2004 Apr28 Rev Tech Plan

TECHNOLOGY& LEARNING

IMPLEMENTATION PLAN

2004 — 2007

Bellingham School District1306 DupontBellingham, Washington 98225360.676.6400www.bham.wednet.edu

Bellingham Public SchoolsTechnology and Learning Implementation Plan

Revised: April 22, 2004

1. School Board Letter of Approval and Support......................................12. Vision ........................................................................................................2

Introduction .....................................................................................2Vision and Beliefs............................................................................3Rationale for Plan............................................................................3District Learning Goals....................................................................5Technology Learning Standards K-12.........................................6Performance Indicators by level......................................................7School Expectations......................................................................16Professional Development Strategies.......................................17Implementation of Technology Goals............................................17Needs Assessment Strategies ......................................................18Building a Culture of Continuous Staff Learning...........................18Funding for Professional Development .........................................20

3. School Technology & Learning Implementation Plans ......................21See appendix ................................................................................39

4. District Technology & Learning Implementation Plan........................22Instructional Goal 1:Effective Communicating...............................23Instructional Goal 2:Thinking, Learning, Producing......................26Instructional Goal 3:Problem-solving, Researching......................28

Network and Telecommunications Planning.......................................31Part 1: Technology Assessment....................................................31Part 2: Desired Services ..............................................................32Part 3: Desired Technologies.......................................................33Part 4: Level of Connectivity ........................................................33Part 5: Maintenance, Upgrade and Support Strategy ..................34

5. Review and Update ................................................................................366. Appendices ............................................................................................38

Appendix A: School Implementation Plans....................................39Appendix B: Committee Members.................................................95Appendix C: District Accessibility Standards.................................96Appendix D: National Educational Technology Standards............98Appendix E: Teaching/Learning Cycle........................................102

Bellingham Public Schools 1 www.bham.wednet.edu

Adopted: March 1993 Revised: November 1997 Revised: February 2001

1. SCHOOL BOARD APPROVAL & SUPPORT

April 22, 2004

Ms. Becky FirthEducational Technology DirectorNorthwest ESD 1891601 R AvenueAnacortes WA 98221

SUBJECT: Approval and Support for the Bellingham Public Schools Learning and Technology Plan

Dear Ms. Firth:

The Bellingham School District Board of School Directors has reviewed the District’s technology plan and is in full accord and agreement with the contents and direction of the plan. It is our belief that student learning and effective teaching are enhanced with the use of computer technologies. Our vision supports this belief.

“In the Bellingham School District, the learning community will be technologically literate life-long learners. Learners will be able to interact successfully in a technological environment to achieve their personal, education, and workplace goals. They will skillfully use technology to access, retrieve, and use information school-wide, community-wide, nationally, and internationally.”

Our commitment in this plan is to provide equal access for the learning community, the development of lifelong learners, integration of technology into the curriculum and classroom, and the building of a culture of continuous learning for staff. The Technology Standards for All Students, derived from the National Educational Technology Standards, represent a key element in the progress towards high student achievement.

The Board has also agreed to support:

1. ongoing efforts to implement the elements of this plan; and 2. ongoing efforts to maintain currency within the plan through regularly scheduled reviews.

The District’s technology plan does, to the best of our knowledge, comply with the criteria established for state approval. This technology plan was approved and adopted by the Board of School Directors on April 22, 2004.

Sincerely,


2. VISION

The mission of the Bellingham School District, in partnership with the community, is to provide students with the knowledge, skills, and qualities required to be successful in a changing, diverse

world.

Student learning is at the heart of all we do in the Bellingham School District. It is our belief that student learning is improved with the use of computer technologies. This plan begins with a vision for student learning, a statement of beliefs, and a rationale for creating and continuing to build networked learning environments. It continues with Technology Learning Standards for all students, including performance indicators by grade level bands, and expectations for schools. Professional development strategies and philosophy are described in support of the standards. Twenty-one Bellingham School District schools wrote Technology and Learning Implementation Plans, based on their school strategic learning plans, and these are included in Appendix A. The district-level technology and learning implementation plan follows, including three instructional learning goals, and network and telecommunications planning to support the learning goals. A section follows describing the process to annually review and update this plan. The plan additionally includes the district's Information Technology Accessibility Standards (Appendix C), which will assist the district in ensuring the accessibility of its technology resources for all students, including those with disabilities.

In 1993, educators and community members created a plan to implement the use of computer technologies in the Bellingham School District, based on increasing student skills in communication, information processing, and productivity. Since then, considerable work has been accomplished. Students and staff work within a networked environment in which all classrooms and work areas are equipped with networked computers and telephones with voice mail. All computers are equipped with a suite of applications used by all members of the learning community. All staff and students above third grade are able to have network and email accounts so that they may collaborate and seek information. From any computer in the district, members of the network access files from their own dedicated space on servers and from shared drives at their school and across the district. The district is linked in a voice, video, and data wide-area network, and is part of the statewide K-20 network linking all colleges, universities, and K-12 schools to the Internet.

What are the next steps? In December of 2000, the U.S. Department of Education established these National Educational Technology Goals:Goal 1: All students and teachers will have access to information technology in their classrooms, schools, communities and homes.Goal 2: All teachers will use technology effectively to help students achieve high academic standards.


Goal 3: All students will have technology and information literacy skills.Goal 4: Research and evaluation will improve the next generation of technology applications for teaching and learning.Goal 5: Digital content and networked applications will transform teaching and learning.

As the Department of Education prepares to issue new National Educational Technology Goals, the Bellingham School District joins with communities across the nation to envision educational possibilities into the 21st Century. This plan conveys next steps in using technology more productively and in weaving it more thoroughly into daily learning and teaching.

VISIONIn the Bellingham School District, the learning community will be technologically literate life-long learners. Learners will be able to interact successfully in a technological environment to achieve their personal, education, and workplace goals. They will skillfully use technology to access, retrieve, and use information school-wide, community-wide, nationally, and internationally.

BELIEFS Skillful use of technology supports the development of process skills such as

flexibility, adaptability, critical thinking, problem solving and collaboration which are essential to success in our rapidly changing information age.

Technology allows us to better serve the diverse learning needs of our students.

Our schools must prepare students to be lifelong learners who are responsible for their own learning, skilled in accessing and processing information, confident in using technological tools, able to solve complex problems alone or collaboratively, capable of being creative and innovative, and able to communicate locally, nationally, and world-wide.

RATIONALETo accomplish our vision for increased student learning with the use of technologies, our plan enables the following:

EQUAL ACCESS FOR THE LEARNING COMMUNITY Establishes basic technological networking capabilities provided at all sites. Assures that all students, staff and sites will be provided with and have equal

access to minimum standards of hardware and software. Implements grade level technology goals identified to insure equity of delivery

to all students. Via telecommunications, enables 24-7 access to school learning resources,

classroom lessons and assignments, school information and electronic messages for students, parents, staff, and community members.

Provides the learning community with greater opportunity for interaction, collaboration and information exchange. The school will become a vital meeting place for a host of community services.


Promotes equitable access to learning technology as a community investment and encourages an active partnership among schools, businesses, homes and the community.

DEVELOPMENT OF LIFELONG LEARNERS Assures skillful use of technology to support the development of lifelong

learning skills and process skills such as: flexibility, adaptability, critical thinking, problem solving, and collaboration, which are essential to success in our rapidly changing information age.

INTEGRATION OF TECHNOLOGY IN THE CLASSROOM Expands classroom tools for teaching and learning. Provides for the integration of multiple resources for existing and emerging

curriculum. Enables the learning community to communicate more effectively, access and

process information, and work productively. Links the classroom with educational resources within the building, community

and worldwide. Creates a collaborative environment for project oriented activities. Increases the productivity of students as they work toward attaining learning

outcomes. Encourages the use of multimedia tools enabling students to become active and

experiential learners. Enables learning to involve partnerships within the school, among schools, and

with other organizations.

BUILD A CULTURE OF CONTINUOUS LEARNING FOR STAFF Develops school-based technology planning and learning. Builds online learning opportunities. Incorporates learning new curriculum (math, writing, science, etc.) with

technology applications. Facilitates access to collegial support and best practice information from a wide

variety of resources. Expands the variety of teaching tools to differentiate and support diverse

learners. Supports productive and efficient management of student assessment and

portfolio data. Increases support for emerging instructional strategies: inter-disciplinary,

collaborative, and active learning options. Enables curriculum, instruction and assessment to be developed and aligned

with each other. Provides a system that helps students, parents and teachers work together to

support educational outcomes. Pilots new teaching strategies, technologies, and instructional resources. Investigates emerging possibilities for electronic learning resources such as e-

books, handhelds, and tablets for teachers and students.


LEARNING GOALS

Education in Bellingham is a shared, life-long experience in which the diverse needs of all individuals are met. This experience, provided in a safe, supportive environment, will ensure success in a

changing world.

Education in the Bellingham School District is guided by our strategic plan, “Pathway to the 21st Century,” which lists the following seven visionary goals:

WHAT WE ARE WORKING TO ACCOMPLISHGOAL ONE: The Essential Student LEARNINGS are taught and demonstrated using defined standards. GOAL TWO: Programs and instruction meet the individual needs of all students. GOAL THREE: Ongoing assessment of student learning, program results, and staff performance is understood and used to support continuous improvement.

HOW WE WILL ACCOMPLISH THIS WORKGOAL FOUR: Schools, programs and services use improvement plans that are developed collaboratively and are consistent with the District’s strategic plan. GOAL FIVE: The learning and work environment is safe, supportive, and nurturing for all. GOAL SIX: Understanding and respect for human diversity are taught and practiced.GOAL SEVEN: Schools, families, and the community interact as partners to strengthen opportunities to learn.

At the state and district level, educators have identified essential learning requirements for students. The four Washington State Learning Goals are supported by detailed Essential Academic Learning Requirements in the areas of reading, writing, communications, mathematics, and several subject areas. Bellingham School District adopted curricula incorporate the Washington State learning requirements and national standards. Guiding documents include “How People Learn, Bridging Research and Practice” (National Academies Press) and “The Teaching and Learning Cycle”-Appendix E (R.C.Owens Publishers). An effort is underway to include district technology learning goals in all adopted curriculum documents.

Bellingham School District expects its graduates to achieve these “Essential Student Learnings” and to be:Knowledgeable Individuals who read with comprehension; write with skill; communicate effectively and responsibly; and demonstrate academic proficiency in the arts, geography, mathematics, civics and history, health and fitness, social sciences, and physical and life sciencesQuality Producers who successfully apply academic, intellectual, artistic, and practical learning to create quality products and performancesEffective Communicators who apply their communication skills and processes effectively in a variety of ways and settingsCompetent Thinkers who are able to think analytically and creatively, solve problems and make decisionsEffective Collaborators who can work successfully with diverse individuals and groupsResponsible Citizens who are informed and apply knowledge to improve the quality of their lives and communitiesLife-Long Learners who are self-directed and apply learning confidently and successfully to new and different situations and tasks in preparation for a changing world and workplace.


TECHNOLOGY STANDARDS FOR ALL STUDENTSIn order to achieve our current goals, as expressed in Pathway to the 21st Century, and to meet state standards, the district adopted Technology Standards for all students in 2001. The standards were derived from previous technology goals and the National Educational Technology Standards for Students from the International Society for Technology in Education (ISTE).

The Bellingham Public Schools Technology Standards for All Students cover five areas for all students in grades K-12: basic technology operations and concepts responsible and ethical use effective and creative communication thinking, learning, and producing research, problem-solving, and decision-making

Performance indicators are listed for each standard. Additionally, performance indicators are written for four grade-level clusters: primary, intermediate, middle school, and high school. The School Expectations list identifies the expected annual activities for students in each school.


Technology Standards for All StudentsBellingham Public Schools

Students at all grade levels, K-12 will

1. Understand basic technology operations and concepts.1.1Demonstrate a sound understanding of the nature and operation of

technology systems, including networked environments.1.2Develop sufficient technical skills to successfully use, troubleshoot and

maintain the technology and telecommunications tools in daily life, work situations, and learning environments.

1.3Discriminate among a variety of technologies and media to select appropriate technology for specific purposes.

2. Use technology responsibly and ethically.2.1Practice responsible use of technology systems, information, and software.2.2 Understand the ethical, cultural, environmental, and societal implications of

technology and telecommunications.

3. Use technology to communicate effectively and creatively.3.1Use a variety of media and formats to communicate information and ideas

effectively to multiple audiences.3.2Use telecommunications to collaborate, publish, and interact with peers,

experts, and other audiences.3.3Create, produce, and present ideas in a variety of forms, including text,

video, graphics, and conversation.

4. Use technology for thinking, learning, and producing.4.1Enhance content-area learning with technology-infused lessons.4.2Construct new meaning and knowledge by synthesizing information.4.3Use computer modeling, image processing, simulations, and data

manipulation to develop critical thinking and understanding.4.4Use a variety of tools to produce quality products.

5. Use technology for research, problem solving, and decision-making.5.1Use technology to locate, evaluate, collect, and organize information from a

variety of sources.5.2Review information analytically and transform it into useful knowledge to

solve problems.5.3Work with a group to collaboratively solve a problem and present results.


Technology Standards for All Students--Bellingham School District

Grades K-2: Performance Indicators


technology systems, including networked environments. Use appropriate terminology in describing technology. Develop skills in basic computer operations (keyboard functions, logon,

logoff, mouse techniques).1.2Develop sufficient technical skills to successfully use, troubleshoot and

maintain technology and telecommunications tools in daily life, work situations and learning environments. Successfully operate computers, VCRs, printers, audiotapes and other

technologies.1.3Discriminate among a variety of technologies and media to select

appropriate technology for specific purposes. Use multimedia resources (interactive books, software, encyclopedias) to

support learning.

2. Use technology responsibly and ethically.2.1Practice responsible use of technology systems, information, and software.

Cooperate with others while using technology. Care for and safely operate equipment.

2.2Understand the ethical, cultural, environmental and societal implications of technology and telecommunications. Demonstrate positive and ethical social behavior when using technology

(follow rules).


effectively to multiple audiences. Create documents using word processing and desktop publishing

software.3.2Use telecommunications to collaborate, publish and interact with peers,

experts and other audiences. Share information with others using data networks and

telecommunications (telephone, email with class).3.3Create, produce and present ideas in a variety of forms, including text, video, graphics and conversation.

Enhance documents with graphics, including clip art and original artwork, using paint, chart and draw programs.

Make presentations using technology.


4. Use technology for thinking, learning and producing.4.1Enhance content-area learning with technology-infused lessons.

Use a variety of technology resources to support learning (lessons on public drives).

4.2Construct new meaning and knowledge by synthesizing information.4.3Use computer modeling, image processing, simulations and data

manipulation to develop understanding. Make a graph to sort and understand information.

4.4Use a variety of tools to produce quality products.

5. Use technology for research, problem solving and decision-making.5.1Use technology to locate, evaluate, collect and organize information from a

variety of sources. Use key words as a search strategy. Use technology to locate, evaluate and collect information (electronic

encyclopedias, library catalog, selected Internet sites, magazines).5.2Review information analytically and transform it into useful knowledge to

solve problems. Use technology to research a problem or make a decision.

5.3Work with a group to collaboratively solve a problem and present results. Work with a team to find information, make decisions and create a

product.



Grades 3-5: Performance Indicators


technology systems, including networked environments. Demonstrate an understanding of concepts underlying hardware,

software and connectivity. Navigate computer systems (organize documents into folders, move

between different applications).1.2Develop sufficient technical skills to successfully use, troubleshoot and

maintain technology and telecommunications tools in daily life, work situations and learning environments. Apply strategies for identifying and solving routine hardware and

software problems that occur during everyday use. Develop keyboarding skills. Use home row fingering position with

appropriate fingering stretches, keyboarding faster than handwriting (approximately 10-15 wpm).

1.3Discriminate among a variety of technologies and media to select appropriate technology for specific purposes. Select and use appropriate tools and technology resources to

accomplish a variety of tasks

2. Use technology responsibly and ethically.2.1Practice responsible use of technology systems, information and software.

Cooperate with others while using technology. Demonstrate respect for privacy and work of others.

Care for and safely operate equipment.2.2Understand the ethical, cultural, environmental and societal implications of

technology and telecommunications. Demonstrate positive and ethical social behavior when using technology

(follow rules). Understand basics of information ownership and copyright law. Understand how technology is used daily in industry, business and

education.


effectively to multiple audiences. Create written documents using writing process steps, word processing

skills, and publishing programs. Revise documents using word processing program features, including

spell checking.


Use a spreadsheet to create tables, graphs and charts, and explain what each means.

3.2Use telecommunications to collaborate, publish and interact with peers, experts and other audiences. Communicate with others using email. Develop good habits for

managing email.3.3Create, produce and present ideas in a variety of forms, including text,

video, graphics and conversation. Enhance documents with graphics, including clip art and original artwork,

using paint, chart, and draw programs. Communicate ideas by creating and delivering a presentation.

4. Use technology for thinking, learning and producing.4.1Enhance content-area learning with technology-infused lessons.

Use a variety of media and technology resources for directed and independent learning activities in the curriculum areas (lessons on public drives, online research projects).

4.2Construct new meaning and knowledge by analyzing and synthesizing information. Compare and contrast information using two or more resources.

4.3Use computer modeling, image processing, simulations and data manipulation to develop understanding. Sort and analyze information using databases and spreadsheets.

4.4Use a variety of tools to produce quality products.

5. Use technology for research, problem solving and decision-making.5.1Use technology to locate, evaluate, collect, and organize information from a

variety of sources. Use key words as a search strategy for locating information. Use technology to locate, evaluate, collect and organize information

(electronic encyclopedias, library catalog, selected Internet sites, magazines).

5.2Analyze information and apply understanding to solve problems. Use technology to research a problem or make a decision.

5.3Work with a group to collaboratively solve a problem and present results. Research a problem or decision to be made using technology, and work

with a team to create a product.




1. Understand basic technology operations and concepts.1.1 Demonstrate a sound understanding of the nature and operation of technology

systems, including networked environments. Demonstrate an understanding of concepts underlying hardware, software and

connectivity. Navigate computer systems (organize documents into folders on h:drive, move

between different applications, use program help and navigation aids).1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain

technology and telecommunications tools in daily life, work situations and learning environments. Apply strategies for identifying and solving routine hardware and software

problems that occur during everyday use. Develop keyboarding skills to 20-25 wpm with 90% accuracy on timed test. Demonstrate and use ergonomically appropriate posture and techniques to

perform tasks.1.3 Discriminate among a variety of technologies and media to select appropriate

technology for specific purposes. Select and use appropriate tools and technology resources to accomplish a

variety of tasks.

2. Use technology responsibly and ethically.2.1 Practice responsible use of technology systems, information and software.


2.2 Understand the ethical, cultural, environmental and societal implications of technology and telecommunications. Demonstrate legal and ethical behaviors when using information and

technology, and discuss consequences of misuse. Demonstrate understanding of intellectual property and copyright law by

properly crediting work of self and others. Identify examples of copyright violations.

Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.

Identify technological skills needed for school success and jobs. Research the accuracy and relevance of information sources.

3. Use technology to communicate effectively and creatively.3.1 Use a variety of media and formats to communicate information and ideas

effectively to multiple audiences. Create multi-page documents using writing process steps, word processing

skills, and publishing programs. Revise documents using word processing program features, including spell

checking, thesaurus and grammar checking. Use advanced editing and text formatting.


Use a spreadsheet to create tables, graphs and charts, and explain what each means.

3.2 Use telecommunications to collaborate, publish and interact with peers, experts and other audiences. Communicate with others using email. Develop good habits for managing

email.3.3 Create, produce, and present ideas in a variety of forms, including text, video,

graphics and conversation. Enhance documents with graphics, including clip art and original artwork, using

paint and draw programs. Design, develop, publish and present products (presentations, web pages,

documents, videotapes) for a variety of audiences.

4. Use technology for thinking, learning and producing.4.1 Enhance content-area learning with technology-infused lessons.

Use a variety of media and technology resources for directed and independent activities to support learning.

4.2 Construct new meaning and knowledge by combining and synthesizing different types of information.

4.3 Use computer modeling, image processing, simulations and data manipulation to develop understanding. Use content-specific tools, software and simulations (environmental probes,

graphing calculators, exploratory environments, Web tools, visual learning aids) to support thinking and learning.

Sort, organize, interpret and display information using spreadsheets and databases.

4.4 Use a variety of tools to produce quality products.

5. Use technology for research, problem solving and decision-making.5.1 Use technology to locate, evaluate, collect and organize information from a variety

of sources. Use search strategies, including logical operators, keywords and record sorting,

in a prepared database. Use technology to locate, evaluate, collect and organize information (electronic

encyclopedias, library catalog, selected Internet sites, magazines).5.2 Review information analytically and transform it into useful knowledge to solve

problems.5.3 Work with a group to collaboratively solve a problem and present results.

Collaborate with peers, experts and others using telecommunications and collaborative tools to investigate problems, issues and information, and to develop solutions.




1. Understand basic technology operations and concepts.1.1 Demonstrate a sound understanding of the nature and operation of technology systems,

including networked environments. Demonstrate an understanding of concepts underlying hardware, software and

connectivity. Navigate computer systems (organize documents into folders on h:drive, move between

different applications and various drives, use program help and navigation aids).1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain technology

and telecommunications tools in daily life, work situations and learning environments. Apply strategies for identifying and solving routine hardware and software problems that

occur during everyday use. Develop keyboarding skills to 25-30 wpm, and demonstrate ergonomically appropriate

posture and techniques to perform tasks.1.3 Discriminate among a variety of technologies and media to select appropriate technology

for specific purposes. Select and use appropriate tools and technology resources to accomplish a variety of

tasks. Make informed choices among technology systems, resources and services. Identify capabilities and limitations of contemporary and emerging technology

resources, and assess the potential of these systems.

2. Use technology responsibly and ethically.2.1 Practice responsible use of technology systems, information and software.


2.2 Understand the ethical, cultural, environmental and societal implications of technology and telecommunications. Demonstrate legal and ethical behaviors regarding the use of technology and

information. Demonstrate understanding of intellectual property and copyright law by properly

crediting work of self and others. Analyze advantages and disadvantages of widespread use and reliance on technology

in the workplace and in society as a whole. Identify technological skills needed for jobs. Research the accuracy and relevance of information sources.

3. Use technology to communicate effectively and creatively.3.1 Use a variety of media and formats to communicate information and ideas effectively to

multiple audiences. Create multi-page documents using word processing skills, writing process steps, and

publishing programs. Revise documents using word processing program features, including spell checking,

thesaurus and grammar checking. Use advanced editing and text formatting. Use a spreadsheet to create tables, graphs and charts, and explain what each means.

