve progress.

• Has technology budgeting been integrated into the district general
budget process in a manner consistent with the Funding and
Budget component?
(R. Corl was absent from this, the 12/11/2006 meeting. All preliminary, rough draft, first cut responses from here down were provided by Brian Murray, Evelyn Hernandez) Yes. Each year the BOE establishes a District budget. The budget allocates in excess of 2 million dollars for staffing and technical equipment and support to implement technology services. In addition, Title II-D, and portions of Title I, EIA, and Title V funds can be and have been used for teacher technology professional development to help meet curriculuar goals as well as to comply with the assurances under ESEA (NCLB, 2001). Also, this funding is used for advanced technology training for technical staff, extra technical support for special project deployments (DataDirector and Academic Accelerator- School Plan), technology curriculum support staff, site technology support, and site software and hardware. The K-12 Voucher Program (Microsoft Settlement) funds could be used for site hardware and software, district-wide electronic resources, servers, routers, switches, and other network resources. The district could use our local CTAP staff to assist in the preparation and implementation of this technology plan. CTAP and RCOE also offer ongoing training and seminars that district teachers and administrators are able to utilize. To ensure adequate funding to implement and maintain existing district technology intiatives, all potential funding sources will be evaluated and coordinated. Furthermore, during this current budget developement process, significant budget constraints have necessitated a close examination of one time costs versus reoccuring costs of maintatining district services and infrastructure.
• Has a process for monitoring modification of the physical plant,
acquisition of equipment, and updating of the budget and budget
process been agreed on? Has the person who will be responsible
for administering this monitoring process been identified?

• Have regular meetings been scheduled with the superintendent
and/or district governing board to (1) update them on progress in
obtaining funds to support implementation of the plan; (2) explain
difficulties; and (3) offer revisions to the plan to resolve the prob-
Regular meetings will be scheduled with the superintendent and Board of Education twice a year.

• What steps will be taken if parts of the Funding and Budget
component are not being implemented on schedule?
Implemenation and monitoring structures will be in place to prevent this from happening. In the event that it does happen, timelines, and objectives as necessary, will be readjusted by the Educational Technology Committee (the Committee responsible for enacting and monitoring the Plan) to allow all persons responsible the opportunity to satisfactorily address necessary action plan components.