3.2 Use telecommunications to collaborate, publish and interact with peers, experts and other audiences. Communicate with others using email. Develop good habits for managing email. Efficiently use online information resources to meet needs for collaboration, research,

publications, communications and productivity.3.3 Create, produce, and present ideas in a variety of forms, including text, video, graphics and

conversation.


Enhance documents with graphics, including clip art and original artwork, using paint and draw programs.

Design, develop, publish, and present products (presentations, web pages, documents, videotapes) that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.

Collaborate with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works.

4. Use technology for thinking, learning and producing.4.1 Enhance content-area learning with technology-infused lessons.

Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning.

Evaluate technology-based options, including distance education, for lifelong learning.4.2 Construct new meaning and knowledge by combining and synthesizing different types of

information.4.3 Use computer modeling, image processing, simulations and data manipulation to develop

understanding. Use content-specific tools, software and simulations (environmental probes, graphing

calculators, exploratory environments, Web tools, visual learning aids) to support thinking and learning.

Sort, organize, interpret and display information using spreadsheets and databases. Investigate and apply expert systems, intelligent agents, and simulations in classroom

and real world situations.4.4 Use a variety of tools to produce quality products.

5. Use technology for research, problem solving and decision-making.5.1 Use technology to locate, evaluate, collect and organize information from a variety of

sources. Use technology to locate, evaluate and collect information (electronic encyclopedias,

library catalog, selected Internet sites, magazines). Use a variety of electronic sources to access resources and media, and apply

sophisticated search techniques to collate, interpret and publish a research project.5.2 Review information analytically and transform it into useful knowledge to solve problems.5.3 Work with a group to collaboratively solve a problem and present results.

Collaborate with peers, experts and others using telecommunications and collaborative tools to investigate problems, issues and information, and to develop solutions.


SCHOOL EXPECTATIONS

To enable learners to meet Student Technology Standards adopted by the School Board in October 2000, schools will provide the following activities.

Standard 1. Basic technology operations Regular, ongoing, and flexible access to computers throughout the school year Keyboarding instruction and practice. Key emphasis on grades 3-4, 6 and 9,

with yearly practice sessions conducted from elementary classrooms and English classes

Standard 2. Responsible and ethical use Continuous emphasis on responsibility and ethics Copyright recognition and citations used properly in research projects

Standard 3. Effective and creative communications Planned use of variety of media throughout the curriculum Yearly multiple writing experiences using technology for the full writing process

(see EALR's and District Language Arts Curriculum)

Standard 4. Thinking, learning, and producing Technology available and a regular part of lesson plans Use of spreadsheets, databases and other tools for understanding, meaning-

making with data, and production

Standard 5. Research, problem-solving, decision-making Students complete at least one research project every semester, (a culminating

research project which involves the full research cycle (based on essential question, questioning, planning, gathering, sorting, synthesizing, evaluating, reporting), keyboarding (Standard 1), writing (Standard 3), making meaning with data (Standard 4), proper citations (Standard 2), and presentation (Standards 3 and 5).


PROFESSIONAL DEVELOPMENT STRATEGIES

WHY PROFESSIONAL DEVELOPMENT?A thriving learning community focuses on improving learning for all of its youth and adult members. In order for staff members to create powerful learning experiences for children, they need to be engaged in the same. The Bellingham School District Board Policy for Instructional Professional Development describes a system which “promotes continuous inquiry and improvement embedded in the daily life of schools” and which focuses on “individual, collegial, and organizational improvement.” The professional development strategies for improving learning and teaching with technology are a part of numerous district and school-based strategic plans and curriculum initiatives.

TARGETED AREAS FOR IMPLEMENTING TECHNOLOGY GOALSASSESSMENT: Evaluate individual work and class progress with reporting options available in

software programs. Report student achievement to parents. Review portfolios of student work and writing saved on the network. Prepare written assessments of student progress with report card programs. Use resources created on shared drives to store and share assessment data.

INSTRUCTION: Use a variety of multi-media materials to more effectively differentiate

instruction to reach students with diverse learning styles. Plan individualized learning programs based on assessment data. Increase student motivation with expanded multi-media resources for classwork

and assignments. Provide opportunities for students to work collaboratively and actively. Guide student use of the Internet by creating and using curriculum pages on

school and district websites. Continue to create resources for each other. Guide students to deeper investigations by engaging them in research based on

the Research Cycle (McKenzie). Use online research modules created by teacher/librarians that guide students through investigations using the resources of the World Wide Web, purchased online services such as ProQuest and Electric Library, and productivity software such as Word, Powerpoint, and Excel. Challenge students with an intriguing question which prods them, working in collaborative groups, to seek information, display it, process it, and produce a presentation of their solution. Teacher teams write the research modules to support the district-adopted curriculum.

COMMUNICATION: Use electronic mail systems to communicate within the building and throughout

the district. Use network access to link up with other educators on specific topics through

online discussion groups and professional listserves.


Increase communication with parents by phone and email exchanges, and by posting information on classroom and school websites.

Collaborate with distant learning partners via online global projects and distance learning opportunities.

INFORMATION: Access current information to supplement teaching resources with electronic

sources and online services. Access professional journals and information online.

PRODUCTIVITY: Increase teaching time by using management programs to streamline grades,

attendance, lunch count, etc. Use report card programs, databases, and spreadsheets to manage student

data. Prepare high quality teaching materials at the desktop.

STAFF NEEDS ASSESSMENTSince the outset of the technology implementation in Bellingham, staff have completed the Technology Skills Self-Assessment annually. Each school has graphed the results and used the information to plan for staff development opportunities.

Additionally, staff teams administer, observe, and score the student performance assessments at one grade level in elementary, middle, and high school. As staff members note the skills in which students need assistance, they work with their peers to enable changes in student learning experiences.

Staff members have participated in an online assessment called the TAGLIT (Taking a Good Look at Instructional Technology). Results from this and PILOT online assessments will be combined with the annual Self-Assessment data andused to create professional development strategies for the next three years.

BUILDING A CULTURE OF CONTINUOUS STAFF LEARNING

School-based Support StrategiesSchool Technology Teams School Technology Teams work throughout the year to coordinate activities and

staff development in their schools. Schools have written school technology plans and update them as needed. They use yearly assessments to plan for the next school year.

Library Media Specialists-Technology Coordination Role School library media specialists serve as technology coordinators at each

school. They receive ongoing training and are a critical component of network and instructional support to schools.


Library Media Specialists create school websites, with the assistance of staff, students, and parent contributors. Websites guide student learning, publish student work, and structure the effective use of the internet.

Peer Experts Tech Committees identify in-school “experts” or “lead learners” who assist

colleagues with new programs or ongoing learning. Library Media Specialists and Technology Committees in each school offer

building-level support and inservice, including the “5-minute inservice” or “just-in-time learning.”

Several teachers have received grants through the district, the state or the Gates Foundation to create multiple computer classrooms and tie student learning to the state essential academic learning requirements. These teachers are front runners in designing in-classroom learning activities who then share their learning with their colleagues in school and across the district.

Study Teams As part of a district-wide initiative to increase literacy and improve student

learning, teachers are creating coaching teams to study student learning and their own teaching.

District-wide Support StrategiesNetwork Services Support

The Network Services Department supports staff learners with phone and email help lines.

The Application Support Specialist answers specific questions and designs and offers workshops on applications such as desktop management, using email, and using Microsoft Office applications.

Library/Media/Technology Support The Library/Media & Technology staff coordinate courses and workshops.

Courses are offered in a variety of formats and times, including during and outside of the school day and the school year.

Staff coordinate inservice and learning activities conducted via K-20 Videoconferencing.

The department maintains a professional library of books, videos, and resources to support staff learning.

Invention OpportunitiesCurriculum Committees Serve on curriculum committees to write curriculum, select materials, and look

for ways to integrate technologies into curriculum areas.

Create Resources Join writing teams to create online lessons, curriculum pages online, and

modules for lessons supporting the Technology Learning Standards.


Learning and Presenting Teachers regularly attend and present at conferences such as the annual

conferences of NCCE, WLMA, ASCD, and other professional associations.

Clear Expectations Tied to Professional PracticeAs part of the National Technology Standards published by ISTE, educational technology foundational skills have been established for preservice and inservice teachers (see Appendix D). The standards fall in six areas:Technology operations and conceptsPlanning and designing learning environments and experiencesTeaching, learning, and curriculumAssessment and evaluationProductivity and professional practiceSocial, ethical, legal, and human issues

It will be an ongoing effort to include the NETS teacher standards in ongoing district initiatives aimed at improving teaching and ongoing professional development.

Support Resources Teacher teams design online professional development modules such as

“Information Literacy and the Net,” designed to guide teachers through a set of explorations and understandings of Internet use in the classroom.

The district website is a rich resource for student and staff learners. Students and staff are both consumers and creators of curriculum resources online.

FUNDING FOR PROFESSIONAL DEVELOPMENTFunding for staff development has been understood by the Bellingham School district to be critical to the successful implementation of technology throughout the District. To date the District has primarily funded staff development through District Operating Funds and the state-funded Student Learning Improvement Grant Program. District Operating Funds were used primarily for dedicated Technology Coaches and Technology Trainers and substitutes provided for release time for teacher/trainers. Most of the training has been offered during District provided inservice time such as Building-Based Inservice days or early release time.

Ongoing district curriculum funds are used for staff development, both to cover substitute expenses and to pay teacher trainers. Library Media Specialists are the designated technology leaders in each school. To support their training and leadership, the District added funds to increase the hours of instructional assistants in each school library media center. Federal Title V and Title II, Part D, funds have been used to fund curriculum development, training of trainers, technology assessments, and design of staff development courses. Most of the Bellingham School District principals and the Superintendent have participated in the Smart Tools Academies. Fifty teachers are recipients of the Gates Teacher Leadership grants, with accompanying training. Dollars from the district grant from the Gates


Foundation are funding ongoing staff development in each school, as well as providing funds for equipment and training of teachers in each of the five schools which did not have a teacher in the Teacher Leadership Program.


3. SCHOOL LEVEL TECHNOLOGY & LEARNING IMPLEMENTATION PLANS

School teams prepared three-year plans, based on learning goals identified in their Strategic Plans. The three-year Technology and Learning Implementation Plans are included in Appendix A.


4. DISTRICT LEVEL TECHNOLOGY & LEARNING IMPLEMENTATION PLAN

The district instructional learning goals are:1. Increase the number of students K-12 who use technology to communicate

effectively in a variety of modes, as demonstrated in classroom, school, district and state assessments.

2. Increase the number of students K-12 who use technology for thinking, learning and producing quality projects in a variety of modes, as demonstrated in classroom, school, district and state assessments.

3. Increase the number of students K-12 who use technology for research, problem-solving, and decision-making in a variety of modes, as demonstrated in classroom, school, district and state assessments.

The Network and Telecommunications Plan describes: 1. District Technology Standards with a review and update strategy 2. Desired Services (voice, data, video) as they support learning goals 3. Desired Technologies

4. Level of Connectivity (transmission components-speed, number of connections, bandwidth, etc.) 5. Maintenance, Upgrade and Support Strategy including technical support

needs


Bellingham Public Schools Technology and Learning Implementation Plan 2004-07Instructional Learning Goal 1: Increase the number of students K-12 who use technology to communicate effectively in a variety of modes, as demonstrated in classroom, school, district and state assessments.

School Year Activity District Person(s) Responsible

Hardware (HW), Software (SW), & Tech Support (TS) Needs

Professional Development (PD) Needs

District Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies and/or Tools

What actions will occur? What steps will staff take to achieve this goal? These should be based on the building-level goals for your district and any overall district goals.

Who will provide leadership? Who will do the work to make sure that this activity occurs?

What HW, SW and TS is needed to reach this goal? Include quantities and distribution.

Identify the type of PD that district staff need to receive during the year in order to support the goal.

What is the cost of the additional HW, SW, TS and PD needed to reach this goal at the district level? Identify all revenue sources that will be used.

How will you evaluate the implementation of this strategy? What tool(s) will you use?

**Starred activities will occur in succeeding years of the plan.Enable students at every grade level to meet the performance indicators for Technology Standard 3, using technology to communicate effectively and creatively. Implement and monitor the consistent practice of providing multiple writing experiences, using technology to support the full writing process.

--Principal--Teachers--Librarians--District staff and technology planning team

--HW in place.--Develop software suite at each level to supplement MS Office/Publisher--Sponsor pilots for Inspiration, Kidspiration, Clicker 4, word prediction software like CoWriter, and tools for primary students.

Develop courses that model effective uses of computers throughout the writing process. Incorporate into Course Catalogue and on-demand offerings.

Computers and printers replaced as part of 5-year refresh cycle--District funds.

Software pilots. $5000 Title II Part D.

--Teacher and student technology self-assessments --Evaluate baseline data from Spring 04 for computer use and access.--Design software pilot evaluations, implement and evaluate.

Implement and monitor the consistent practice of increasing communications about student achievement among students, parents and staff.Develop consistent use of Zangle tools, Parent Connect, electronic progress reporting, web publishing, email/phone exchanges, and use of information from data warehouse.

--Principal--Teachers--Central Administrative Team

--Increase use of Zangletools/Parent Connect--Pilot the use of assessment tools such as egrader and others.--Pilot the use of handhelds or tablets for student assessment--Investigate use of Web CMS to support web publishing for teachers.

Teachers will use Assess2Learn to build understandings of ongoing student progress.

Assess2Learn part of district-wide pilot

--Principal Observation--Zangle User Data--Teacher Survey--Parent Survey--System developed and in use.

Year 1:2004-2005

Develop systems for multi-year student portfolios, managed by students, in order to set, monitor, and report on personal learning goals. Enable students to develop reflective logs and spreadsheets to graph and record progress (fluency, books read, writing scores).

Support from Network Services, Curriculum & Assessment, Library Media Technology

--Develop system for storing student work over a multi-year period. Use existing tools. Investigate free tools. Pilot with small groups.

Teachers will work together in large group, small group, and coaching groups to assess student work and analyze progress and needs.

Investigate and report on CMS web publishing ideas/services

Evaluation of pilot projects.


District will write specific goals and strategies to ensure that technology is accessible to all students, including those with disabilities. Areas include hardware, software, websites and multimedia.Evaluate current accessibility and develop a plan for improvement.

--Community advisor--Directors: Library Media Technology, Special Education, Federal Programs, Curriculum

To be determined --To be determined asevaluation is done--Librarians and Library Media Technology staff will learn to make websites accessible

Title V: Accessibility analysis, learning, and work on school and district websites

Evaluations as recommended by community advisor and recognized accessibility experts and resources.

Enable students at every grade level to meet the performance indicators for Technology Standard 3, using technology to communicate effectively and creatively.Implement and monitor the consistent practice of providing multiple writing experiences, using technology to support the full writing process.

--Principal--Teachers--Librarians--District staff and technology planning team

--Analyze HW appropriateness and placement. Increase use of terminal services. Longer life for computers gaining more access for students.--Analyze use of portable keyboards.

--Ongoing work to establish model practices enhancing writing with computer technologies through whole writing process.--Write inserts for Literacy Guides. Include as part of professional development.--Pilot District Writing Assessment with computers (6th and 9th grades). Action research project.

--Computers and printers replaced as part of 5-year refresh cycle--District funds.--Software pilots. $5000 Title II Part D. --Writing, editing equipment pilots. $5000-Title II Part D

--Teacher and student technology self-assessments --Evaluate baseline data from Spring 04 for computer use and access.--Evaluate for future decision-making--Evaluate scores and scoring.

Emphasize use of telecommunications to collaborate, publish, and interact with peers, experts, and other audiences

Facilitate use of IP Videoconferencing, groupware, blogs, shared resources.

--Participate in group projects and exchanges

Cameras and infrastructure to support IP videoconferencing. District funds.

**Implement and monitor the consistent practice of increasing communications about student achievement among students, parents and staff.Develop consistent use of Zangle tools, Parent Connect, electronic progress reporting, web publishing, email/phone exchanges, and use of information from data warehouse.

--Principal--Teachers--Central Administrative Team

--Increase use of Zangletools/Parent Connect, --Pilot the use of assessment tools such as egrader and others.--Pilot the use of handhelds or tablets for student assessment

Teachers will work together in large group, small group, and coaching groups to assess student work and analyze progress and needs.

--Principal Observation--Zangle User Data--Teacher Survey--Parent Survey

Support systems for multi-year student portfolios, managed by students, in order to set, monitor, and report on personal learning goals.

Support from Network Services, Curriculum & Assessment, Library Media Technology

Maintain and improve system for storing student work over a multi-year period.

To be determined through pilot process

--System developed and in use.--Evaluation of pilot projects.

Year 2:2005-2006

District will write specific goals and strategies to ensure that technology is accessible to all students, including those with disabilities. Areas include hardware, software, websites and multimedia.Implement plan for improvement.


To be determined --To be determined as evaluation is done--Librarians and Library Media Technology staff will work with teachers to improve classroom websites--Professional development as needed



Enable students at every grade level to meet the performance indicators for Technology Standard 3, using technology to communicate effectively and creatively.Implement and monitor the consistent practice of providing multiple writing experiences, using technology to support the full writing process.

--Principal--Teachers--Librarians

Analyze HW appropriateness and placement

Ongoing work to establish model practices enhancing writing with computer technologies through whole writing process.

Computers and printers replaced as part of 5-year refresh cycle--District funds.

Teacher and student technology self-assessments

Emphasize presenting ideas in a variety of forms and communicating clearly and effectively in presentations.

District staff and technology planning team

Develop common rubrics to assess presentations in multiple formats.

Software/hardware pilots. $5000 Title II Part D.

Evaluate for future decision-making

Year 3:2006-2007

District will write specific goals and strategies to ensure that technology is accessible to all students, including those with disabilities. Areas include hardware, software, websites and multimedia.Implement plan for improvement.


To be determined --To be determined as evaluation is done--Librarians and Library Media Technology staff will work with teachers to improve classroom websites--Professional development as needed


Evaluations as recommended by community advisor and recognized accessibility experts and resources.

Identify the type(s) of instructional and technical support that will be provided to help meet this learning goal.

--District staff will build shared resources for teachers on shared drives and webs--District level team will write guides, models, and rubrics for effective and creative communications at grade levels to include in curriculum materials.

--District staff will support web publishing through use of a CMS or software solution, including professional development for teachers.--District level group will establish a common software suite for each grade level, after a pilot process to select tools for writing, editing, publishing, and presenting.--District level team will establish an equipment standard for schools and classrooms in addition to the current standards for computers and printers.--The district will incorporate standards for accessibility for all members of the learning community into policy, procedures, procurement, websites, and practice.

--Writing teams/LMT staff/Network Services staff-District funds. Title V.

--Budget to be determined. District funds/Title II Part D --Software analysis-decision making. $500-Title V

--Resources in place--Measure of use by teachers--Materials part of curriculum guides and professional development

--Software suite in place and regularly reviewed.

--Accessibility evaluations--Procedures written and followed


Instructional Learning Goal 2: Increase the number of students K-12 who use technology for thinking, learning and producing quality products in a variety of modes, as demonstrated in classroom, school, district and state assessments.


Hardware (HW), Software (SW), & Tech Support (TS) Needs






Who will provide leadership? Who willdo the work to make sure that this activity occurs?



What is the cost of the additional HW, SW, TS and PD needed to reach this goal at the district level?


**Starred activities will occur in succeeding years of the plan.Enable students at every grade level to meet the performance indicators for Technology Standard 4, using technology for thinking, learning and producing.Teachers will enhance content-area learning with technology-infused lessons

--Teachers--Principals--District directors--School Tech Teams

--Build consistent suites of online instructional resources by grade level or subject area. (Start with resources like EDClass K-12, TERC InvestigationsK-5, Graph Club K-5)

Teacher teams will investigate best practices and resources for using technology in social studies, science, math, and language arts/literacy.

--Pilot projects: Title II Part D--District-wide adoptions: District funds

--Levels of Use Surveys--Observations--Lesson Plans

Pilot distance learning opportunities for high school students

HS teachers, counselors, librarians, principals

Appropriate technology in place and supported

Training and support for supervising teachers

Pilot participation in Digital Learning Commons

--Evaluate implementation data--Student Completion Rates

**Staff will identify technology skills and resources needed in each new district curriculum adoption

--Curriculum Writing Teams--Directors: Curriculum, Library Media Technology

Example: secondary math build-up of calculators and view screens.

Teacher team will write online research module to support economics strand of 9th grade world geography course

--New curriculum process: district budget committee--Title V: writing teams

Evaluations built into new curriculum guides

Year 1:2004-2005

**District will incorporate the ISTE (NETS Technology Standards) for Teachers in district expectations for effective teaching and learning.Recommend strategies for ongoing professional growth in this area.

--Central Administrative Team with Directors--Association/District Work Teams

--None anticipated above current levels--Analyze teacher resources and use

--Follow up yearly self-assessment with yearly goals and supported learning opportunities, including workshops, online tutorials, online coursework, and guided practice with peers--Enable school coaches, learning facilitators, and science teacher leaders to develop expected skills with technology for learning and teaching

--District funds for district-sponsored teams

--Title II Part D and Title V: online professional development with PDPoint

Analysis of district initiatives and documents

Analysis of annual self-assessments

Observation


Enable students at every grade level to meet the performance indicators for Technology Standard 4, using technology for thinking, learning and producing.Teachers will enhance content-area learning with technology-infused lessons

--Teachers--Principals--District directors--School Technology Teams

Evaluate and maintain consistent suites of online instructional resources by grade level or subject area.




If positive evaluation of pilot, offer distance learning opportunities for high school students

H.S. teachers, counselors, librarians, principals

Appropriate technology in place and supported

Training and support for supervising teachers

Identify ongoing source of funds for distance learning

--Evaluate implementation data--Student Completion Rates

Year 2:2005-2006

**Teachers will enable students to use a variety of tools to produce quality products.

--Teachers--Principals--Librarians--District Directors--Network Services

--Increase student access to multimedia production stations.--Increase number of scanners, digital still cameras, digital video cameras per school

Increase teacher skills in use of variety of production tools and media and in evaluating products and presentations

--School funds--District funds

--Evaluate access and use--Rubrics for student products

Year 3:2006-2007

Enable students at every grade level to meet the performance indicators for Technology Standard 4, using technology for thinking, learning and producing.Teachers will enhance content-area learning with technology-infused lessons.Increase the use of modeling, simulations, and inquiry.

--Teachers--Principals--District directors--School Technology Teams

--Evaluate and maintain consistent suites of online instructional resources by grade level or subject area.--Increased use of modeling, simulations, web investigations.





--The district will facilitate the development of consistent suites of software, instructional and reference resources available to students by grade level and by subject area (in secondary schools).--The district will sponsor pilot projects that test software or hardware solutions for specific curricular needs.--The district will facilitate the integration of student technology standards into curriculum initiatives, and work the teacher technology standards into key documents and practices for professional development, mentoring, and effective teaching.

--District and school funds

--District funds.

--Title V: writing/analysis and teaching

--Annual analysis of usage and effectiveness

--Evaluate pilot projects. Decision about scalability--Self-assessments--Observation--Levels of Use surveys


Instructional Learning Goal 3: Increase the number of students K-12 who use technology for research, problem-solving, and decision-making in a variety of modes, as demonstrated in classroom, school, district and state assessments.


Hardware (HW), Software (SW), & Tech Support

(TS) Needs









What is the cost of the additional HW, SW, TS and PD needed to reach this goal at the district level?


**Starred activities will occur in succeeding years of the plan.Enable students at every grade level to meet the performance indicators for Technology Standard 5, using technology for research, problem-solving, and decision-making.**Implement and monitor consistent practice of requiring students annually to complete two research projects, using the full Research Cycle, keyboarding, writing process, making meaning with data, proper citations, and presentation.

--Library Media Technology Director--Curriculum Director--Librarian’s Group--Project Writing Teams

--Most HW, SW, TS in place--Ensure that each school has at least 1 video projector for presentations.--Writing teams will continue to produce online research modules http://www.bham.wednet.edu/studentgal/Onlineresearch/newonline/online.htm

--$21,000-Tech Replacement Levy --Teacher/Librarian Project Writing Teams- Title V--Staff trainers-Title V

Elementary: Grade 3-5 teachers will enablestudents to complete at least one age-appropriate, full class, full-cycle research project, using online modules.

--Teachers --Librarian --Principal

Most HW, SW, TS in place Staff will participate as learners in BSD online projects, with focus on developing common understandings about meaningful research and the learning elements in the Research Cycle

Grade Level Meetings-Gates Grant

District Courses-Title V

--Teacher Survey--Observations--Project-specific rubrics in each project--Annual 5th grade Technology Performance Assessment

Year 1:2004-2005

Middle School:Grade 6-8 teachers will enable students to complete at least one full class, full-cycle research project, using online social studies modules.

--Teachers--Librarian--Principal

Most HW, SW, TS in place Staff will participate as learners in BSD online projects, with focus on developing common understandings about meaningful research and the learning elements in the Research Cycle

--Grade Level Meetings-Gates Grant--District Courses-Title V



High School:Grade 9 geography teachers will enable students to complete at least one full class, full-cycle research project, using online modules.

--Teachers--Librarian --Principal

Most HW, SW, TS in place Geography teachers will participate as learners in research project, continuing on to learn to use the online economic module and suggest improvements.

Grade Level Meetings-Gates Grant


Teams will determine teaching points in the curriculum to support students in completing their Culminating Projects.

--Teachers--Principals--Supervisor

To be determined. District Courses-Title V

**Create instructional resources and guides to support implementation of student learning standardsCreate online lesson bank keyed to stages of research cycle and grade level

--District initiated teams--Directors of Library Media Technology, Curriculum--Librarian/teacher writing teams

None extra needed. Librarian/TLP host workshops/tutorials for colleagues

Title V: Writing Teams

Technology Performance Assessment

Rubrics included in lessons

Enable students at every grade level to meet the performance indicators for Technology Standard 5, using technology for research, problem-solving, and decision-making.Elementary: Grade 3-5 teachers will enable students to complete at least two age-appropriate full-cycle research projects, using online modules and common rubric.

--Teachers--Librarian --Principal

Most HW, SW, TS in placeEnsure that each school has at least 2 video projectors for presentations.

--District teacher team will create common rubric. Librarian and teacher team will assist intermediate teachers to use it.--Intermediate teachers will debrief projects and suggest improvements.

--Grade Level Meetings-Gates Grant--$13,000-Tech Replacement Levy --District Courses-Title V


Middle School:Grade 6-8 teachers will enable students to complete at least two full-cycle research projects, using online modules in social studies or science, and a common rubric.



--District teacher team will create common rubric. Librarian and teacher team will assist intermediate teachers to use it.--Teachers will debrief projects and suggest improvements.

--Grade Level Meetings-Gates Grant--$4,000-Tech Replacement Levy

--District Courses-Title V


Year 2:2005-2006

High School:Teachers will provide increased opportunities for students to build needed research, presentation and technical skills.



Staff will map current research requirements and determine how students can complete two research projects a year.

$4,000-Tech Replacement Levy


Year 3:2006-2007

Enable students at every grade level to meet the performance indicators for Technology Standard 5, using technology for research, problem-solving, and decision-making.


Elementary: Grade 3-5 teachers will enable students to complete at least two age-appropriate full-cycle research project, using online modules and to complete one age-appropriate, full-cycle individual research project using student-generated questions.



--District team of teacher writers will create module for student-generated questioning with steps of research cycle, including rubrics.--Teacher teams will evaluate student work and improve modules.



Elementary:Grade K-2 teachers will develop and teach a sequence of skills and activities for primary grades, embedded in grade level content, that will lead to use of the full research cycle in 3rd grade.


Most HW, SW, TS in place District team of teacher writers will create sequence of skills and lessons. Pilot. Create online lesson bank.

Grade Level Meetings-Gates Grant--$4,000-Tech Replacement Levy District Courses-Title V

--Teacher Survey--Observations--Project-specific rubrics in each project

Middle School:Grade 6-8 teachers will enable students to complete at least two age-appropriate full-cycle research projects, using online modules, and to complete one age-appropriate, full-cycle individual research project using student-generated questions.


Most HW, SW, TS in place District team of teacher writers will create module for student-generated questioning with steps of research cycle, including rubrics.

Teacher teams will evaluate student work and improve modules.



High School:Teachers will provide increased opportunities for students to build needed research, presentation and technical skills, and require two research projects a year.


Most HW, SW, TS in place Staff will map current research requirements and determine how students can complete two research projects a year.



--The district will integrate the use of computer technologies and research skills into district curriculum guides. --This district will support the creation of online research modules to support social studies and science curricula, with Title V funds for writing teams. These will be posted on the district website. Librarians will assist teachers in providing research experiences for student learners. Principals will look for student research skills in classroom observations.--The district will lead the creation of online lessons keyed to parts of the Research Cycle and to specific grade levels

--Title V: Writing Teams--District staff: web editing and web posting--Inservice: working with online projects

Level of Use Survey

Principal Observations


2004-2007 BELLINGHAM PUBLIC SCHOOLS NETWORK AND TELECOMMUNICATIONS PLAN (PARTS 1-5)

1. Technology Assessment: The district annually completes the online technology assessment for OSPI and documents its compliance with the Children’s Internet Protection Act (CIPA). The district identifies district technology standards, and provides a continuous process for review and updating of those standards.

District Inventory CIPA Compliance District Technology Standards Review and Update Strategy

Completed online inventory www.k12.wa.us/edtech/

Submitted Form 479 at www.k12.wa.us/edtech/

Minimum standards for hardware and software use in the district, and plan for updating standards in subsequent years.

Process for reviewing and updating district technology standards.

The district has completed the current online technology inventory and will continue to do so annually.

__Y__ Yes

The district has completed the current Form 479 and will continue to do so annually.

__Y__ Yes

The district maintains a primarily Intel-based technology infrastructure comprising some 4200 desktop workstations, 40+ servers, and a gigabit Ethernet based LAN/WAN architecture deployed over district-owned or leased fiber optic cable. The standard for desktop bandwidth is 100 MBps.

The minimum standard workstation has a Pentium/Celeron class 400 MHz CPU and 64 MB RAM, 6MB hard drive, diskette drive, CD ROM drive, 100 MBps Ethernet NIC, 15” SVGA color monitor, and is capable of multimedia playback.

The current basic student desktop workstation is equipped with a Pentium 4 3.0 GHz CPU, 256 MB RAM, 40 GB hard drive, diskette drive, CD-RW drive, 10/100/1000 MBps NIC, 15” SVGA color monitor, integrated Sound Blaster compatible audio, and Integrated Intel® Extreme Graphics 2 video.

Intel based notebook computers are provided where their use is more suited to individual classroom or workspace needs. Microsoft Widows 98 is the earliest version operating system still in use; migration to Microsoft Windows XP Professional is being implemented through normal replacement processes.

Some Macintosh systems are used in special applications where departure from the district standard has been adequately justified.

Microsoft Windows 2003 Server is the back-end infrastructure operating system.

Microsoft SQL Server is the database system for enterprise applications such as the Student Information System and Data Warehousing.

Network Associates MacAfee anti-virus suite provides protection for stored files, e-mail and Internet web site access.

WRQ Reflections is the terminal emulation software used to access Alpha-based mission critical business systems.

A MailFrontier anti-SPAM appliance with update services intercepts junk mail entering the e-mail system and prevents delivery to the staff or student e-mail account.

An iPrism appliance with update services from St. Bernard software provides content filtering for staff and student access to the Internet.

Hardware minimum standards are reviewed for adequacy at each major change in software version for operating systems and the standard desktop suite. Systems which can be upgraded to keep pace with the demands of software upgrades are evaluated to determine the cost effectiveness of hardware enhancements to older systems.

Software upgrades to operating systems and core applications are evaluated for impact and value of new features and enhancements. Decisions to upgrade are influenced by hardware capability, compatibility issues, and the operational impact of the new versions.

Software assurance or maintenance is provided on core and critical applications to ensure that software is kept current and is relevant to the teaching and learning experience.

The district has in place a rotational system for the replacement of desktop workstations and servers on a 4 to 5 year cycle. Older systems which are unable to serve as full function workstations are continued in service as terminal clients. The replacement stream is covered by a special technology levy that will begin generating funds in January 2005.

The district is considering enrollment in the Microsoft School Agreement program in 2005 as a means to ensure that desktop operating systems and standard applications continue to stay current over the next 4 to 5 years.


The standard software suite for workstations includesMicrosoft Office Professional w/Microsoft PublisherUtility software (Acrobat Reader, Quick Time, Windows Media Player, etc.)

Zangle by C-Innovations is the district Student Information System which includes a Parent Connect feature to allow web access to student information by parents.

Curriculum related software is provided based on technical review by site-based technology committees and as integrated into specific curriculum through a formal adoption process.

2. Desired Services: Bellingham School District provides a description of the services most desired (e.g., voice, data, and video capabilities) and that support the building and district learning goals.

Voice, Data, Video and Other Capabilities Professional Development Needs

Purchase / Budget /Potential Funding

Source(s)

Review andUpdate Strategy

Level of new or increased services district would like to put in place, in the areas of voice, data, video, or other services needed.

Types of PD that district staff will need to receive in order to provide these services or support them.

Estimated cost of the services and professional development needed to support implementation. Identify all revenue sources that will be used.

Review process for the effectiveness of services for your district.

1. Voice:The district’s voice communications systems are rapidly becoming unsupportable by technical staff as well as contract maintenance vendors. In order to maintain the district standard for telephone communications to each classroom and voice mail for each staff member, several of the systems will need replacement over the next two years.

Staff training for use and support of new systems

$220,000 per year in 2005 and 2006 – Technology levy and general funds.

Survey staff to determine adequacy of new system implementations and effectiveness of user training.

2. Data:Finish the implementation of the district’s fiber optic network to ensure adequate bandwidth support for all intra-district voice, data and video services for the foreseeable future. Move to an applications service provider model to deliver desktop applications using Microsoft terminal services where possible and consistent with classroom and workplace technology needs. Request additional K-20 bandwidth as use of the Internet broadens with enhanced internal connectivity.

Staff training to ensure a smooth transition to the client/server model of application delivery.

$650,000 in capital projects funds in 2004-2005 school years. $15,000 per year for operations and maintenancepost-implementation –Technology levy.

--Monitor usage.--Expand Gigabit Ethernet connectivity as necessary to pride quality of service in the client/server environment.

3. VideoExpand the use of streaming video as a resource to enhance the classroom learning experience. Maximize the use of the available bandwidth to support IP-based H.32x video conferencing.

User training in effective integration of streaming video as a classroom resource.

12,000 –15,000 per year for support of video systems and equipment – General fund.

Conduct staff and student surveys to assess the effectiveness of this technology as a means to communicate, share information, work collaboratively, and enrich the learning experience.

How will these desired services help you reach thegoals established in Section 3 and/or support standard school operations (telephone, administrative software, video conferencing, etc.)?

The district will be replacing voice communication systems that are becoming obsolete. Voice communications are a key element in staff productivity and communications with parents and community.

The implementation of a fiber optic network will facilitate many of the curriculum and productivity initiatives in the district.

Expansion of video streaming capacity and IP-based H.32x video conferencing will enable students and teachers to use and participate in a range of online opportunities in their schools and classrooms.


3. Desired Technologies: Bellingham School District provides a description of those technologies needed to provide or support the new or increased services identified in Part 2, Desired Services, and/or to meet the learning goals identified at the building or district level as outlined in the plan.

Hardware Software Other Professional Development Needs

Purchase / Budget /Potential Funding

Source(s)


Indicate the types and quantity of hardware and peripherals needed to support the new or increased services.

Indicate the software applications needed to support the new or increased services.

Include additional technologies that may not fit in either category to the left.

Identify the type of PD that your staff will need in order to support these technologies.

Estimate the cost of the technology and professional development needed to support implementation. Identify all revenue sources that will be used.

Describe how you will review the effectiveness of selected technologies for your district.

10 – 15 terminal servers to support increased student access to applications and data using minimally equipped clients.

Microsoft Windows 2003 terminal services and client access licenses.

Embedded staff and student training in client/server computing.

$30,000 – $45,000 over 4 years – Technology levy.

Monitor usage and add servers to balance load as necessary.

10 IP Office systems sized for elementary schools and 6 IP Office systems sized for secondary schools.

Embedded voice mail and voice compression modules.

New equipment training as systems are phased in.

$440,000 - $450,000 over 2 years – Technology levy.

Monitor usage and user satisfaction.

Gigabit Ethernet switches capable of meeting quality of service requirements for voice and video transmission over data communications circuits and protocols.

New equipment training for technical staff.

$20,000 per year over 4 years – Technology levy.

Monitor usage and make adjustments to infrastructure as needed.

Wave division multiplexing as a means to increase bandwidth by trunking over fiber optic cable without increasing strand counts.

New equipment training for technical staff.

$5,000 per year over 4 years – Technology levy.

Monitor usage and make adjustments to infrastructure as needed

How will these desired technologies help you reach the goals established in Section 3 and/or support school operations?

The increased use of terminal services will allow for increased student access to current applications, and will enable the extended use of older computers.

Monitor usage and make adjustments to infrastructure as needed

4. Level of Connectivity: Bellingham School District describes transmission components (e.g., speed, number of connections, bandwidth, etc.).

Connectivity Needs Purchase / Budget /Potential Funding

Source(s)


Describe the level of connectivity needed to support the new or increased services and technologies (include both LANs and WANs).

Estimate the cost of future connectivity needs to support implementation. Identify all revenue sources that will be used.

Describe how you will review the effectiveness and impact of selected levels of connectivity for your district.

1. WANThe district currently has 3 T-1s to the Internet for data and one ISDN-PRI circuit for video conferencing through K-20. Add one additional T-1 to meet increased bandwidth demands resulting from the MAN fiber optic infrastructure build out.

$4,000 per year – General funds. Review usage via K-20 utilities for monitoring bandwidth utilization


2. MANThe district is implementing a fiber optic network to connect all buildings to the central district office. This upgrade is scheduled for completion by the beginning of school year 2005 and will provide a minimum of 6 strands of single mode fiber to each building. Gigabit Ethernet will be the backbone speed and protocol used for data transmission. One pair of fiber strands will provide for T-1 signaling to each building for connection of the local PBX to the Definity system at the district office.

3. LANAll buildings have network wiring to the desktop certified at 100 MBps (Category 5). New construction (1998 and beyond) requires Avaya Systimax structured cabling solutions as the standard. Each building is being upgraded to accept Gigabit connection to the MAN and is having multimode fiber installed to ensure Gigabit connectivity on the building backbone where distances between wiring closets exceed the maximums for Gigabit copper. Wireless connections will be used in locations where existing wiring does not support additional connections or flexibility is mandated to accommodate changing needs within the classroom.$4,000 per year – General funds.

$650,000 over 2004 and 2005 for installation – Capital Projects; $15,000 per year thereafter for maintenance – Technology levy.

$25,000 per year over 4 years to maintain network equipment and replace obsolete equipment.Review usage via K-20 utilities for monitoring bandwidth utilization

Monitor usage. Employ packet shaping software to prioritize traffic. Be prepared to initiate trunking using spare strandage or wave division multiplexing as needs arise.

Monitor usage. Review technology utilization within buildings to ensure that the network flexes as needed to keep pace with changing needs in the classroom and workspace.

How will implementing your desired level of connectivity help you reach the goals established in Section 3 and/or support school operations?

Increased connectivity will enable schools to productively participate in web-based activities, to use online resources more effectively, and to participate in distance learning opportunities. The greater bandwidth will facilitate IP video conferencing to libraries and classrooms, and will speed the delivery and use of streaming media for instruction and for production.

5. Maintenance, Upgrade and Support Strategy: Bellingham School District describes plans for maintenance and upgrade/reassignment/replacement for technology, telecommunication services and systems, in support of district standards and including technical support needs.

Description of Maintenance/Upgrade Strategy Purchase / Budget /Potential Funding Source(s)


Describe the way your district plans to maintain both new and existing technologies, as well as the long-term plan for upgrading, reassigning or replacing equipment.

Estimate the cost of maintenance and upgrades identified. Identify all revenue sources that will be used.

Describe how you will review the effectiveness of your maintenance and upgrade strategy for your district

The district is currently certified as a maintenance provider for desktop computers, notebooks and servers procured from its contract vendor.

All computer systems are purchased with a 3-year on-site warranty. Computers are scheduled for replacement on a 4 to 5 year cycle. This minimizes the exposure to non-warranty repairs to an interval between 18 to 24 months until replacement. On average, the district plans to replace 800 computer and 10 servers per year.

$500 per year program fee – General funds.

$700,000 per year for 4 years – Technology levy.

$515,000 over 4 years – Technology levy and General funds.This program pays for itself and will continue in force through future contracts as a mandatory requirement.

Computers that are out of warranty are evaluated for cost effectiveness of repair in each instance. Orders are placed in quantities of 200 or more throughout the year to ensure that the latest technology is included based on features and enhancements available at the time the order is placed.


The district plans to replace 250 inkjet and 60 laser printers each year.

Maintenance and upgrade of operating systems and mission critical software applications.

Network Infrastructure (switches, transceivers, FO modems, telephones, storage arrays, backup systems, UPS systems, cabling, etc.)

$98,550 per year for 4 years – Technology levy.

$574,000 per year for 4 years – Technology levy and General funds.

$515,000 over 4 years – Technology levy and General funds.

Inkjet printers are essentially commodity items and once out of warranty are not repaired. Laser printers are generally repaired once, then surplussed if they fail a second time.

Use Microsoft School Agreement as a means to maintain currency and ensure compliance with licensing requirements for core Microsoft software products. Review other software maintenance agreements annually to ensure that upgrades are still required/desired. For software not covered by a maintenance contract, review needs each time a version is issued and upgrade where recommended by building technology committees.

Review repair history annually and adjust fund allocations accordingly.

How will your maintenance and upgrade plan help you reach the goals established in Section 3 and/or support school operations?

The district equipment standards per school call for a 4:1+1 ratio of students to computers at levels K-8, and a 3:1+1 ratio at the high schools. The +1 computer is allocated per teacher/teaching space. The +1 computers are used for instruction, and many are used by teachers and students. The printer formula includes a deskjet printer for every +1 computer, a deskjet for every student-use computer, unless there are five or more in a classroom or lab. When there are five or more computers, a variety of laser printers are provided depending on size and scope of printing needs. Schools decide on placement of computers, and review their placement decisions annually. At the 3rd-8thth grade levels, the presumption is that classroom placement is most productive. Schools make decisions about placement based on replacement cycle and processing needs per use.Regular assessment of equipment and curriculum needs allows schools to make effective decisions about placement.


5. REVIEW & UPDATE

Bellingham Schools will conduct an annual review and update of the District Technology and Learning Implementation Plan. The following chart details the process for this. Schools will do the same in the context of the annual review and update of school strategic plans. The following research undergirds the review process.

“We believe that there is a link between technology and student performance as measured by traditional assessments: but this link is not direct. In other words, technology alone is not responsible for increases in student achievement. Rather, improvement in learning result from a combination of factors, including the way the teacher teaches, ready access to technology, administrative support, and the classroom environment. More and more, we are realizing that another crucial factor is the linkage among technology use, the curriculum, standards, and assessments.

Educational research tells us that student achievement increases when learning activities are engaging and student-centered. Learning needs to be standards-based, relevant, attuned to the individual student’s style of learning, and holistic—that is, tied to a student’s prior knowledge, experience, and interests. Another way of saying all of this is to shorthand these descriptions and state that high-performing student learning is engaged and constructivist in nature and guided by strong and meaningful curriculum frameworks. Students who are able to work in environments that encourage this type of learning will achieve. While existing standardized tests do at best only an adequate job of measuring student achievement and knowledge, students who are engaged in supportive learning environments and reformed teaching practices will generally score higher than students who are not.

It all comes back to the same basic point, that technology is only a useful—and in this case, we can say, impactful—tool when used in the hands of a skilled teacher. The issue is pedagogy, not computer skills. Schools where teachers are employing student-focused instructional practices, where administrators support and expect such practices, where students are actively and excitedly involved in the process of learning—these will be high-performing schools. The role of evaluation is to provide a systematic way of examining the systems, structures, and practices that support good teaching with technology, and ultimately, the practices that promote effective learning.” Planning into Practice, by the SouthEast and Islands Regional Technology in Education Consortium


5. DISTRICT-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN REVIEW PROCESS

Process to Review and Update Your Plan: The Technology and Learning Plan is viewed as a guiding document, to be reviewed and updated as needed. The plan will be reviewed at least annually, to assess current progress and make adjustments as needed.

Plan Review and Update Activities/Objectives Person/TeamResponsible

Purchases / Budget /Potential Funding Source(s)

Provide a plan that outlines the district’s commitment to review and update the Technology and Learning Implementation Plan on a regular basis.

Identify the person(s) on staff who will be in charge of this activity by his/her/their role in the district.

Estimate any costs related to the review and update process that will be provided at the district level. Identify all revenue sources that will be used.

-- Review the technology plan; identify progress and evaluate changes needed;-- Use enGauge system as a tool to analyze and improve effective use of technology by teachers and students;-- Assess integration of technology within the curriculum using surveys and assessment tools designed within the

curriculum development process (including online tools from enGauge); -- Determine needs for inservicing of teachers in the technology areas and develop appropriate content; -- Review staff input from the in-services; and-- Use assessment tools (self-evaluation, performance assessments, project rubrics) to gather data on student use of

technology.

District Technology CommitteeCAT with Directors School-level administrators and librarians for on-site survey and evaluations

$2,000 – Title IID and General Fund Professional Development

-- Provide leadership for professional development;-- Manage the technology grants and budgets to reflect the needs of the students and staff K-12;-- Stay current with developments and innovations in the field (CARET, Metiri, enGauge, National Labs, from

nowon.org,);-- Maintain current inventories and adjust as outlined in the plan;-- Provide service and repair to maintain equipment and networks;-- Gather data for state and local reports.

Director Library Media Technology, Directors Group, Network Services Manager, technology support staff, librarians

-- Provide leadership, support and alignment for technology integration, curriculum development and assessment

The Superintendent, School Board, Central Administrative Team, Technology Lead Committee

None

How will implementing this review process help you reach your building and/or district goals?

Success is determined by:

-- Successful implementation of technology standards in K12 curricula.-- Improvement of student scores on Washington State Assessments given at the 4th, 7th and 10th grade and district

assessments.-- Meeting and completing the benchmarks as outlined.-- Meeting training goals, and positive evaluations of training from participants.


6. APPENDICES

APPENDIX A: SCHOOL TECHNOLOGY AND LEARNING IMPLEMENTATION PLANS

Item Why are we including it?

Alderwood Elementary School Form Required

Birchwood Elementary School Form Required

Carl Cozier Elementary School Form Required

Columbia Elementary School Form Required

Geneva Elementary School Form Required

Happy Valley Elementary School Form Required

Larrabee Elementary School Form Required

Lowell Elementary School Form Required

Northern Heights Elementary School Form Required

Parkview Elementary School Form Required

Roosevelt Elementary School Form Required

Silver Beach Elementary School Form Required

Sunnyland Elementary School Form Required

Fairhaven Middle School Form Required

Kulshan Middle School Form Required

Shuksan Middle School Form Required

Whatcom Middle School Form Required

Bellingham High School Form Required

Options High School Form Required

Sehome High School Form Required

Squalicum High School Form Required

District Technology Committee Members List of writers and planners

Information Technology Accessibility Standards

Guiding Standards for District

ISTE NETS Technology Standards (Students, Teachers, Administrators)

National Educational technology Standards


Teaching/Learning Cycle Essential Teaching Behaviors

Bellingham Public Schools 43 AlderwoodTechPlan30March04

Alderwood Elementary School Technology and Learning Implementation Plan – 2004-07

ALDERWOOD ELEMENTARY SCHOOL Bellingham Public SchoolsBellingham Grades: K-5

School Improvement Goal: All students will use technology to support inquiry and to develop in-depth learning strategies, as measured by the 5th grade technology performance assessment and by the technology self-assessment, given at 5th grade.

Technology and Learning Strategy: The library/media & staff will support literacy and the consistent practices as outlined in the writing policy statement and ensure that students are able to

use technology to support the writing process. The library/ media & staff will implement consistent practices for student use of technology to support student research, investigation, data manipulation,

and presentations.

Rationale (Research): Research suggests that when technology is integrated into the larger instructional framework, students will not only learn how to use the equipment and software, but will also gain content knowledge (Silverstein et al., 2000). Moreover, using technology within the curriculum framework can enhance important skills that will be valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (Sandholtz et al., 1997; “Critical Issue,” 1999).

School Year Activity

Person(s) Responsible

Hardware (HW),

Software (SW), & Tech

Support (TS) Needs


Purchase / Budget / Potential Funding

Source(s)


What actions will occur? What steps will staff take to achieve this goal?



What professional development does the staff need in order to take the steps to achieve this goal?

What is the cost of the additional HW, SW, TS and PD needed to reach this goal? What are the possible funding sources? Include building and district sources, as well as grants.


*Starred activities will occur in succeeding years of the plan.*Analyze computer placement for equitable and appropriate student access

Library MediaTech CommitteeTeachers

To be determined None needed District budget 4:1 + 1 ratio with appropriate printer access.

Documentation supporting the greatest number with supervised student access during and after class time

Support students in completing a research project during the year, involving full research cycle

Teachers of grade 5Library Media Specialist

HW, SW and TS in place

All teachers will be competent in the use of technology to support students’ reading and writing, which will include research, investigation, data manipulation, and presentations skills.

School Inservice or regularly scheduled early dismissal

--Teachers will use a variety of project-specific rubrics to assess research projects--*Annual 5th grade Technology Performance Assessment.

Year 1:2004-2005

Provide multiple writing experiences using technology to support the writing process.

--Classroom teachers --Library/media teacher


All new teachers will complete the course, Information Literacy and the Net


Report 6th Trait writing scores and track number of published works by students at each grade level.


Consistently communicate technology needs and instructional units for students.

--Classroom teachers--Library/media teacher


None needed School Inservice or regularly scheduled early dismissal

Reviewed by librarian and principal

Students will use Accelerated Reader in the library/media center and in classrooms.

Library/media teacher, classroom teachers, students


New Teachers trained on use of AR

None needed Accelerated Reader Quizzes. Survey Student use of Accelerated Reader.

Implement district strategies for equal access for students with disabilities, including hardware, software, websites and multimedia.

--Special Ed Dept--Library/Media Tech staff--Librarian (Web designer)

To be determined Librarians learn web accessibility guidelines

--In context of LMS job --Title V training

LMT Department and accessibility specialists will evaluate Web site for compliance with district accessibility standards.

Develop an enrichment program specific to Alderwood that uses technology.

--Parent Volunteers to facilitate and organize program.--Library/media specialist assist with technology.

To be determined based on annual project.

As needed. Not needed for staff --Copy of projects, parent & student involvement.--Documented in newsletter.

Support students in completing a research project during the year, involving full research cycle

Teachers of grades 4 & 5


All teachers will be competent in the use of technology to support students’ reading and writing, which will include research, investigation, data manipulation, and presentations skills.


--Teachers will use a variety of project-specific rubrics to assess research projects--*Annual 5th grade Technology Performance Assessment.

Provide multiple writing experiences using technology to support the writing process

Teachers of grades 1-5Library/media teacher

To be determined All new teachers will complete the course, Information Literacy and the Net

To be determined Report 6 Trait Writing Scores. Track number of published works by students.

--Develop and publish a schedule of events for parents.--Develop and send brochures inviting our community to use our Library/Media Center, provide training opportunities in technology for adults--Encourage volunteers to work in the library.

Library/media specialist

To be determined None needed Additional monies to support plan Evaluate the use of Library/Media Center and survey count participation

Year 2:2005-2006

Integrate technology in grade level curriculum maps for classroom instruction based upon the district and state standards.

Classroom teachersLibrary Media Specialist


Technology Team will share examples, plans, and procedures.


Place on the “T” drive with Curriculum Maps for annual review and revision.


Support students in completing two research projects during the year, involving full research cycle

Teachers of grades 3-5

To be determined All teachers will be competent in the use of technology to support students’ reading and writing, which will include research, investigation, data manipulation, and presentations skills.

To be determined Teachers will use a variety of project-specific rubrics to assess research projects*Annual 5th grade Technology Performance Assessment.

Provide multiple writing experiences using technology to support the writing process

Teachers of grades 1-5Library Media Specialist

To be determined All new teachers will complete the course, Information Literacy and the Net

To be determined Report 6 Trait Writing Scores by grade level and track number of published works by students at each grade level.

Year 3:2006-2007

Incorporate computer knowledge and projects in Open House/Curriculum Night events and on Web site.

Library/media specialist will develop a yearly calendar by the end of November

None needed None needed School Inservice or regularly scheduled early dismissal

Calendar. Invitations.

SIP Team Leader Completing This Form Nick Payne Completion Date 23 March 2004

Other SIP Team Participants Connie Westhaver, Kent Quigley, Andrea Buckley, Elise Mueller

Bellingham Public Schools 46 BirchwoodTechPlan30March04

Birchwood Elementary School Technology and Learning Implementation Plan– 2004-07BIRCHWOOD ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: Students will use technology to communicate and solve problems.

Technology and Learning Strategy: Staff will use technology to support the reading and writing processes and mathematical problem solving. Staff will use technology to support the teaching learning cycle and provide the conditions for learning in all curriculum areas Staff will use technology for the evaluation of instruction and for collection of assessment data. Teachers will implement consistent practices for student instruction in the research process Staff will use technology to increase communication with the parents and community




Hardware (HW), Software (SW), &

Tech Support (TS) Needs



Source(s)








*Starred activities will occur in succeeding year of the plan.Provide regular, on-going, and flexible access to computers in classrooms and the library center throughout the school year.

Teachers, LMS 4:1 Student to computer ratio

None needed Printer ink-bldg. budget --Computer lab schedule--Lesson plans

Year 1:2004-2005

*Monitor use of computers allocated in the 4:1 ratio to determine needed changes. Survey staff at the end of the year re: use of computers in:--Multiple computer classrooms--Lab--Primary classrooms with 2-4 computers

Tech Team, Teachers

Additional HW, SW, TS as enrollment increases in order to preserve a 4:1 ratio

Address continuing problems of unreliability with Windows 98 machines in the portables

None needed District to provide HW, SW and TS for additional computers needed to keep student/computer ratio at 4:1

Tech team will review results of survey and make recommendations


Survey staff to determine needs for further staff development and instruction.

Technology TeamStaff

HW, SW and TS in place Participate in technology training that supports building goals, student needs, and parent communications.

School Inservice or regularly scheduled early release; staff meetings; BBI hours; Collaborative Planning hours

--Tech team reviews surveys and plans staff technology training--District technology assessments reviewed; new plans developed






Communicate more effectively with parents: --Post school schedule / information on school website.--Publish staff e-mail addresses on website.--Utilize e-mail for parent communication

--Teachers --LMS

HW, SW and TS in place None needed None needed --E-mail addresses and school schedule posted on website --E-mail use measured by the results of a parent survey.

Use technology to report student progress.

Classroom teachers Tech support to run electronic report card program without crashing computers

Continued support for new teachers and basic troubleshooting

School Inservice or regularly scheduled early release; Fall teacher elementary teacher workday

Electronic report cards used by staff

Review and understand district technology standards and implications for instruction at each grade level.

--Staff--Tech Committee

None needed Early Release-Review of District Tech Standards

School Inservice or regularly scheduled early release

Implementation, project rubric & level of use data, staff and student technology assessments, lesson plans

Implement the district’s technology plan related to K-5.

All Staff HW, SW and TS in place Staff technology training as determined from survey (see above)

School Inservice or regularly scheduled early release; collaboration time-grade levels with LMS

Planning sheets, classroom observation

Integrate technology skills meaningfully into existing curriculum content.

All Staff HW, SW and TS in place; additional needs to be determined

Primary Tech Planning; Training in the development and application of technology skills that support student use of the research cycle.

Collaboration time with primary teachers and LMS

Teacher survey, lesson plans, classroom observations, A2L data, 5th grade self-assessment, 5th grade performance assessment

Identify, review and purchase specific software to support literacy instruction.

Tech Committee, Pilot Teachers

Kidspiration, Clicker Collaboration time for pilot teachers to work together learning and implementing software

District and building funds, PTA, Gates Grant

Needs identified; software purchased and used

Regularly utilize flex-cams and monitors/projectors in classrooms.

K-5 Staff --K-2 Staff--FlexCams, monitors/projectors; --3-5 Staff—Monitors/ projectors

On the spot training from LMS as needed

Flex-cams already in primary classrooms; monitors or projectors in all classrooms or on order; will need replacement bulbs-bldg. budget

Number of flex cams in rooms, principal observations, lesson plans


Support reading through the use of research investigations:*--Introduce elements of the research cycle by engaging K-2 students in age-appropriate research aligned with grade level curriculum. *--Enable 3-5 students to complete one age-appropriate full-cycle research projects, using online modules.

Teachers, LMS, TLPs and Gates teacher leaders--K-2 teachers--Grade 3-5 teachers

None needed --Staff will participate in training on how to use the research cycle.Teachers will develop a clear understanding of the research cycle and how to effectively use it.--Training in the development and application of technology skills that support student use of the research cycle.


--Teacher attendance at training; Teacher survey; Research cycle used and evaluated; --Staff and student utilization of online research projects; --Student self-reflection and analysis of understanding and performance; 5th grade Tech Assessment data; Principal observations; lesson plans, rubrics used.

Provide summer library & computer lab access

Birchwood students & families; LMS or designee

None needed None needed District funding of 18 hours for staff supervision

Document number of users; Library circulation data

Model the writing process using computers in classrooms and the lab.

Teachers Students and teachers working on writing projects need access to computers with Word, Kidspiration, Clicker and Publisher.

Grade level planning Office products are in place. Kidspiration and Clickerpurchased with building or PTA funds

Lesson plansTechnology assessment

Schedule and plan for students to use computers to support the writing process as appropriate to grade level

Classroom teachers; LMS support

Students working on writing projects need access to computers with Word, Kidspiration, Clickerand Publisher.

Staff will be trained in use of specific software to support reading and writing instruction. (i.e. Inspiration, Kidspiration, Clicker)

Office products are in place. Kidspiration and Clickerpurchased with building or PTA funds

Principal observations, lesson plans, student writing evaluations

Provide opportunities for students to:--Showcase technology projects to their parents--Present research to authentic audiences.

All staff, students, parents

To be determined None needed Student presentationsResearch projects presented

Provide opportunities for students to showcase their technology projects to their parents.

Year 2:2005-2006

Support writing through the use of research investigations

--Teachers, LMS, TLPs and Gates teacher leaders--K-2 teachers--Grade 3-5 teachers

To be determined Training provided in year 2 School Inservice or regularly scheduled early release

--Teacher survey; Research cycle used and evaluated. --Staff and student utilization of online research projects; Student self-reflection and analysis of understanding and performance. --5th grade Tech Assessment data; Principal observations; lesson plans. Rubrics used.


Engage K-2 students in at least one age-appropriate, full-cycle research project, using technology as a support for learning.

K-2 teachers, LMS, TLPs and Gates teacher leaders

None needed Teachers will develop and use classroom assessments for the Research Cycle

School Inservice or regularly scheduled early release; Collaboration time for classroom teacher and LMS

Teacher survey; Research cycle used and evaluated; Staff and student utilization of online research projects;

Continue to enable 3-5 students to complete two age-appropriate full-cycle research projects, using district developed online modules or modules developed at the school consistent with district criteria and aligned with district curriculum content.

Grade 3-5 teachers None needed LMS will collaborate with grade level teams to plan research projects using the Research Cycle

School Inservice or regularly scheduled early release BBI Hours, Collaboration hours, Gates grant

Student self-reflection and analysis of understanding and performance; 5th grade Tech Assessment data, Principal observations; lesson plans, Rubrics used

Schedule and plan for students to use computers to support math curriculum as appropriate to their grade level

Teachers To be determined Grade level planning School Inservice or regularly scheduled early release BBI Hours, Collaboration hours, Gates grant

Principal observation, lesson plans

Pilot the use of PDAs for data collection

Classroom Teachers 3-6 PDAs ; Installation and maintenance of PDAs

Training in use of PDA and analyzing data

District Successful implementation of data collection using PDAs

Explore the use of video production for presentation

Tech CommitteeStaff

Pinnacle Studio; powerful computer with lots of RAM and hard drive space; digital movie camera

Training in use of video editing hardware and software

District, Building, PTA;School inservice, early release

Completed project, review of lesson plans, principal observation, review of student work

Year 3:2006-2007

Utilize Video Conferencing tools Tech CommitteeStaff

Video conference equipment, WebCam for broadcasting, necessary wiring

To be determined District, building, PTA, Gates Grant

Successful video conference; Tech team surveys staff for use and effectiveness

SIP Team Leader Completing this Form: Susan Feemster, Birchwood LMS Completion Date: March 29, 2004

Other SIP Team Participants: Dave Adams, Principal; Kaylene Flanary, 2nd Grade Teacher; Carolyn Teig, 2nd Grade Teacher; Carolyn Hinshaw, 5th

GradeTeacher; Micah Smith, 5th GradeTeacher

Bellingham Public Schools 50 CarlCozierTechPlan30March04

Carl Cozier Elementary School Technology and Learning Implementation Plan – 2004-07CARL COZIER ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: Students will use technology for research, problem solving and decision-making, as measured by student teams achieving competency on the 5th grade performance assessment.Technology and Learning Strategy:

Staff will provide students with regular access to technology integrated with existing curriculum, for use as both a teaching and assessment tool. Staff will provide students with meaningful opportunities to use technology for research, problem solving and decision making.

Staff will implement consistent practices for student instruction in the research process.

Rationale (Research): While evidence indicates that computers can help students improve their performance on tests of basic skills, many researchers investigating the use of technology in education have found that technology is most powerful when used as a tool for problem solving, conceptual development, and critical thinking (Culp, Hawkins, & Honey, 1999; Sandholtz, Ringstaff, & Dwyer, 1997; Means, 1994). In Reeves’ (1998) terms, this kind of use consists of learning “with” technology. It involves students using technology to gather, organize, and analyze information, and using this information to solve problems. In this manner, the technology is used as a tool, and teachers and students (not the technology) control the curriculum and instruction. Tool applications can be used in a variety of curricular areas (Means, Blando, Olson, & Middleton, 1993). (“The Learning Return on Our Educational Technology Investment,” WestEd, 2002)



Hardware (HW),

Software (SW), & Tech Support (TS)

Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.Year 1:2004-2005

Integrate technology skills into existing curriculum content. Focus will be on new ways to use technology as teaching tool in writing, and as assessment tool in literacy.

All staff, LMS Site License -Inspiration

Ongoing communication between LMS and classroom teachers – grade level meetings and/or data collection sheetsIntermediate teachers will be trained in using Assess2Learn and EdClassTeachers will receive training in supporting the writing process using current writing programs (Clicker, Inspiration, Word, Publisher, online resources)

--Time for Assess2Learntraining– could be part of 4/5 teachers staff development option, ER or LID day, or paid after school time.--Inspiration licenses – from district budget

--Teacher Survey--Assessment rubrics --Data collection from 5th

grade performance assessment--Library Media Program documentation--Present student work using technology at the Open House.

Bellingham Public Schools 51 CarlCozierTechPlan30March04

Provide opportunities for students in grades 3-5 to use the research cycle at least once a year, using a common rubric for evaluation

Intermediate staff, LMS

None needed --Intermediate staff will experience full research process during professional development meeting, and will be instructed in use of common rubric. Follow-up meeting to discuss findings from rubrics.--Joint planning time for LMS and classroom teacher

Paid after school meetings–one for going through research process and exploring rubric (fall), one to discuss findings when using the rubric (spring)

--Teacher Survey--Library Media Program documentation--Discussion of findings using common rubric, and list of priorities for research next year.

*Analyze computer placement for equitable and appropriate student access


To be determined

None needed District budget 4:1 + 1 ratio with appropriate printer access.

Documentation supporting the greatest number with supervised student access during and after class time



To be determined

Librarians learn web accessibility guidelines



*Integrate technology skills into existing curriculum content. Focus will be on continuing to use technology as teaching tool in writing, and as assessment tool in literacy.

All staff, LMSTech Team

None needed Additional training in EdClass and Assess2LearnExploration of other resources and assessment tools (including PDA’s for data collection through district pilot)

Training time for EdClass and Assess2LearnMeeting time for tech team to explore other resources and tools

--Teacher Survey--Assessment rubrics--Data collection from 5th

grade performance assessment--Library Media Program documentation--Present student work using technology at the Open House.

Year 2:2005-2006

Provide opportunities for students in grades 3-5 to use research cycle at least twice a year using common rubric. Develop and implement lessons to focus on individual components of research cycle based on findings from common rubric.


None needed Staff will develop common understandings about the researchcycle by examining rubrics from past research projects and developing (or selecting) lessons focusing on individual research components

Meeting time for intermediate teachers to review rubrics and develop/select lessons

--Teacher survey--Library Media Program documentation--Data collection from common rubrics

--Provide opportunities for students in grades 3-5 to use research cycle at least twice a year using common rubric.--Support students with lessons in components of research process as needed, based on common rubrics.


None needed --Planning time to develop lessons in research cycle components.--Training for 4th-5th teachers in moving from whole class research to individual research.

Planning time for grade level teams.Meeting time for 4-5 teachers, LMS, and guests from other schools.

Teacher surveysLibrary Media Program documentationCollection of lessons on research components

Year3:2006-2007

Develop a sequence of skills and activities for primary grades, embedded in grade-level content, that will lead use of the full research cycle in 3rd grade

All staff, LMS None needed Planning time for primary teachers and third grade teachers to brainstorm and plan appropriate sequence of skills and activities

School Inservice or regularly scheduled early release.

Outline of plan for sequence of skills and activities

SIP Team Leader Completing This Form Analisa Ficklin / Barb Campbell Completion Date 3/24/04

Other SIP Team Participants Marcia Harris, Anna Williamson, Sue Alfawicki, Jeff Jacobs, Chris Johnsen, Ann Schwandt

Bellingham Public Schools 52 ColumbiaTechPlan30March04

Columbia Elementary School Technology and Learning Implementation Plan – 2004-07COLUMBIA ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: At Columbia School, teachers will work to develop students who use technology for research, problem solving, team skill building, and decision-making.

Technology and Learning Strategy:

Consistent practices for student technology will be implemented school-wide as measured by the Technology Self-Assessment.

Teachers will insure that all students have equitable access to computers.

Rationale (Research): Technology is most influential when integrated with curriculum and assessment. In a review of studies, the (CEO Forum, 2001), concluded, “technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” (Bain and Ross, 1999; Bain and Smith, 2000)

School YearActivity



(TS) Needs



Source(s)




What HW, SW and TS are needed to reach this goal? Include quantities and distribution.




*Starred activities will occur in succeeding years of the plan.Provide regular, on-going, and flexible access to computers in classrooms and the library center throughout the school year.

Staff/Student Continue 4 to 1 computer ratio. Add laptop computer and video projector to share lessons/presentations with large groups.

In-service instruction for new technology equipment and instructional strategies as needed.

The Columbia Parents Association (CPA) will fund laptop and video projector as funds become available.

--Computer lab schedule printed and collected weekly.--Staff survey of technology needs.--Presentations using the laptop and video projector will showcase student technology progress to parents. Classroom instructional strategies will also incorporate their use.

Year 1:2004-2005

Identify and review specific software to support literacy instruction.

TeachersLMSTech Committee

Additions to Accelerated Reader, Clicker-4, Inspiration

Workshops given by teachers presently using Clicker 4 and Inspiration.

District and CPA --Provide opportunities for students to demonstrate their use of new programs.--Discussions and planning for best instructional and assessment uses for these programs based on student products and performance.


Pilot participation in the reading portion of Assess2Learn to support literacy instruction with assessment

One class from each of grades 3, 4, and 5 will take the reading/ testing portion of Assess2Learn

--LMS to provide instruction for teachers. Teachers will also collaborate with teachers from other schools who have been using these programs.--District Workshops

District --Evaluation of assessment information from Assess2Learn--Comparing data from Assess2Learn with other district assessments.

Focus on using technology to support the writing process at all grade levels.

Teachers/LMS Clicker 4, Inspiration, PDPoint

--District teachers who are currently using these programs will facilitate initial training for newly purchased programs—Clicker4, Inspiration, and PDPoint. --Continued sharing by Columbia teachers of new writing projects using Word, Publisher, and PowerPoint.--District workshops

--Building--District

--Use writing rubrics to evaluate pre and post student writing.--Evaluate current writingprogram and plan for next year.

--Complete district technology self-assessment in order to assess needs for future training.--Share fifth grade performance on District Tech Assessment with teachers to determine overall building program

--Teachers --Librarian

Teachers /LMS will analyze data from both the technology assessment and student performance on the Fifth Grade Tech Assessment to determine future training needs.

After school or early release time for teachers to evaluate data and plan for next-step instruction.

Laptop computer and video projector

--District self-assessment document or alternate self-assessment --Observations by assessment team using teamwork, organization, and persuasion assessment rubrics--Collected data to be presented to teachers.

--Support parents in developing an understanding of the uses of technology by students and staff--Provide e-mail communication between school and home.

Staff None Needed None Needed None Needed --Parent-Teacher communication survey.--Students to present their projects to parents at Open Houses, Parent Technology Nights, and PTA meetings.

Hold summer library and computer lab sessions for students

Library Aide None Needed None Needed. District Library Budget Document number of users in summer

Year 2:2005-2006

--Students in grades 3-5 will participate in at least one online research module

Library Media Specialist and teachers

None Needed Teachers will attend exploration sessions of on-line projects, conducted by Library Media Specialist and teachers

School in-service or regularly scheduled early release

--Annual project completion by students. Number of students at or above standard. --Teacher observation and documentation--Staff discussions and training attendance.


Assess and analyze research cycle projects by students in grade 5 in order to develop understandings of evaluations of both projects and tech assessments

Teachers, in a rotating schedule

None Needed Columbia staff will develop a clear understanding of the research cycle. Grades 3-5


Use evaluations of tech projects and assessments to plan for next step instruction.

Engage K-2 students in age appropriate computer activities that are integrated into grade level curriculum.

K-2 teachers None Needed Columbia staff and LMS will evaluate integrated computer activities to select exemplary models.


Measured by documented completion of online modules by each classroom.

Consistent practices for assessment of research projects articulated school wide as measured by district technology assessments.

Staff None Needed Columbia staff will develop a rubric for presentation projects.


Presentation of projects; rubric; assessment of strengths and needs of individual learners; and appropriate interventions

--District research cycle will be explained on the Columbia website --Incorporate technology in parent communication

--Library Media Specialist --Teachers

None Needed Teachers will review the research cycle on the Columbia website for content and presentation.

School in-service or regularly scheduled early release.

--Columbia Web Page--Newsletters and/or classroom web pages

3-5 grade students will complete two research projects, utilizing either online modules or student-generated questions.

Library Media Specialist and teachers

None Needed Teachers will develop a clear understanding of the research cycle

School in-service or regularly scheduled early release.

--Rubric completed by student and teacher Number of students at or above standard.

2-4 Teachers will assess student presentation of research projects to authentic audiences.

Teachers/LMS Two digital cameras with smart cards.

--Training by LMS on using the digital cameras.--Faculty discussion on using pictures from cameras to increase parent connections with the school day.

Building/CPA --In-service attendance and Digital picture shows presented to students and parents.--Parent/student surveys

Support students to share technology projects with parents during Open House, Curriculum Nights and CPA events.

Teachers None Needed Teachers/Students will develop large group presentation skills using laptop and LCD to showcase their technology projects.

None Needed --Completed projects, teacher and student discussion.--Parent feedback and comments.Student and teacher evaluation of presentations.

Year 3:2006-2007

Pilot the use of PDA's to collect and organize monitoring notes and other student performance data.

1 Primary teacher1 Intermediate teacher

2 PDA'S Training in PDA use, and how to use a PDA to collect and analyze data

District --Pilot teachers’ evaluations of PDA’s.--Demonstrations and presentations from pilot teachers on educational uses of PDA’s.

SIP Team Leader Completing This Form Lee Brown, Library Media Specialist Completion Date March 30, 2004

Other SIP Team Participants Barbara Campbell, Librarian on call

Bellingham Public Schools 55 GenevaTechPlan30March04

Geneva Elementary School Technology and Learning Implementation Plan – 2004-07GENEVA ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: Teachers will develop students’ abilities to use technology responsibly for effective and creative communication through literacy, research, problem solving, and decision-making.

Technology and Learning Strategy: Teachers will integrate technology into a variety of student learning experiences across the curricula. Teachers of grades 3, 4, and 5 will implement at least one “Online Investigation” research project per year.



Person(s) ResponsibleHardware

(HW), Software (SW),

& Tech Support (TS)

Needs


Purchase / Budget / Potential Funding Source(s)








*Starred activities will occur in succeeding years of the plan.*Implement district strategies for equal access for students with disabilities, including hardware, software, websites and multimedia.





Year 1:2004-2005

*Evaluate computer placement, as well as placement of peripheral technology such as flex-cams and monitors, for equitable and maximum student access.

Teachers of grades K-5, LMS, Principal


Collegial and principal observation and documentation of scheduled lab time and classroom use of technology


Implement at least one online research project for science or new social studies curriculum.

Teachers of grades 3-5, LMS, Principal


New teachers of grades 3-5 will collaborate with LMS and receive collegial support at grade level meetings, with focus on developing common understandings about meaningful problem-solving research and the learning elements in the Research Cycle.

None needed Online research projects implemented; lesson plans; samples of student work; grade level or peer feedback on student work; analysis of learning process

Implement the rubrics provided with district online projects, in order to achieve consistent and common practices for assessment of projects involving the full research cycle.

Teachers of grades 3-5, LMS, Principal


Skills in place None needed Project assessment data used by teachers for driving instruction of the Research Cycle as integrated into the classroom curricula.

Increase student access to word processors for the purpose of supporting the full writing process, as appropriate to grade level.

Teachers, LMS, Principal, Support Staff

--HW: AlphaSmart keyboards (6 per 4th & 5th grade classroom; 6 on roving cart)--SW: Clicker4 for primary; Inspiration; Word& Publisherinstalled on all computers

--Staff in-service in the use of AlphaSmarts for the writing process; --Staff training on Clicker4 word processing for primary teachers and Inspiration, for 3-5; --Grade-level sharing

--Technology Grants, PTA, and / or building funds for the purchase of AlphaSmart keyboards (begin purchase & implementation in year 04—05)--District funding for basic SW package that includes Clicker4, Inspiration, Word & Publisher

Increased percentage of students using word processing proficiently for the full writing process; teacher & principal observation

Incorporate the use of Assess 2 Learn online assessments in planning, instruction and assessment of reading, writing and math, grades 3-5

Teachers grades 3-5, LMS, Principal


3-5 teachers will be given LMS support in implementing the assessment Fall, Winter and Spring.

Gates Grant, district or building funding for professional development

Assess 2 Learnimplemented and used by 3-5 teachers; lesson plans; principal & collegial observations

Train volunteering teachers in the use of E-Grade Book

Building or district staff member experienced in using E-Grade Book

E-Grade Book template

Staff in-service on E-Grade Book

School In-service or regularly scheduled early release

Number of teachers using E-Grade Book for reporting students’ grades

Provide parents with teacher e-mail address, for enhancement of home-school communication.

Teachers / LMS None needed Skills in place None needed Teacher-provided e-mail address for parent use at Open House / Curriculum Night and available on classroom websites.

Enhance home-school communications via classroom websites.

Teachers / LMS HW, SW and TS in place

Classroom teachers will be offered in-service on creating classroom websites.


Number of classroom websites; parent response & feedback from parents & teachers

Refer parents to information about the research cycle posted on the school website.

Teachers, LMS HW, SW and TS in place

Skills in place None needed Link from school website to Jamie McKenzie’s Research Cycle


Distribute revised brochure to parents, outlining the technology goals of the strategic plan for the next 3 years.

K-5 staff, LMS, Tech Team None needed Skills in place None needed --Brochure distributed to parents

Develop common understandings of expectations by grade level regarding technology skills as taught through the integration of technology / grade level curricula, using such tools as the Geneva Scope and Sequence of Technology Skills

LMS, Tech Team, K-5 Teachers, Principal


Ongoing in-services offered to staff for promotion of common understandings in technology skills as taught through the delivery of grade level curricula.


--Geneva Scope and Sequence of Technology Skills will be reviewed by staff; --Lesson plans; principal & collegial observations

Continue to: --Provide a variety of opportunities for students to use technology throughout the literacy and content areas.--Use technology for the full writing process--Refine practices for delivery & assessment of research projects and implement school-wide;

--Teachers --Teachers and LMS


--In-service and grade-level support in literacy& curriculum development that aligns with state EALRs and district technology guidelines. --Grade-level support for completion and use of curriculum maps that include technology as a tool in delivering literacy & curricula.


Lesson plans; collegial and principal observation; Project assessment data

Use technology to assist in the monitoring, recording, analyzing & reporting of student progress.

Classroom teachers, LMS, principal


In-service offered for learning/reviewing the use of assessment data (Assess2Learn; project rubrics, etc.); record-keeping systems (Excel, etc.); and electronic reporting programs, (Access, E-Grade Book, etc.)


Use of electronic assessment, data gathering, recording, analysis, and & reporting program

Further enhance communication of Geneva’s Technology Goals of the Strategic Plan to the parents of the community.

Teachers, Principal None needed Skills in place None needed School & classroom websites

Year 2:2005-2006

A quarterly school newsletter will include a section on the technology portion of the strategic plan.

Principal None needed Skills in place None needed Newsletters distributed to parents; updated brochure

Year 3:2006-2007

Revisit placement of computers and peripheral technology for equitable and maximum use by students

Tech Team will devise a teacher survey of current technology placement and use in both lab, pods & classrooms

None needed Tech Team & staff meetings analyzing & discussing results of survey

None needed Decisions made based upon results of teacher survey


Implement the use of at least 2 online research projects involving the full Research Cycle in grades 3, 4, and 5.

Teachers, Library Media Specialist, principal


Teachers using the online research projects will have the opportunity to work in collegial groups to analyze student work, refine understandings of the research cycle, and share plans and improvements

School In-service or regularly scheduled early release

Lesson plans; student work samples; collegial and principal observation; teacher reflection on improvement of his/her practices

Inform and invite parents to a variety of events involving student use of technology (i.e.-Open House, Parent Education nights, students’ project presentations).

Teachers, principal, Library Media Specialist

None needed Skills in place None needed Parent / student attendance & participation data

SIP Team Leader Completing This Form Jan Frank, Geneva LMS Completion Date March 24, 2004

Other SIP Team Participants Tech Team: Mark Danielson, Jaylani Battle, Kelly Eret, Jim Larrison, Sue Swank, Tom Jerns, Kristin Gresham, Marlene Graves; Principal: John Heritage

Bellingham Public Schools 59 HappyValleyTechPlan30March04

Happy Valley Elementary School Technology and Learning Implementation Plan – 2004-07

HAPPY VALLEY ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: The Happy Valley Learning Community will use technology as a tool for assessing, monitoring and improving productivity in literacy, math, science and social studies, as measured by state and district performance assessments.


Happy Valley Learning Community will integrate technology into current yearly building focus.




Hardware (HW), Software (SW), & Tech Support (TS)

Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.Compare current practices withresearch based best practices to integrate technology in Literacy.

Library Media Specialist, Staff, Tech. Committee

--Clicker4--Inspiration7--Speaker/headphone for every computer--Necessary hardware upgrades to effectively run programs.

Compare District K-5 technology standards to state literacy standards.

District Funds One page list for K-5 Literacy-technology standards.

*Analyze computer placement for equitable and appropriate student access



Documentation of level of computer use.

Define and use a common continuum for technology in the area of Literacy, using the District K-5 Technology standards.

All Staff HW, SW and TS in place

Staff will receive further training in the writing process utilizing Clicker4, Inspiration, Word and Publisher.


Training agendas.

Use PDA’s in a pilot to monitor and document student performance.

Current Pilot Team 1 PDA per Sp. Ed. and Primary Staff

PDA team (Current Pilot Program) will train staff

Building Funds or Grant Samples of student work Survey of PDA use

Year 1:2004-2005

All 3-5 students will participate in reading assessment portion of Assess2Learn.

3-5 teachers Assess2Learn Individual support as needed

District Funds


Teach a research-cycle-based investigation.

Library Media Specialist and Classroom Teachers

Video editing software -Additional hard drive and RAM as needed

Individual support as needed

District Funds 5th grade Technology Performance and Self-Assessment results.

Investigate lesson database provided through EdClass for lessons appropriate to Literacy areas.

Library Media Specialist and Classroom Teachers

EdClass Training with EdClass School Inservice or regularly scheduled early release

Implementation of identified lessons

*Implement district strategies for equal access for students with disabilities, including hardware, software, websites and multimedia.





Compare current practices with research based best practices to integrate technology in Math.

Library Media Specialist, Staff, Tech. Committee


Compare District K-5 technology standards to state math standards.

District Funds One page list for K-5 Math -technology standards

Define and use a common continuum for technology in the area of Math, using the District K-5 Technology standards.


Identify appropriate Math technology applications at grade levels.


Training agendas.

All students will use the technology component of TERC Investigations.

All Classroom Teachers

TERC InvestigationsSoftware

Training with Investigations Software

District Funds Classroom observation-survey

Investigate lesson database provided through EdClass for lessons appropriate to math.

All Staff EdClass Training with EdClass District Funds Implementation of identified lessons.

All 3-5 students will participate in math assessment portion of Assess2Learn.

3-5 Classroom Teachers

Assess2Learn Individual support as needed.

District Funds Student Assessment data

Year 2:2005-2006

Assess PDA pilot as a tool to monitor and document student progress.

Current Pilot Team Additional PDA’s as appropriate

PDA team (Current Pilot Program) will train staff

Building Funds or Grant Share results of Pilot.

Compare current practices with research based best practices to integrate technology in Science and Social Studies.


Compare District K-5 technology standards to state Science and Social Studies standards.

District Funds One page list for K-5 Science – Social Studies standards

Define and use a common continuum for technology in the area of Science and Social Studies, using the District K-5 Technology standards.


Identify appropriate Science and Social Studies technology applications at grade levels.


Training agendas.

Investigate lesson database provided through EdClass for lessons appropriate to Science and Social Studies.

All Staff EdClass Training with EdClass District Funds Implementation of identified lessons.

Year 3:2006-2007

Explore Science and Social Studies simulation software that matches State EALRS and District curriculum.

All Staff Identified software Training in purchased software

District Funds

SIP Team Leader Completing This Form Charles Pittis – Happy Valley Library/Media Completion Date March 23, 2004


Other SIP Team Participants Mike D’Hondt, Jean Peaco, Shirley Prichard, Tim Binderup; Rob McElroy – Happy Valley Principal

Bellingham Public Schools 62 LarrabeeTechPlan30March04

Larrabee Elementary School Technology and Learning Implementation Plan – 2004-07LARRABEE ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: At Larrabee, all students will use technology for communication, research, problem solving and decision-making.


Teachers will ensure that all students have access to and use computers for the writing process.

Teachers will provide opportunities for all students to use computers for research, problem solving and decision-making.





(TS) Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.*Provide on-going, equitable, and flexible access to computers throughout the school year.

All staff --4:1 +1 ratio in all classrooms--Timely & thorough technical support

Share successful classroom uses of multiple computers to enhance literacy & mathematics instruction and practice.

Professional Development:--Building based, Gates, I-728--BSD sponsored workshops

Analyze computer placement for equitable and appropriate student access.

*Teach students to use computers to support the writing process as appropriate to their grade level.

Teacher, LMS, support staff

--Clicker4, Inspiration--PDPoint

Attend focus/training/hands-on exploration sessions on software applications including Word, EdClass, Investigations, Clicker 4, Inspiration and/or research process.

District, Building --Observation, conversations--Staff and 5th grade self assessment results

Year 1:2004-2005

*Provide all students the opportunity to solve age-appropriate problems such as those in Investigations and EdClass.

Teacher, LMS --Share successful classroom uses of multiple computers to enhance literacy & mathematics instruction and practice.--Explore possibilities for Science & Social Studies

No funds needed Library media documentation

Bellingham Public Schools 63 LarrabeeTechPlan30March04

*Teach students to use research tools such as World Book and the internet to answer age appropriate questions, and to utilize technology to communicate their learning and process.

Teacher, LMS HW, SW to support data collection and analysis for science investigations

Identify observable, desirable consistent practices and common language related to the adopted research model.

School inservice o regularly scheduled early release.

--Student project completion, self-reflection and individual analysis of understanding and performance --District 5th grade performance assessment --Assess quality of process and product






Evaluate computer placement and make adjustments to enhance and use.

All staff To be determined Explore new technologies that would support teaching and learning (Hand-held organizers for data collection, notebook computers, etc.)

District, building Review computer placement for equitable and appropriate student access.

Intermediate students will complete one full writing cycle utilizing technology.

Teachers, LMS, support staff

Investigate the addition of WordProcessors

Additional training in thewriting process utilizing current writing programs appropriate to grade level. Clicker4, Inspiration, Word, Publisher

Professional Development:--Building based, Gates, I-728--BSD sponsored workshops

Assess needs of individual learners to determine appropriate interventions and identify next steps.

Year 2:2005-2006

*Model appropriate steps of the research cycle for all students. Offer opportunities for all students to complete appropriate steps of the cycle


To be determined Develop and refine lessons on individual components of the research cycle

School inservice o regularly scheduled early release.

District 5th grade performance assessment

Purchase & implement new technologies to support teaching and learning, if determined to benefit learners

All staff, Technology committee

New technologies may include hand-held organizers, notebook computers, word processors for classrooms

Professional development for new technologies

Professional Development:--Building based, Gates, I-728,--BSD sponsored workshops

Evaluate computer placement and make adjustments

Year 3:2006-2007

Support students as they continue to use technology to answer age appropriate questions, and to communicate their learning and process.

Teacher, LMS, support staff

To be determined Modify lessons on individual components of the research cycle as needed

No funds needed Teacher observations and student interviews

SIP Team Leader Completing This Form Mariann Strachan, Library Media Specialist Completion Date March 23, 2004

Other SIP Team Participants Mariann Strachan, Patrice Wilson, Kara Kisena, Lisa Conlon, Cathy Young, and Tom Venable

Bellingham Public Schools 64 LowellTechPlan30March04

Lowell Elementary School Technology and Learning Implementation Plan – 2004-07LOWELL ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: All Lowell students will use technology for communication, research, problem solving and decision-making.Technology and Learning Strategy:

Students will continue to have equitable access to computers; teachers will develop strategies for multi-computer classrooms.Students in all grades will continue to use the research process.Students will use technology in all grades to communicate effectively and creatively.

Rationale: In technology–rich classrooms, students become more engaged and more active learners, and there is typically a greater emphasis on inquiry and less on drill and practice (Sandholtz et al., 1997; Boeman & Baumbach, 1995). Technology also encourages student collaboration, project-based learning, and higher-order thinking (Penuel et al., 2000).







Evaluation Strategies

and/or Tools







*Starred activities will occur in succeeding years of the plan.All Students grades 1-5 will integrate technology with District curriculum, utilizing the full writing process.

All teachers, Library Media Specialist

To be determined Staff will learn the content of the district’s technology standards related to K-5.


Class projects

Review current grade level use of technology.

All teachers, Tech Team Clicker 4 Staff will receive further training in the writing process utilizing current writing programs (Inspiration, Word, Publisher, Clicker 4)

Need to purchase one copy of Clicker 4.Building/District funds

Continuum outlines current use of technology

*Analyze computer placement for equitable and appropriate student access.

Staff will assess existing building practices

To be determined None needed None needed Equitable distribution of lab time as evidenced on lab sign-in






Year 1:2004-2005

Define and use a common continuum for technology by grade level, K-5.

All teachers, Library Media Specialist

To be determined Skills in place None needed --Staff in-service, grade level documents,--Meeting notes

Bellingham Public Schools 65 LowellTechPlan30March04

Teachers will invite parents into the classroom and school to support student technology use.

All Teachers, Library Media Specialist

None needed Skills in place None needed Student Tech Fairs and computer lab sign-in sheet

Identify or develop instruction that integrates reading, writing, and social studies content with technology, including the use of video and video conferencing.

Staff will develop and implement a school wide continuum of common, consistent technology practices within the grade levels and across the school.

--Clicker 4 site license--DVD burner

--Teachers will know and use a common continuum to meet district tech standards for each grade level.--Teacher training in the use of video and videoconferencing.

Need site license for Clicker 4. ; DVD burner --Building/District funds

--Teacher review of lesson plans; Classroom observation by principal.--Planning sheets, student work, and classroom observation.--Grade level continuum document

Year 2:2005-2006

Inform parents about the common continuum to provide consistent technology practices within the grade levels and across the school.

Teachers None needed Skills in place None needed Measured by review of documents and parent survey results.

Implement instruction that uses technology as a learning tool when teaching integrated literacy and social studies activities, including video, videoconferencing and the use of PDA’s (for Running Reading Records and monitoring notes).

--All teachers, Library Media Specialist--Teachers will develop and implement teaching objectives in reading,writing, and social studies, which integrates technology as a tool for learning.

--Videoconferencing--Video Editing Software;--Large, portable screen projector with high lumens, to be effective in partially lit areas of school, i.e. gym

--Training in Videoconference techniques--Training in Pinnacle Studio Editing Software

--Purchase Pinnacle Studio Editing Software--Building/District funds;--Large, portable screen, High end projector--building funds

Measured by a review of documents, student work and classroom observation.

Teachers will use additional district online research projects to support research, problem solving and decision-making skill development.

Staff will implement school wide continuum of technology practices using selected content areas.

To be determined Teacher training will continue in the use of online research projects and authentic questioning.


--Planning sheets, student work, and classroom observation.--Meeting notes.

Year 3:2006-2007

Increased participation of parents in classroom technology related projects for the integration of literacy and social studies.

Teachers None needed Skills in place None needed Measured by the number of parents who assist in classroom technology lessons.

SIP Team Leader Completing This Form Steve Jones Completion Date 3/23/04

Other SIP Team Participants Beth Kealy, Leslie Rogers, Grace Cronkhite

Bellingham Public Schools 66 NorthernHeightsTechPlan30March04

Northern Heights Elementary School Technology and Learning Implementation Plan – 2004-07

NORTHERN HEIGHTS ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: By spring 2005, 90% of Northern Heights 2nd-5th grade students will effectively use technology for research, problem solving and decision-making.


Consistent practices for student instruction in the research process will be implemented school-wide.

Integration of Technology to support and extend a quality literacy program.

Rationale (Research): A meta-analysis that examined the impact of technology on student learning found increased teacher-student interaction, cooperative learning, and more important, problem solving and inquiry. One essential condition for student learning to take place: computers should be used less for drill and practice in the classroom and more as open-ended thinking tools and content resources. (Statham & Torell, 1996)




(TS) Needs



Source(s)


and/or Tools







*Starred activities will occur in succeeding years of the plan.*Provide regular, on-going and flexible student access to computers throughout the school year.

Technology Committee

To be determined None needed None needed Staff survey






Students in grades 3–5 will participate in at least one online research module every year.

Staff More Online Research Modules

Staff will be trained in use of specific software to support reading and writing instruction. (i.e.Inspiration, Clicker 4)

--Gates Grant monies--District/Building Funds--24 PDPoint Seats

--Project rubric data --Project completion, student work samples

*Determine future training needs based on completing the district staff technology self-assessment.

Teachers EdClass installed on all instructional computers.

Staff will attend focused training, and hands-on exploration sessions related to a variety of technology skills/concepts including video techniques, video editing software, use of PDAs.

--School Inservice or regularly scheduled early release.

District self-assessment data

Year 1:2004-2005

Use a variety of project-specific rubrics to assess on-line research modules.

Teachers None needed Skills in place None needed Update and revision of rubrics based on effectiveness


Assess student presentations of research projects to authentic audiences.

--Library Media Specialist --Teachers

--Video Cameras--Video Editing Software--Selected Computer Upgrades (Hard Drive, Memory)

Skills in place None needed Technology use is visible and documented through programs, agendas, etc.,

Model technology and incorporate with Open House and other school events.

Staff None needed Skills in place None needed Staff Participation Survey

Provide summer library & computer lab access to students and families.

Library Media Specialist

None needed Skills in place District Funds Document # of users summer library circulation data

Encourage E-mail communication between school staff and parents.

Staff None needed Skills in place None needed Teacher documentation

Implement instruction that uses technology as a learning tool when teaching integrated literacy and social studies activities, including video, video editing software, and the use of PDAs (for running reading records and monitoring notes.)

Teachers PDAs 2 @ ½ day training for video editing software. PDA training to be determined.


Ongoing dialogue between staff and coaches involving use of video to improve literacy program. Ongoing staff development to refine use of PDAs in collecting student data.

Publish an explanation of adopted research cycle on the Northern Heights website

Library Media Specialist

None needed Skills in place None needed Parent questions

Students will complete two age-appropriate, full-cycle research projects, utilizing either online modules or student-generated questions each year.


Ongoing creation of online research modules.

Teachers will develop school-wide common language and identify consistent instructional practices for teaching the Research cycle.

District sponsored teacher writing teams.

Implementation,

Introduce elements of the research cycle by engaging K-2 students in age-appropriate research aligned with grade level curriculum.

K-2 teachers None needed K-2 teachers will increase their understanding of the adopted research cycle.


Staff and student technology assessments

Analyze results of 5th grade performance assessments to determine technology program strengths and areas of need.

--Library Media Specialist--5th Grade Teachers,--Technology Committee

None needed Skills in place School inservice or regularly scheduled early release.

Collection and analysis documents

Review and understand district technology standards and implications for instruction at each grade level.

Staff None needed Skills in place School Inservice or regularly scheduled early release.

Staff Survey

Year 2:2005-2006

Collect and analyze technology assessment data to identify program strengths and areas of need, with subsequent revisions to the plan.


None needed Skills in place None needed Ongoing evaluation and revision.


Work with building learning coaches and District Learning Facilitators to develop an action plan related to the research cycle.

--Classroom Teachers --Building Coaches--Library Media Specialist

None needed Continued hands-on, focused workshops.


--Staff Survey--Self-Assessment Data

Engage students in at least one age-appropriate, full-cycle research project, utilizing technology as a support for learning.

--K-2 teachers --Technology Committee

To be determined To be determined School Inservice or regularly scheduled early release.

Projects completed, student work samples.

Use available resources to collaborate and develop and implement at least one online module consistent with district criteria and aligned with district curriculum content.

Teachers Staff will develop common understandings of the adopted research cycle.

To be determined School Inservice or regularly scheduled early release.

Module development & evaluation against district criteria.

Year 3:2006-2007

Articulate consistent practices for assessment of research projects and implement school wide.


Ongoing hands-on technology training

To be determined School Inservice or regularly scheduled early release.

Implementation evident

SIP Team Leader Completing This Form John Schick Completion Date March 23, 2004

Other SIP Team Participants Cathy Crouch, Rick Lingbloom, Heidi Mozelewski, John Livezey

Bellingham Public Schools 69 ParkviewTechPlan30March04

Parkview Elementary School Technology and Learning Implementation Plan – 2004-07PARKVIEW ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: All Parkview students and staff will use technology for research, problem solving, decision-making and communication.


Students will continue to have equitable access to computers; teachers will develop strategies for multi-computer classrooms.

Students in all grades will continue to use the research process.

Students will use technology in all grades to communicate effectively and creatively.

Teachers will use Assess to Learn to plan teaching strategies in reading and math.

Teachers will investigate the use of electronic tools to collect assessment data and report on it.

Rationale (Research): Researchers investigating the impact of the program found that when teachers are learning to integrate technology into their classrooms, the most important staff-development features include opportunities to explore, reflect, collaborate with peers, work on authentic learning tasks, and engage in hands-on, active learning. In essence, the principles for creating successful learning environments for children apply to teachers as well (Sandholtz et al., 1997; Sandholtz, 2001).







Source(s)








*Starred activities will occur in succeeding years of the plan.*Monitor use of computers allocated in 4:1 ratio to determine if any changes need to be made. Survey staff each year about use of computers in:--Multiple-computer classrooms--Hallway pod in the primary wing--Lab

Tech Committee, teachers

None needed Skills in place None needed Tech committee will review survey results and make recommendations.






Year 1:2004-2005

*Students will continue to use technology for thinking, learning and producing by engaging in age-appropriate research, aligned with grade level curriculum.

Primary teachers and LMS

To be determined Teachers will continue to develop their understanding of the full research cycle through collaboration and team teaching.


Teacher observation & documentation of research.


Students in 3rd-5th grades will continue to use technology for research, problem solving and decision making by completing an age-appropriate, full-class, full-cycle research project using online or other modules each year.

Intermediate teachers and LMS

--On-line learning modules developed by resources inside the district.--Investigation of other research modules outside district.--Subscription to on-line learning modules outside of district.

Teachers will continue to develop their understanding of the full research cycle through collaboration and team teaching..

Library Media Services or Building Funds

--Student project completion documented. --Project rubric completed by both student and teacher.

Students in 3rd-5th grades will complete two age-appropriate, full-cycle, individual research projects using student-generated questions.

Intermediate teachers and LMS

To be determined LMS and teachers will continue to develop their understanding of the questioning process


--Student project completion documented.--Project rubric completed by both student and teacher.

*Teachers will develop their knowledge of basic technology operations and concepts by attending a student-led hands-on training/exploration session annually

Tech committee and selected 5th grade students

None needed Release time for training To be determined Staff Self-Assessment will reflect growth in at least one area.

Use Assess to Learn on-line assessments to collect reading and/or math data on grade 3-5 students in fall, winter and spring

LMS will provide technical support. Teachers in grades 3-5 will conduct assessment and analyze results.

Assess to Learn. Training in using Assess to Learn with release time for teachers to attend.

Gates Grant, district or building funds

Teachers use results of A2L assessment in planning teaching strategies and groups.

Students will use a multi-media word processing program and an electronic graphic organizing tool to communicate effectively and creatively.

--Library Media Specialists--Library Media Services--Network Services

Software to meet this need (Clicker 4, Inspiration 7.5), after purchase and pilot in individual schools, will be added to the district’s basic software bundle.

Training in new software with release time for teachers to attend

District funds Student use of Clicker 4 and Inspiration 7.5 reported to the tech committee and recommendations for use made

Use a district plan for piloting new hardware and software.

--Library Media Services, --Network Services--Library media specialists will develop piloting plan

To be determined To be determined To be determined Plan available to schools for use by Spring 2005

Select appropriate technologies for specific purposes by learning new strategies for teaching in multiple computer classrooms.

LMS, Classroom Teachers in multiple computer classrooms

To be determined Collegial sharing during release time


Use of strategies documented during teacher observations

Year 2:2005-2006

Use and revise Parkview website to better communicate information and ideas to parents, students and staff.

LMS, Tom Gresham, tech committee

Tech support from Library Media and Network Services

Release time to work on website with support

To be determined Feedback from students, staff and PTA collected


--Use a variety of media and formats to communicate information and ideas effectively to students.--Investigate pros and cons of acquiring additional video projectors.

--Teachers --Tech committee

All classrooms equipped with wall-mounted monitors with scan disc capability. Five new monitors; additional video projectors as recommended by tech committee

To be determined District or building funds Tech committee will survey use of monitors and video projectors annually

Students will use video broadcasting and a variety of media and formats to communicate information and ideas.

Tech committee, intermediate teachers

Video broadcasting equipment; monitors in each classroom

Instruction in use of video broadcasting equipment for interested teachers with release time for attending.

District, building or PTA funding Tech committee will survey use and effectiveness of video broadcasting as a communication tool.

Use Assess to Learn on-line assessments to collect reading and/or math data on 2nd grade students in fall, winter and spring

LMS will provide technical support. Second grade teachers will conduct assessment and analyze results.

Assess to Learn. Training in using Assess to Learn with release time for teachers to attend.

Gates Grant, district or building funds

Teachers use results of A2L assessment in planning teaching strategies and groups.

Develop knowledge of electronic tools for report cards.

Classroom teachers E-Gradebook Training in using E-Gradebook with release time for teachers to attend.


Tech committee will report on number of teachers using electronic tools for report cards.

Year 3:2006-2007

Pilot the use of PDA’s to collect and organize monitoring notes and other data

--LMS --Interested teachers

--One PDA per teacher--Technical support from Network Services in installing and maintaining

Training is use of PDAs Building or grant funds Teachers will report results in end-of-year survey which will be shared with staff

SIP Team Leader Completing This Form Scout Mitchell, LMS Completion Date March 24. 2004

Other SIP Team Participants Teresa VanHaalen, Heather Livezey, Tracy Bell, Julie Jiminez

Bellingham Public Schools 72 RooseveltTechPlan30March04

Roosevelt Elementary School Technology and Learning Implementation Plan – 2004-07ROOSEVELT ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: Teachers will develop students who use technology for research, problem solving and writing, as measured by district assessments.


Staff will provide students opportunities to use technology to research, solve problems, and communicate effectively, as measured by district assessments.





Hardware (HW),


Needs



Source(s)






What is the cost of the additional HW, SW, TS and PD needed to reach this goal? What are the possible funding sources?Include building and district sources, as well as grants.


*Starred activities will occur in succeeding years of the plan.*Provide regular, ongoing, and flexible access to technology for research, problem solving, and writing.

Teachers, Library Media Specialist, Tech Team, principal

To be determined --Grade level collaboration and training will enable staff to meaningfully integrate technology into the curriculum.--Analyze the Self-Assessment and the Student Performance Assessment to determine next teaching points in the research cycle.

In place --Staff and student self-assessment--Student Performance Assessment

Provide in-service to volunteering teachers in E-Grade Book.

Tech Team, LMS or other district employees offering workshops in E-Grade Book

HW, SW, TS in place

Attend in-service on E-Grade book and use this program to report students’ grades.

In-service provided by building based, early release, or I-728 funding

Use of program by staff per grading periods

Year 1:2004-2005

Offer a Critical Friend Group that focuses on technology use, instruction and philosophy, for 8-12 staff members.

Staff signed up in CFG technology group, CFG leader

HW, SW, TS in place

Certain staff will attend and participate in CFG Technology group

District collaboration time funding

Participation by CFG members in the monthly technology CFG group

Bellingham Public Schools 73 RooseveltTechPlan30March04

Interested intermediate students will participate in after school sessions working with Lego Mindstorm

Tech team members, LMS

HW, SW, TS in place

Select staff members will familiarize themselves with the software, website and robotics needed to run this workshop.

Roosevelt Parent/Teacher Association

Student feedback,instructor’sobservations

Create web pages in Word (used on the Intranet) for students to use for curriculum research, specific skills and student presentation.

Classroom teachers, Tech Team, LMS

HW, SW, TS in place

In-service provided to all classroom teachers on web creation skills using Word.

School In-service or regularly scheduled early release.

Teacher feedback,Classroom use






Utilize flex-cams and monitors in classrooms regularly.

Teachers, Tech Team

To be determined Demonstration and collaboration time on integrating the use of this hardware into the classroom curriculum.

In place Number of flex cams in rooms, teacher use survey

Offer parent classes in technology. (both English and Spanish)

LMS, TLP, bilingual staff, bilingual student helpers

HW, SW, TS in place

Knowledge of learning base and needs of the English and Spanish speaking parents.

Building Number of parents participating

Staff will provide students in grades 3-5 opportunities to complete at least two research projects every year, using the district research cycle.

Intermediate staff, TLPs, Tech team, LMS

HW, SW, TS in place

--Receive coaching, in-service and demonstrations in the use of the research cycle from the TLPs/LMS.--Work with coaches to develop lessons using the research cycle.


Completion of projects, observation of students, analysis of project rubrics

Year 2:2005-2006

Communicate what the research cycle is and how it is used to enhance student achievement.

Principal, staff HW, SW, TS in place

Staff and principal input on newsletters

Building budget Communication with parents through school newsletters

Staff/Students will develop web quests using a school developed research format, (based upon Big 6, Research cycle, and INFOZONE)

Teachers, LMS, Tech team, principal

HW, SW, TS in place

Receive coaching, in-service on the Roosevelt research format. Staff will collaborate to create webquests.


Development of web quests and use by students, staff and student self-assessment, student Performance Assessment, project assessments using rubrics

Administer on-line parent and student climate surveys.

Principal, LMS To be determined Content of the survey and knowledge of how to measure and interpret results.

District budget Results of surveys published and analyzed, number of communications measured by parent surveys

Use technology to increase communication with the parents and community.

Principal, Teachers HW, SW, TS in place

Staff meetings/discussions on using technology to effectively communicate with parents.

Building budget Weekly and monthly newsletters

Year 3:2006-2007

Staff will review computer placement for equitable and maximum use by students.

Tech Team, LMS, Staff

Skills in place Review current use of hardware/software in the building.

In place Documenting scheduled lab time, individual classroom student use time, evaluating types of projects

SIP Team Leader Completing This Form Carol Beebe Completion Date March 23, 2004

Other SIP Team Participants Steve Morse, Mike Webb, Barb Reilly, Peter Rasmussen, Russ Nuckolls

Bellingham Public Schools 74 Silver BeachTechPlan30March04

Silver Beach Elementary School Technology and Learning Implementation Plan – 2004-07SILVER BEACH ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5School Improvement Goal: All students will access and use technology to meet or exceed district goals in writing and in research, problem solving and decision-making.

Technology and Learning Strategy: Teachers will enhance student access to computers as the school district increases the computer/student ratio. Teachers will ensure that students are able to use the computer throughout the writing process. Teachers will ensure that students will utilize technology as a tool for research, problem solving and decision-making.

Rationale (Research): Researchers investigating the impact of the program found that when teachers are learning to integrate technology into their classrooms, the most important staff-development features include opportunities to explore, reflect, collaborate with peers, work on authentic learning tasks, and engage in hands-on, active learning. In essence, the principles for creating successful learning environments for children apply to teachers as well (Sandholtz et al., 1997; Sandholtz, 2001).



Hardware HW), Software (SW), & Tech Support

(TS) Needs



Source(s)


and/or Tools







*Starred activities will occur in succeeding years of the plan*--Analyze computer placement for equitable and appropriate student access. (Is the 4:1 placement working?)--Monitor flexible scheduling of the computer lab

--Tech. Committee, All Staff--LMS & Principal, Tech Team

To be determined Principal will monitor access and the use of technology during formal and informal observations.

Addition of more computers in classrooms, especially grades 1 and 2. Building and district monies. Parent organization grants.

Maps of computer placementWritten schedule.






Review current grade level uses of technology in relation to the District Technology Standards.


Staff development time to review uses.


Tech Standards Document

Year 1:2004-2005

Schedule and plan for students to use computers to support the writing process as appropriate to their grade level.

Teachers, LMS To be determined Teachers will receive further training, during the school day, in the writing process utilizing current writing programs (Inspiration, Word, Publisher, Clicker)

Upgrade older versions of Inspiration. Building and district monies. Parent organization grants.

Observations, lesson plans, student utilization of programs


Utilize Technology to enhance “Words Their Way” spelling program.

Tech Team, LMS, Building coaches

Inspiration on all computers

Staff development in the use of Inspiration.

Upgrade older versions of Inspiration. Building and district monies. Parent organization grants.

Observations, lesson plans, student utilization of programs

Explore use of video production, as a tool for presentations, to produce content for our school, district and outside of the district (distance learning) by students and staff to enhance literacy.

Tech Team --Powerful, capable computer with plenty of ram and hard drive space.--Digital movie camera

Staff development in the use of these technologies plus collaboration time to create content.

District monies, building monies, funds from our parent organization

Review of lesson plans, classroom observation by principal, review of student work.

Model the use of technology for research, problem solving and decision-making using programs such as Inspiration, World Book and the internet.

--Teachers--Tech. Committee

Updated software Staff development time will be given to allow teachers to develop lessons to integrate tech into all curricular areas.

District, building or parent organization monies, I728, Gates Funds, Grants

Observations, lesson plans

Use additional district online research projects to support research, problem solving and decision making skill development.

--Grade Level Teams--Tech. Committee

District support in development of these projects.

Teachers will receive further training in the use of online research projects.


Observations, lesson plansStaff and student utilization of online research projects Data collected and reviewed. Analyzed performance assessment shared with staff

Year 2:2005-2006

Utilize video conferencing tools to produce and view video content.

Tech Committee, Staff

--Video conferencing equipment at our school or shared with another school.--Web cam for broadcasting

Training for teachers in the use of this technology


Video Conferencing Equipment

Further integrate the processes of researching, problem solving and decision making with grade level content.

TeachersGrade Level TeamsTech. Committee

--Videos, cd’s, DVDs related to content areas--DVD Players

Teachers will receive support in implementing research processes in their instructional practices.


--Lesson plans and Lab Schedule--Technology self-assessment--Teachers will use rubrics to assess student use of research, problem solving and decision-making.

Year 3:2006-2007

Laptops or electronic tablets will be utilized by staff for running reading records, other assessments etc

District, Building Tech Team

--Laptops or Electronic Tablets for staff.--Tech Support to install on teacher computers.

Staff development to demonstrate use of this tool.


--Laptops--Database for Record Keeping

SIP Team Leader Completing This Form Dar New Completion Date March 23, 2004


Other SIP Team Participants Greg Holmgren, Principal; Gretchen Offutt, Fifth Grade Teacher; Susan Kagel, Fourth Grade Teacher; Angela Borden, Fourth Grade Teacher; Hugh Allan, First Grade Teacher

Bellingham Public Schools 77 SunnylandTechPlan30March04

Sunnyland Elementary School Technology and Learning Implementation Plan – 2004-07SUNNYLAND ELEMENTARY SCHOOL Bellingham Public Schools Grades: K-5

School Improvement Goal: Students will use technology for research, problem solving and decision-making.


Staff will provide grade level appropriate opportunities for students to use technology for research, problem solving and decision making integrated into the content areas throughout the school year.





(TS) Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.Analyze computer placement for equitable and appropriate student access.

--Fifth grade students will complete a performance assessment.--Staff and 5th grade students will complete a self-assessment

None needed None needed Release 3 teacher evaluators for each Fifth Grade Technology Performance Assessment @$120.00 per teacher per assessment.District funds

Teachers will insure that all students have equitable access to computers Self-Assessment; plans and implementation documented/Action plan/instructional dialog sheetPerformance assessmentDistrict self-assessment document






Year 1:2004-2005

Students in grades 3-5 will participate in at least one online research module.

Grade 3-5 students/staff 7 I cams @ $200 each for $1,400.

--Teachers will work with teacher leader to develop an action plan related to the research cycle.--Teacher leader will work with LMS on Research Cycle and reading comprehension.

I-725 funds for computer planning for LMS and staff.

Project completion by student and project imbedded rubric

Bellingham Public Schools 78 SunnylandTechPlan30March04

Teach students to use computers to support the writing process as appropriate to their grade level.


Clicker 4,Inspiration, Wordand Publisher

--Teachers will participate in demonstration and training of Clicker4 and Inspiration.--Teachers will work with LMS to develop computer lab curriculum based on the research cycle.


Create a survey for intermediate students and teachers concerning use of technology for writing.

Review tech standards throughout the year.


LMS will review tech standards fall of 04

First Early Release of the school year

Attendance at Early Release

--Expose parents to the adopted research cycle model.

--Library Media Specialist--Staff--Sunnyland students & families

None needed Skills in place None needed --Measured by the number of visits to website and number of parents at open house.--Description on Sunnyland webpage

Students in grades 3-5 will complete 1 full research cycle project; develop and present a production, based on conclusions from their research.

Teachers, grades 3-5 Digital cameraVideo editing software (Pinacle) and video equipment

Staff will attend a once a month, hands-on training exploration session.

None needed Rubric completed by both student and teacher Questionnaire/needs assessment Presentation of projects; rubric; assessment of strengths and needs of individual learners and appropriate interventions

Year 2:2005-2006

Incorporate technology with parent education nights and Open House.

Library Media Specialist/Staff/Students


None needed None needed Documentation on the number of interested families who attend

Students will complete two, age appropriate, full-cycle research projects, utilizing either online modules or student-generated questions.

Grades K-2Consistent practices for assessment of research projects will be articulated and implemented school wide. Use a developed rubric to assess K-2 research.

To be determined Teachers and LMS will team teach a lesson once a week that focuses on a variety of aspects of the research cycle.

None needed --Rubric completed by both student and teacher--Discussion of student progress; determine needs of individual learners and appropriate interventions and identify next steps--Measured by district technology assessments

Year 3:2006-2007

Pilot the use of PDA’s to collect and organize monitoring notes and other data.

LMS, interested teachers One PDA per teacher, technical support from Network Services in installing and maintaining

Training in use of PDA’s Building or grant funds Teachers will report results in end-of-year survey which will be shared with staff

SIP Team Leader Completing This Form Denisa Anderson Completion Date 3/23/04

Other SIP Team Participants Jean Prochaska, Tim Stricklett, Lisa D’hondt, Cheryl Van Etten, Peggy Shepherd, Kathy Norwood, Denisa Anderson

Bellingham Public Schools 79 FairhavenTechPlan30March04

Fairhaven Middle School Technology and Learning Implementation Plan – 2004-07FAIRHAVEN MIDDLE SCHOOL Bellingham Public Schools Grades: 6-8

School Improvement Goal: All students will use technology for research, problem solving, and decision-making.

Technology and Learning Strategy: Staff will structure regular, ongoing, and flexible student access to computers throughout the school year, with a continuous emphasis on responsibility and

ethics. Staff will provide keyboarding instruction and practice, with primary emphasis on sixth grade and yearly practice sessions conducted in 7th and 8th Grade

Language Arts classes during the first trimester. Staff will regularly use a variety of learning media and provide yearly multiple writing experiences using technology for the complete writing process (see

EALR’s and District Language Arts Curriculum). Staff will include use of technology as a regular part of lesson plans, using the Office Suite and other tools for production, understanding, and making

meaning with data.

Staff will implement at least two full cycle research projects based on an essential question using the full research cycle (questioning, planning, gathering, sorting, synthesizing, evaluating, reporting), keyboarding (Standard 1), writing (Standard 3), making meaning with data (Standard 4), proper citations (Standard 2), and presentation (Standards 3 and 5). Strands are from the Technology Standards.

Rationale (Research): While evidence indicates that computers can help students improve their performance on tests of basic skills, many researchers investigating the use of technology in education have found that technology is most powerful when used as a tool for problem solving, conceptual development, and critical thinking (Culp, Hawkins, & Honey, 1999; Sandholtz, Ringstaff, & Dwyer, 1997; Means, 1994). In Reeves’ (1998) terms, this kind of use consists of learning “with” technology. It involves students using technology to gather, organize, and analyze information, and using this information to solve problems. In this manner, the technology is used as a tool, and teachers and students (not the technology) control the curriculum and instruction. Tool applications can be used in a variety of curricular areas (Means, Blando, Olson, & Middleton, 1993). (“The Learning Return on Our Educational Technology Investment,” WestEd, 2002)In technology–rich classrooms, students become more engaged and more active learners, and there is typically a greater emphasis on inquiry and less on drill and practice (Sandholtz et al., 1997; Boeman & Baumbach, 1995). Technology also encourages student collaboration, project-based learning, and higher-order thinking (Penuel et al., 2000).



Hardware (HW),


Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.


Provide annual instruction on proper use of networked resources and continuous emphasis on ethics and responsibility.

--LMS--Teachers

HW, SW, TS in place

Staff will develop competency in use of networked computer resources, including desktop management, ethics and responsibility,

None Needed Calendar of annual instructionTracked by student logon account (Students don’t get accounts until sitting through presentation)


--Instructional staff--Tech Committee

HW, SW, TS in place

None Needed None Needed --Analyze annual technology assessments and scheduled access to technology--Review computer placement as needed / Record-keeping systems






Implement one or more full-cycle research projects a year, to include at least one online social studies research project.

--Grade 6-8 teachers--Staff --LMS

HW, SW, TS in place

Staff will participate as learners in online research projects, with focus on developing common understandings about meaningful research and the learning elements in the Research Cycle.

Learning Improvement Day --Projects completed by student teams--Project imbedded rubrics, evaluating process, cooperation, presentation, and analysis

Staff will use technology self-assessment data to understand individual skill levels and develop professional staff development needs.

--LMS--Tech Committee--Staff

HW, SW, TS in place

Technology Committee will analyze professional technology skills via Self-Assessment and schedule learning opportunities.

Tech Committee meeting and district clock hour opportunities

Baseline data identifying skills as determined by Self Assessment

Year 1:2004-2005

Staff will use technology self-assessment data to understand student skill levels and develop student needs.

--LMS, teachers--Technology Committee

HW, SW, TS in place

Tech Committee will analyze student tech skills and share with staff for instruction focus

Clock hours available for inservice to meet student needs

Baseline data

Provide multiple writing experiences using technology for the complete writing process.

All teachers HW, SW, TS in place

Training in use of Inspiration in writing process.

None Needed Objectives and student work reviewed with colleagues/teams.

Staff will learn to access student data from district data bank

Admin HW, SW, TS in place

Training Staff Meeting Survey

Year 2:2005-2006

Increase communications with parents through electronic resources.

--Teachers--LMS

HW, SW, TS in place

None needed None needed --Descriptions of event --Calendar; numbers of teachers using Parent Connect, Thursday Note on e-mail.


Teachers will regularly plan for student use of technology productivity and analytic tools (spreadsheets, databases, graphing programs).

--Science Teachers (graph data)--Math teachers (Calculators and Spreadsheets)--Tech teacher (charts data).

HW, SW, TS in place

Staff will have access to online “tech tips” to help with skills.

Planning time/ collaboration time

Tech tip notebook in place for support. Samples of student work, on-line projects shared at early release: content area mtg.

Implement one or more full-cycle research projects a year, to include at least one online social studies research project.

--Grade 6-8 teachers--Staff --LMS

HW, SW, TS in place

Staff will participate as learners in online research projects, with focus on developing common understandings about meaningful research and the learning elements in the Research Cycle.

Training Projects completed by student teamsProject imbedded rubrics --Evaluating process, cooperation, presentation, and analysis

Implement two or more full-cycle research projects a year, to include at least one online social studies research project.

--LMT--Teachers

HW, SW, TS in place

1. Staff will participate as learners in online research projects, with focus on developing common understandings about meaningful research and the learning elements in the Research Cycle.2. Opportunities for pursuing the development of online research project will be available for interested staff.

LMS & FMS --Calendar--Collected student projects --Projects completed by student teams--Project imbedded rubric for teacher and student

Analyze student work in completing research projects and work collaboratively to implement consistent and common practices for assessment.

--8th Tech Assessment Team--Tech Committee

HW, SW, TS in place

Staff will collaborate with library/media to evaluate and modify research modules to support grade level curriculum.

None needed --Analysis of evaluation for cooperation, presentation, and analysis --Learning logs--Reflective dialogue--Staff and student written responses to module analysis and participation 8th

Tech Assessment

Year 3:2006-2007

Assist parents in understanding the Research Cycle, and how they can assist their child in research and problem solving.

All Staff HW, SW, TS in place

None needed None needed --Information on website --Copy of newsletter--Post information for parents about the Research Cycle and expectations for students on the school website and in the school newsletter.--Incorporate demonstrations of research projects in Open House and Parent Education events.

SIP Team Leader Completing This Form Completion Date 3/26/04

Other SIP Team Participants Michelle Abernathy, Karen Anastasio, Ian Buchan, Joel Gillman, Cathy Miller, Deirdre O’Neill, Steve Rogers

Bellingham Public Schools 82 KulshanTechPlan30March04

Kulshan Middle School Technology and Learning Implementation Plan– 2004-07KULSHAN MIDDLE SCHOOL Bellingham Public Schools Grades: 6-8

School Improvement Goal: All students will use technology for research, problem solving, and decision-making.Technology and Learning Strategy:

Staff will create a structure that accommodates regular, ongoing, and flexible student access to computers with a continuous emphasis on responsibility and ethics.

Staff will develop a continuum for keyboarding instruction. Staff will develop agreements about the use of technology to support the writing process Staff will develop a continuum for technology skill instruction. Staff will develop a timeline and rubrics for implementing integrated online projects

Rationale (Research): In technology–rich classrooms, students become more engaged and more active learners, and there is typically a greater emphasis on inquiry and less on drill and practice (Sandholtz et al., 1997; Boeman & Baumbach, 1995). Technology also encourages student collaboration, project-based learning, and higher-order thinking (Penuel et al., 2000).Research suggests that when technology is integrated into the larger instructional framework, students will not only learn how to use the equipment and software, but will also gain content knowledge (Silverstein et al., 2000). Moreover, using technology within the curriculum framework can enhance important skills that will be valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (Sandholtz et al., 1997; “Critical Issue,” 1999).

School YearActivity


Hardware (HW),


Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.*Provide annual instruction on proper use of networked resources and continuous emphasis on ethics and responsibility

Librarian, staff


Skills in place None needed --Agendas for annual instruction.--Guidelines for technology use included in District Parent handbook.

Year 1:2004-2005

--Develop Continuum for assessment of technology skills--Consistently implement assessments of technology skills

Technology Committee, Interdisciplinary Teams, Dist SS Committee


Training in professional technology skills including the use of networked computer resources and desktop management; ethics and responsibility

School Inservice, regularly scheduled early dismissal or district offerings listed in “Professional Development Catalog.”

--Staff and 8th grade self-assessments twice per year --Training agendas,Annual technology reports, Taglit--Committee agendas




To be determined




--Develop common understandings for integrated online projects.--Develop and implement online projects—one in 6th grade, two in 7th

grade, and three in 8th grade--Develop Rubrics for research projects

Technology Committee, Interdisciplinary Teams, Dist SS Committee


Training in use of productivity software; use of research skills; effective use of email, calendar, and record-keeping systems.


--Online projects designed, classroom observations, lesson plans--8th grade Performance Assessments (once per year)--Rubrics--Mini-research projects, student samples, submission of mini-projects to district project page

Post information about the Research Cycle and expectations for student work on school website and publish in school newsletter.

--Librarian, PTSA, Administration --Staff, District (Zangle) on-line


Skills in place School Inservice, regularly scheduled early dismissal or district offerings listed in “Professional Development Catalog.”

--Information on Web site, statistics for usage ---Email addresses on web, record of correspondence with parents, Zangle used to communicate student progress, announcements, invitations, letters and newsletters

--Develop and implement keyboarding instruction and practice, and skills assessment using “Typing Time” program beginning in the sixth grade.

Technology & Literacy Steering Committees.


Skills in place School Inservice, regularly scheduled early dismissal or district offerings listed in “Professional Development Catalog.”

Quantifiable increase in student proficiency at keyboarding in classroom.

Develop agreements for the use of technology to support the writing process.



Training in how to use technology to support the writing process in all content areas.


Quantifiable increase in student proficiency at keyboarding in classroom.

Year 2:2005-2006

--Demonstrate research projects at open House and conference events.--Communicate with parents via email and the Zangle web-based student reporting system.--Post teacher email addresses on school websites.

Interdisciplinary teams, Librarian or Technology Committee


None needed School Inservice, regularly scheduled early dismissal or district offerings listed in “Professional Development Catalog.”

Exemplary projects posted on Web site, Open House agendas, conference portfolio (e-folio)

--Develop continuum of technology instruction for skills including spreadsheets, databases, research, production, etc.--Develop rubrics and continuum for assessment for research process skills

--Technology Committee--Staff


Training in use of online research projects, with focus on developing common understandings about meaningful research and the learning elements in the Research Cycle.


--Continuum developed--Early release agendas & on-line curriculum research projects available for viewing at each grade level.--Observations, 6-12 classes participating, student data, sample projects on-line

Year 3:2006-2007

--Implement technology instruction continuum.--Carry out on-line research project timeline on every team.

--Technology Committee--Staff


Training in how to teach and use online research projects and work in collegial groups to analyze student work and refine understandings of the research process.


--Observe desirable, consistent practices in using the Research Cycle. --Lesson plans, team agendas, minutes demonstrate instruction of research and process skills --Students demonstrate increased proficiency.


Parents invited to interdisciplinary team open houses to observe student presentations of research projects.

Staff, parents, students


Skills in place None needed Open house agendas, invitations, health fair

SIP Team Leader Completing This Form Mary Gilson Completion Date March 29, 2004

Other SIP Team Participants Gigi Morganti, Julie Bennett, Marion Hiller, Criss Forslund, Kathy Dooley, Terry Pauls, Chuck DeVange

Bellingham Public Schools 85 ShuksanTechPlan30March04

Shuksan Middle School Technology and Learning Implementation Plan – 2004-07SHUKSAN MIDDLE SCHOOL Bellingham Public Schools Grades: 6-8

School Improvement Goal: Students will consistently use a variety of technologies in their classes to problem solve, make decisions, and present their findings.Technology and Learning Strategy:

Teachers will insure that all students have equitable access to computers. Teachers provide keyboarding opportunities to ensure that all students keyboard at 20-25 wpm with 90% accuracy. Teachers teach Students to select and use a variety of technology resources and applications appropriately for specific learning tasks (word processing,

email, internet, spreadsheets, graphing, data bases) Grade level teams design and implement interdisciplinary research projects using Bellingham School District adopted guidelines and resources

Staff will develop agreements about the use of technology to support the writing process.

Rationale (Research): Technology is most influential when integrated with curriculum and assessment. In a review of studies, the (CEO Forum, 2001), concluded that “technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” (Bain and Ross, 1999; Bain and Smith, 2000)


Person(s) ResponsibleHardware (HW), Software (SW), & Tech Support

(TS) Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.*Analyze computer placement for equitable and appropriate student access.

SMS Tech Committee To be determined

To be determined To be determined

To be determined?Year 1:2004-2005

*Students below standard in keyboarding receive additional practice opportunities until they are at standard. Class rosters and wpm documents on file unless there is a documented reason to excuse

SMS Tech Committee, teams, library media specialist



Annual assessment of students documented below keyboarding standard: 20 wpm with 90% accuracy


Identify grade level technology proficiency targets and publish them as a part of school-wide curriculum expectations.

All teachers, SMS Tech CommitteeDevelop/utilize effective assessments of student proficiency in word processing, internet, email, graphing, and spreadsheets.


Teachers will identify and understand how to use a variety of technology resources for various learning tasks – i.e., computer applications, digital cameras, scanners, internet, email

Individualized school inservice

--Grade level technology proficiency targets published and accessible to teachers--Teacher plans, classroom observations, and observation conference--Skill targets and classroom learning tasks included in curriculum map. Curriculum map includes a delineation of what technology infused learning tasks students engage in across the curriculum.--A team plan to maximize the student use of technology for learning is published and accessible to all team teachers as a guide for planning overall instruction. Observation indicates students using technology on a regular basis.--Training logs indicate that teachers attend training to address their self-identified needs. --Meeting notes indicate that team teachers meet to discuss the BSD research cycle and examine sample projects for design and implementation ideas

--Identify computer skills for 8th

grade proficiency; design and implement an aligned instructional sequence.--Identify and record in a school-wide document instruction and application opportunities to implement in content areas.

Teachers will assess students’ proficiency in using the tools, to determine students’ progress in technology use annually in order to plan technology instruction and practice.


Teachers self-identify areas of computer proficiency annually using existing and newly derived self-assessment tools to develop technology trainings based on needs; teachers participate in appropriate training.


--Teachers develop/utilize efficient, accurate assessments of student proficiency in word processing, internet, email, graphing, and spreadsheets and publish them for use by all teachers.--Students participate in an annual assessment of their proficiency in using the tools; teachers use the data to plan instruction.

*Consistently incorporate a variety of technologies into classroom learning activities.

Teachers will implement appropriate technology instruction.

HW, SW and TS in place To be determined


Classroom observations, lesson plans, and annual student assessment data reveal teachers implementing instruction.



To be determined




*Publicize the purpose and structure of the Shuksan Tech Program in mailings, Site Council meetings, and conferences, and Shuksan home page.

To be determined HW, SW and TS in place

To be determined Individualized school inservice

Before school and beginning of the year mailings home include descriptions of the purpose and structure of Technology Program.


Design and implement a progressive 6,7,8 series of research cycle learningexperiences for students (so as to scaffold students to independent use of the research cycle)

Teams, Library/Media specialist, BSD personnel Teachers will develop tools for students to use in gathering, storing, and analyzing their own learning data in order to set personal learning goals


Teachers discuss and understand the BSD research cycle, ask questions, share observations, and examine BSD sample projects


--Curriculum map, lesson plans, classroom observations --Students complete all investigative projects based on the BSD research cycle as indicated by teacher plans, classroom observations, and student work.--Lesson plans, classroom observations substantiate that grade-level projects scaffold students to independent use of the research cycle by 8th grade.

*Each grade level team will implement two investigative projects with articulated connections to the research cycle.

Team teachers with support and oversight by the SMS Tech Committee


Each team will self-assesses its use of interwoven technology instruction and identify specific places and ways to maximize legitimate technology use within overall instructional plans


--Team notes indicate that teachers and the Tech Committee review and plan improvement in the interwoven use of technology in classroom instruction.--Staff development need documents presented to Site Council contain technology rich instruction training identified as needed by teachers

Report individual students’ proficiency in using the research cycle to parents.

Students with support from teachers



--Student portfolios contain spreadsheets and analysis reflections about their own learning, as well as personal goals based on the data reflections.--Report card comments and portfolios indicate that proficiency data is being reported to parents.

Year 2:2005-2006

Information regarding Technology Program will be available on the Shuksan Homepage

Library/Media Specialist To be determined


Observable on the Shuksan Homepage.

Each grade level team will implement two investigative projects with articulated connections to the research cycle–one of which is interdisciplinary.

Team teachers with support and oversight by the SMS Tech Committee and Site CouncilTeachers will ensure that students gather, store, analyze, and goal set based on their learning data on a regular basis


Teachers identify training needed to understand how to effectively weave technology use into the full range of learning activities; teachers participate in identified training


--Students complete all investigative projects based on the BSD research cycle as indicated by teacher plans, classroom observations, and student work.--Training rosters substantiate that teachers attend the training; classroom observations reveal students engaged in technology-rich learning.

Year 3:2006-2007

Students will electronically keep data on their learning progress, a key feature for use in At-Risk and student-led conferences.

Students, with teacher oversight, include their personal learning data, analysis and goal sheets in their portfolios, which pass from grade to grade and are used in student-led and At-Risk conferences with parents.



--Student portfolios contain records of their personal learning data and goals based on the data, as well as periodic reflections on their progress.--Data analysis, and goal sheets which are used as evidence of learning levels in At-Risk and student-led conferences.

SIP Team Leader Completing This Form Chris Stevens Completion Date March 24, 2004

Other SIP Team Participants Timina Eggert, Beth Janis, Molly Johnson and Wendy Born

Bellingham Public Schools 88 WhatcomTechPlan30March04

Whatcom Middle School Technology and Learning Implementation Plan – 2004-07WHATCOM MIDDLE SCHOOL Bellingham Public Schools Grades: 6-8School Improvement Goal: Students will consistently use a variety of technology resources and applications in the classroom to problem solve, make decisions and present their findings.


Staff will insure that all students have equitable access to computers with a focus on responsibility and ethics.

Staff will teach students to select and use a variety of technology resources and applications for specific learning tasks (keyboarding, word processing, email, spreadsheets, Internet, databases, brochures, presentation tools.)

Staff will provide keyboarding opportunities to all students with an emphasis at 6th grade Staff will develop agreements about the use of technology to support the writing process Staff will implement at least two on-line research projects based on an essential question using the full research cycle.









and/or Tools







*Starred activities will occur in succeeding years of the plan.*Analyze computer placement for equitable and appropriate student access

--Library Media--Tech Committee--Teachers

--Furniture--Electrical Upgrade--Standards-based computers @ 4:1 ratio

Time to develop a process to analyze data

District budget. 4:1 + 1 ratio with appropriate printer access.

--Student Survey Results--Tech Committee recommendations

Year 1:2004-2005







*Analyze annual technology assessments (Self and 8th

grade) to help set school wide goals and identify needs for professional development

--Library Media--Tech Committee

Teachers will share classroom practices in multiple-computer classrooms

--Presentation or review of BSD Technology standards and school expectations for middle school students.--Teachers will share classroom practices in multiple-computer classrooms

Technology committee meetings, school in-service or regularly scheduled early release.

--Self Assessment results--8th Grade Tech Assessment results--Record of presentation in minutes

*Provide students consistent instruction on proper use of networked resources with emphasis on ethics and responsibility.

Library Media HW, SW and TS in place

Yearly Review for staff Faculty meeting time, school in-service time or scheduled early release time at beginning of year.

Schedule of network presentations.

Develop and implement a keyboarding continuum with an emphasis on instruction at the 6th grade level.

--Library Media--Tech Teacher--7th Grade Spec. Ed--8th Grade Core Teachers

Upgrade cabling to Room 10 lab so that the network version of Mavis Beacon will run efficiently

Explanation of Posture Posters

Faculty meeting time, School In-service or regularly scheduled early release.

--Statement of keyboarding expectations @ Whatcom.--Keyboarding Database /records

Consistently incorporate a variety of technologies into classroom learning activities that learners use appropriately and effectively to assist in gathering information, making meaning and producing results

Teachers --Staff will work together to understand and practice lessons tied to their curriculum.--Staff will become aware of PDPoint and its ability to enhance productivity and effectiveness of EDClass lessons.

--Online Project presentation--Presentation of Edclass and PDPoint.


--Lesson Plans--Analysis of student projects

Begin consistent incorporation of online research projects.

--Teachers--Library Media--District Support


--Continued grade level meetings.--Teaming with Library/Media to become familiar and develop a clear understanding of the Research cycle.


Graded Rubrics for projects

Communicate about student progress with parents using current and accessible technologies, with a goal of 2006 - 2007 school year all staff encouraged to use district grading software.

--LMS--Teachers--Administration--District Personnel--Site Council

Continue district on call tech support for the web based reporting system.

Teachers will explore and move to using the district approved web based grading and reporting system.


Chart with number of teacher and parents using Parent Connect

Year 2:2005-2006

Schedule and plan for students to use computers to support the writing process as appropriate to their grade level.

--Teachers--Library Media

Access to computers with Word, Inspiration, and Publisher

Teachers will share and discuss how to use writing productivity programs such as Word, Publisher and Inspiration to support the writing process.

Site License or at least access to Inspiration on all student and teacher computers.

--Observations--Lesson Plans--Student Evaluations


Develop tools for students to use in gathering, storing, and analyzing their own learning data in order to set personal learning goals



Teachers will share tools used for helping students analyze their personal learning


Student Spreadsheets

Implement two or more online research projects that follow the complete research cycle

Teachers District teams will continue to develop online research modules tied to social studies and science curricula and post on the district website.

--Teachers will develop and use classroom assessments for the Research Cycle.--Librarian will coordinate with grade level teams to plan research projects using the Research Cycle.


--8th Grade Tech Assessment--Self-assessment scores --Completed online projects shared with parent groups

Provide parents multiple opportunities to gain knowledge, develop skills and identify appropriate resources to support their child’s technology skills.

Staff Presentation Devices to share online projects, examples of classroom expectations.

Staff and students will plan activities to demonstrate the integration of technology and classroom projects.

School In-service, regularly scheduled early release, and PTA meetings.

Minutes of meetings with presentations for parents

Continue to enable students to complete two age appropriate full-cycle research projects that follow the model developed with district criteria and aligned with curriculum content.



Teachers will develop school-wide and common language and use consistent instructional practices for teaching the Research Cycle


Student scored projects.Year 3:2006-2007

Parents will be informed and knowledgeable about access to Parent Connect. --Community Outreach by students to inform and teach parents and members of community

--Zangle support personnel--Library MediaPTSA


Teachers will make presentation at PTSA meetings and announcements

PTSA meetings Rosters of teachers and parents signed up for parent connect.

SIP Team Leader Completing This Form Penny Jewett Completion Date 3/19/04

Other SIP Team Participants Jeff Coulter, George Schmidt, Sonja Moon, Fred Chung, Kristen Lessley

Bellingham Public Schools 91 BellinghamHSTechPlan30March04

Bellingham High School Technology and Learning Implementation Plan – 2004-07BELLINGHAM HIGH SCHOOL Bellingham Public Schools Grades: 9-12

School Improvement Goal: All students will demonstrate the use of appropriate technology for research, problem solving, decision making, and reporting in all content areas as measured by district assessment instruments.

Technology and Learning Strategy: Staff will integrate instructional technology across the required/common curriculum. The technology committee and teaching staff will ensure both physical access to and instruction in the use of technical resources for all students in all curricular

areas. Teachers will insure that all students have equitable access to computers.

Rationale (Research): Technology is most influential when integrated with curriculum and assessment. In a review of studies, the (CEO Forum, 2001), concluded that “technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” (Bain and Ross, 1999; Bain and Smith, 2000)

ActivityPerson(s) Responsible


Needs



Source(s)








*Starred activities will occur in succeeding years of the plan.Share current use of and expertise in instructional technology

Tech Committee In place N/A Staff time to conduct survey. Up-to-date curriculum map.

*Place computers for equitable and appropriate student access.

Tech Committee Hardware TBD N/A Release time. Survey staff and students.

Identify benchmarks for each skill by grade level

Tech Committee TBD N/A Release time. Completed document.

Create and use common rubrics for each identified skill, by grade level

Tech Committee Rubric templates. Rubric skills. Release time. Rubrics completed and used by staff

Year 1:2004-2005






*Identify courses to use/teach tech skills through analysis of current use and teacher skills data.

All staff TBD N/A Release time. Survey to determine staff integration of technology into instruction

Year 2:2005-2006

*Implement systematic integration of tech skills

Curriculum committee TBD. Varied and potentially extensive, depending on requirements.

Release time. Map/track use of technology across curriculum

Bellingham Public Schools 92 BellinghamHSTechPlan30March04

*Modify current Tech Performance Assessment to address skills identified previously

LMS and Tech Committee In place None. Release time. Assessment modified and used to generate valid data about student performance in using technology in each skill area

Year 3:2006-2007

Expand systematic integration of tech skills

Curriculum committee TBD Varied and potentially extensive, depending on requirements.

Release time for PD.Hardware?

Map/track use oftechnology across curriculum

SIP Team Leader Completing This Form

Ralph Hayden Completion Date March 23, 2004

Other SIP Team Participants Holly Anderson, Steve Clarke, Svetlana Cuello, Debbie Granger, John Hoffman, Christy Johnson, Susan Kendall, Sam Anderson, Darin Nolan, Karll Rusch, Randy Storms, Quentin Wahlborg, Nancy Wilmot

Bellingham Public Schools 93 OptionsHSTechPlan30March04

Options High School Technology and Learning Implementation Plan – 2004-07OPTIONS HIGH SCHOOL/GRADS TEEN PARENT PROGRAM/COMMUNITY TRANSITIONS

Bellingham Public Schools Grades: 9-12

School Improvement Goal: To enhance literacy skill development, all students will use technology for research, problem solving, and decision-making.

Technology and Learning Strategy: Staff and students will have increased access to technology each year. Teachers will provide increased opportunities for students to build needed research, presentation and technology skills.






Needs




and/or Tools







*Starred activities will occur in succeeding years of the plan.*Review current student use of computers. Use technology self-assessment data to develop plan for understanding individual student skill levels.

Tech CommitteeStaff


Skills in place None needed. All students complete district technology self-assessment.

*Provide annual instruction on proper use of networked resources and provide continuous emphasis on ethics and responsibility.

Instructional staff HW, SW and TS in place

Skills in place None needed. Provide overview of appropriate use of district technology resources as part of fall orientation for students


Tech Committee HW, SW and TS in place

Skills in place District budget 4:1 + 1 ratio with appropriate printer access.

Review student use of computers.

Year 1:2004-2005


Tech Committee To be determined Technology Training Title V training Monitor accessibility of student use of tech resources


Use technology to monitor student progress, including data gathering, analysis, and reporting.

Teachers HW, SW and TS in place

Skills in place Record-keeping systems. Collegial study of student progress in scheduled meetings.

Documentation of use of data for strategic planning and reporting

Increase number of computers in each Options general classroom to expand student access to electronic research (in lieu oftraditional library sources) materials and productivity tools.

Tech Committee Replace 5 computer systems for GRADS Teen Parent Program classroom to include 2 systems with CD R/W drives.Community Transitions: Replace 3 computer systems.

Skills in place Costs for hardware/software replacement:25 Computers @ $950--$23,750.0025 Software Upgrades @ $200--$5,000.001 Laser Printer @ $800-- $800.00Additional technology equipment:6 Computers @ $950-- $5,700.006 Software Packages @ $300--$1,800.00Funding Sources:Building Budget: $ 2,050.00District/Tech Funds $36,000.00Community Transitions:Costs for hardware/software replacement:3 Computers @ $950-- $2,850.003 Software Upgrades @ $200--$600.00Funding Sources:District/Tech Funds $3,450.00

Review student use of computers

Continue to expand use of on-line curriculum materials (NovaNet) to augment instructional activities in both regular classrooms and extended day or extended year (summer) programs.

Staff and Technology Team

Add 2 computer systems in each of Options’ general classrooms (Rooms D, C. E – 6 systems) to improve student access to technology-based resources (NovaNet, on-line library reference resources, presentation tools).

Skills in place None needed. Four teachers and three IAs completed NovaNet training.

Year 2:2005-2006

--Provide at least one technology-based experience each trimester, assisting students to gather information, make meaning of information and produce results.--Regularly provide opportunities for student use of technology productivity and analytic tools (word processing, spreadsheets, databases, graphing programs).

Teachers Replace 6 computer systems in Room D (2 with CD R/W drives) and 1 computer system (with CD R/W drive) in Room E.Replace 2 digital cameras at Options and 1 digital camera at GRADS.Add color printer in Options LabCommunity Transitions: Add 1 additional computer system with CD R/W drive.

Staff will include demonstrations and lessons using technology in regularly scheduled meetings and staff development sessions.

Hardware/software replacement:--6 Computers @ $950-- $5,700.00--6 Software Upgrades @ $200--$1,200.00--3 Digital Cameras @ $800-- $2,400.00Additional technology equipment:--1 Color Printer @ $500-- $500.00Funding Sources:--Building Budget: $1,600.00--CTE Funds $800.00--District/Tech Funds $6,200.00Community Transitions:Additional hardware/software:--1 Computers @ $950--$950.00--1 Software package @ $300--$300.00Funding Sources:--District/Tech Funds $1,250.00

Project and student work reviewed with principal.Agendas with Tech Lesson included. Calendar with same.Curriculum outcomes reviewed with principal.


Provide increased opportunities for students to build needed research, presentation and technology skillsAssist students to use technology tools and processes in completing the components of the research associated with Culminating Projects and technology tools to enhance student presentations related to their Culminating Project.


Skills in place None needed. Assessment rubrics used for use of technology tools and research process aligned with core competencies in preparation for culminating project

Incorporate demonstrations of technology utilization for research projects and student presentations at Parent Education events and during student-led conferences.

Staff HW, SW and TS in place

Skills in place None needed. Descriptions of event. Calendar. Invitations.

Define benchmarks to integrate research, presentation and technology skills necessary for successful completion of the culminating project.

Staff Replace 3 general classroom printers at Options and 1 printer at GRADS.

Skills in place Costs for hardware replacement:--4 Laser Printer @ $800-- $3,200.00Funding Sources:--CTE Budget: $ 800.00--District/Tech Funds $2,400.00

Benchmarks for grades 9–2 include imbedded curriculum outcomes in core academic classes to support culminating project.

Provide increased opportunities for students to build needed research, presentation and technology skills.


Teachers will research and design projects using the research cycle.

None needed. Teacher-created projects.

Analyze student work n completing research projects and work collaboratively to implement consistent and common practices for assessment.


Skills in place School In-service or regularly scheduled late arrival.

Review of student work; analysis of student work and learning processes

--Communicate with parents via email and the Zangle Parent Connect web-based student reporting system.--Options High School and the GRADS Teen Parent Program will post teacher email addresses on school websites.


Skills in place None needed --Record of correspondence with parents.--Zangle Parent Connect presence with student progress, and announcements.--Email addresses on web.

Year 3:2006-2007

Parents will become more aware of the uses and benefits of technology in the classroom.


Skills in place None needed Review of student work during student-led conferences

SIP Team Leader Completing This Form Katherine Crandall Completion Date 3/26/04

Other SIP Team Participants Patty Karcher, Steve Hoffman, Karen Neubauer

Bellingham Public Schools 96 SehomeHSTechPlan30March04

Sehome High School Technology and Learning Implementation Plan – 2004-07SEHOME HIGH SCHOOL Bellingham Public Schools Grades: 9-12

School Improvement Goal: All students will use technology for research, problem solving, decision-making, and 13th year preparation.


Use technology as a tool to support student learning across disciplines.

Adopt new technologies to enhance curriculum and student performance, including technologies for special needs students.

Emphasize ethical and responsible use of technology.

Rationale (Research):

While evidence indicates that computers can help students improve their performance on tests of basic skills, many researchers investigating the use of technology in education have found that technology is most powerful when used as a tool for problem solving, conceptual development, and critical thinking (Culp, Hawkins, & Honey, 1999; Sandholtz, Ringstaff, & Dwyer, 1997; Means, 1994). In Reeves’ (1998) terms, this kind of use consists of learning “with” technology. It involves students using technology to gather, organize, and analyze information, and using this information to solve problems. In this manner, the technology is used as a tool, and teachers and students (not the technology) control the curriculum and instruction. Tool applications can be used in a variety of curricular areas (Means, Blando, Olson, & Middleton, 1993). (“The Learning Return on Our Educational Technology Investment,” WestEd, 2002)

Technology is most influential when integrated with curriculum and assessment. In a review of studies, the (CEO Forum, 2001), concluded that “technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” (CARET, Center for Applied Research in Technology, 2003)

Research suggests that when technology is integrated into the larger instructional framework, students will not only learn how to use the equipment and software, but will also gain content knowledge (Silverstein et al., 2000). Moreover, using technology within the curriculum framework can enhance important skills that will be valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (Sandholtz et al., 1997; “Critical Issue,” 1999).







Source(s)








*Starred activities will occur in succeeding years of the plan.Year 1:

2004-2005*Provide instruction on ethical and responsible use of networked resources.

Technology Committee, Tech Connections teachers and LMS

Current resources None None --Library/Media specialist trains all entering and new students in ethical expectations; students sign student contracts agreeing to expectations.--The ethical use of technology is taught in Tech Connections to all 9th grade students.--Expectations are communicated in student handbooks and administrators follow up on violations.


*Design technology skills sequence for 9th grade students.

Building and district staff / Technology Committee and LMS

Current resources None School Inservice or regularly scheduled late arrival

--Analyze data from Technology Performance Assessment (TPA) and identify instructional goals.--IEP reviews.






*Assess student access to technology and make recommendations for changes.

Tech Committee, Tech Connections teachers and LMS.

Increase the number of student workstations in labs 109, 110, A4 and the language lab to accommodate full classes.

Not applicable Additional computers and software will be needed. Redistribution of current resources and support from the district technology budget for additional resources are needed.

Document use of all labs through reservation system and staff survey.

Continue instruction in the writing process, and effective research and presentation.

Department Chairs and LMS.

30 “Smart” KeyboardsIncrease the number of computers in classrooms by employing terminal server clients.

Not applicable --Building funds, district technology funds, vocational education funds, outside grants. --Redistribute some computers currently in building.

TPA – watch for improvement in student use of research cycle.

*Introduce new technology applications in disciplines.

Technology Committee and Department Chairs

--Video editing workstation in Tech Connections classroom.--Digital (Midi) station in music building.

Training in the use of video editing software for Tech Connections teachers.

Vocational education fundsDistrict technology funds.

Evaluation of Tech Connections student projects.

Increase flexibility in use of resources currently in place by adding the Apple computers used in the yearbook class to the BSD Network, and through use of streaming media supported by the upgrade to the fiber optic network.

Technology Committee Support from Network ServicesPurchase of InDesignsoftware class and upgrade of Photoshopsoftware for annual class workstations.

One-on-one technology skills coaching provided to teachers.

District technology funds Support from district

Teacher designed assessments in various disciplines.

Increase teacher use of the school web site as a communication tool.

Technology Committee and LMS

Macromedia Contribute or other compatible software

Training in use of new software.

Library/Media services LMS records changes in staff use of the web site.

Evaluate and improve school web site to meet district accessibility goals.

LMS assisted by district personnel

None Staff development for LMS.

None LMT Department and accessibility specialists will evaluate web site for compliance with district accessibility standards.

Year 2:2005-2006

--Continue to assess student access to technology and make recommendations for changes.--Introduce new technology applications in disciplines.--Support student culminating projects with additional technology.


Purchase an additional 30 “smart” keyboards.--Increase the number of computers in classrooms by employing terminal server clients.

To be determined --District and/or building funds.--Redistribute some computers currently in building.

TPA and survey of teachers


Introduce new technology applications in disciplines and support student culminating projects with additional technology.


6 additional student workstations with video editing software to be placed where students can access them to support culminating projects and for other assignments. Two digital video cameras

Training of some staff in video editing

--Building funds, district technology funds, vocational education funds, outside grants.

Evaluation of culminating projects. Year 3:2006-2007

Assess the functionality of the computers in the language lab for possible replacement.

World language teachers, technology committee and network services

Full lab of computers, software and server upgrades.

Training on new software. Building funds, district technology funds, vocational education funds, outside grants.

Classroom evaluations and AP Test results

SIP Team Leader Completing This Form John Mangan Completion Date 3/23/04

Other SIP Team Participants Dana Smith, Jennifer Styer, Steve Ruthford, Craig Snyder, James Cozad, Kevin Criez, Lonnie Schang

Bellingham Public Schools 99 SqualicumHSTechPlan30March04

Squalicum High School Technology and Learning Implementation Plan – 2004-07SQUALICUM HIGH SCHOOL Bellingham Public Schools Grades: 9-12

School Improvement Goal: All students will effectively use technology for research, problem solving, decision-making, and reporting.

Technology and Learning Strategy: Teachers will provide opportunities across the curriculum for students to build needed research and technology skills. Teachers will emphasize ethical and responsible use of technology. Teachers will insure that all students have equitable access to computers.















*Starred activities will occur in succeeding years of the plan.*Analyze computer placement for equitable and appropriate student access.

Technology Committee, Librarian


Computer placement documentation that supports the greatest number of supervised student access during and after class time.

*Implement district strategies for equal access for students with disabilities,including hardware, software, websites and multimedia.





Year 1:2004-2005

Develop and provide online computer lab reservation system to ensure equitable use of library and computer labs for student research and computer use.

Librarian, Technology Committee

Add network printers to two computer labs to equalize access.

Provide policy for use of computer labs via email and website.

District Technology funds, building funds.

Survey use of computers using lab reservation form.


Provide a variety of technology-supported experiences within curriculum areas.

Department Heads, Teachers


--Explore use of pre-created online research projects, and design research projects using adopted guidelines and resources.--Provide demonstrations and examples of lessons in appropriate venues.

School In-service or regularly scheduled late arrival.

Survey of teachers. Evaluation within ?

*Provide annual instruction on proper use of networked resources and provide continuous emphasis on ethics and responsibility

Teachers, Librarian HW, SW and TS in place

Workshops on ethics, plagiarism and using MLA will be made available to faculty.


Increased use of MLA standards for research and reporting.

Teachers will continue to provide a variety of technology-supported experiences aimed at expanding student skills as outlined in the BSD Technology Standards.

Department Heads, Teachers


--Review technology assessment reports with staff to increase awareness. --Provide demonstrations and examples of lessons in appropriate venues.


Review of student work within departments and CFG’s

Promote production of classroom web pages as a means for teacher communication and providing resources.

Teachers, Department Heads, Librarian

Macromedia Contribute

Training in use of Contribute

District technology funds Project and student work reviewed with evaluatingadministrator through self-assessment.

Information about the Research Process and expectations for students will be posted on the school web site and in the school newsletter.

Principal, Librarian Purchase three additional multimedia stations with video/data projectors, CD/DVD players and laptops.

Continue to provide faculty training, in-service instruction and promote planned workshops.


Information on web site and Storm Watch to increase awareness of expectations in the research process.

Support new and emerging technologies within disciplines.

Tech Connections teachers, teachers

Dragon Naturally Speaking, Handwriting recognition

Career/Technical Education Department

--Support from Network Services--Career/Technical Education funds

Tech Connections teachers’ implementation within their classes.

Year 2:2005-2006

Information supporting the Culminating Project will be made available on the school web page.

Librarian, Teachers HW, SW and TS in place

Faculty in-service instruction and workshops.


Information on web site.


Review District Plan for the Culminating Project and integrate research and technology skills necessary for students’ successful completion of Culminating Project.

TeachersAdministratorsLibrarian

Teachers will work in collegial groups to analyze student work, refine understandings of the research process, and share plans and improvements.

--Teachers will collaboratively develop a standard rubric for assessing research projects utilizing the framework of the District Technology Plan.--Teachers will analyze student work in completing research projects and work collaboratively to implement consistent and common practices for assessment.

Year 3:2006-2007

Celebrate student work, incorporating it into evening informational meetings.

Teachers, Tech Committee, Administrators

Descriptions of event, calendar, posted on school web page.

SIP Team Leader Completing This Form

Carol Wintercorn Completion Date March 19, 2004

Other SIP Team Participants

Stan Kreft, Lynn Torpey, Diane Bates, Joe McAuliffe, Marcia Pedersen, Chris Carlson, Amy Lawson, Amy Brewster, Becky Elmendorf, and Terri Plake.

Bellingham Public Schools www.bham.wednet.edu102

APPENDIX B: DISTRICT COMMITTEE MEMBERS

2004 Technology Plan Writing CommitteeJohn Livesey. Teacher. Northern Heights Teresa VanHaalen. Principal. ParkviewCarolyn Hinshaw. Teacher. Birchwood Jeff Coulter. Principal. WhatcomMarion Hiller. Teacher. Kulshan Ralph Hayden. Librarian. BellinghamJenny Styer. Teacher. Sehome Penny Jewett. Librarian. WhatcomMarcia Pedersen. Teacher. Squalicum Terry Thompson. U WashingtonJohn Getchell. Network Services Mgr. Sue Thomas. Director. Special Ed.Ken Russell / Mary Rausch. LMT Sherrie Brown. Director. CurriculumKatherine Crandall. Principal. Director: Career/TechnicalNancy Messmer. Director. Library/Media/Technology

1999-2001 Learning Technologies Planning CommitteeEileen Andersen. LMS. Sehome Julie Bennett. Teacher. KulshanKathy Dorr. Teacher. Geneva Tara Felder. TOSA. Language ArtsMike Gallagher. Teacher. Bellingham Don Helling. Teacher. SehomeMarion Hiller. Teacher. Kulshan Carolyn Hinshaw. Teacher. BirchwoodPenny Jewett. LMS. Fairhaven Bob Jones. Principal. SqualicumLinda Lamb. Teacher. Squalicum Dar New. LMS. Silver BeachKaren Reed. Principal. Whatcom Brian Rick. TOSA. MathematicsJohn Schick. Teacher. Larrabee Dan Stockwell. Teacher. ShuksanTeresa VanHaalen. Principal. Parkview Wendy Barrett. Director. CurriculumKatherine Crandall. Director. Vocational Susan Zoller. Deputy SuperintendentNancy Messmer. Director. Library/Media/TechnologyMary Rausch. Secretary. Library/Media/Technology

1996 Technology Assessment Committee: Progress Report 94-97Connie Westhaver - Alderwood Scout Mitchell - ColumbiaVicki Schaeffer - Carl Cozier Catherine Gersich - FairhavenChuck Pittis - Happy Valley Mary Gilson - KulshanJamie McKenzie - Roeder Carol Sellereit - RooseveltEileen Andersen - Sehome Helen Roberts - SunnylandGeorge Schmidt - Whatcom Jamie McKenzie - Roeder

1993 Initial District Technology CommitteeLee Brown - Roosevelt Eileen Andersen - Sehome Ted Czajkowski - Roeder Mike Copland - Shuksan Ron Roberts - BHS Katherine Crandall - RoederMike D'Hondt - Happy V. Bill Fox - Whatcom Penny Jewett - ColumbiaJohn Lehni - Fairhaven Susan Peterson - Shuksan Bruce Rowell - H.V. ParentVicki Schaeffer - Carl Cozier Bill Sebring - Shuksan Sherri Angie-Marx - Carl Cozier Paul Berg - Bellingham HS Marv Fast - Fairhaven Greg Freeman - Carl CozierCarolyn Hinshaw - Birchwd Tom Johnson - Whatcom Dave Shockley - BellinghamBeth Roberson - Geneva Steve Taylor - Roeder Bob Austin - GenevaCurt Byrnes - BHS Pat Rutan - Whatcom Greg Cowan - RoederJim Stevens - Roeder


APPENDIX C: INFORMATION TECHNOLOGY ACCESSIBILITY STANDARDS

Bellingham School District’s vision includes an emphasis on equal access for the learning community. To accomplish equal access, we must consider the diverse needs of all students, teachers and staff, including those with disabilities. Accessibility must be considered when procuring, developing or implementing information technologies, including web content, software, hardware, telecommunications, multimedia, and standalone devices such as information kiosks. We endorse the following general principles:

Information technology must be perceivable. Accessible technology is capable of presenting information to all users, including those who perceive content visually (e.g., using a computer monitor), those who perceive content audibly (e.g., blind users or users with reading disabilities who use screen reading software), and those who perceive content through touch (e.g., blind users who use refreshable Braille displays). If technology does not itself have this intrinsic ability, it must be compatible with assistive technologies (AT), so that AT can be used for access.

Information technology must be operable. Accessible technology can be operated by all users, including those who are able to use a mouse or other pointing device, and those who are unable to use a pointing device. People who are unable to use a pointing device include those who use keyboard only, and those who use other input technologies such as speech recognition.

Information technology must be understandable. We use information technology as a tool for supporting our delivery of quality education to students. Overly complex, unintuitive devices or interfaces can obstruct, rather than enhance, the learning process.

National and international standards are in place that can provide guidance to Bellingham School District in practicing/applying these three principles. The Electronic and Information Technology Accessibility Standards (508 Standards) is the only set of standards that encompasses a full spectrum of information technologies. The 508 standards were developed by the federal Access Board as required by 1998 amendments to Section 508 of the Rehabilitation Act. Section 508 requires accessibility of technology that is procured, developed or used by the federal government. However, its standards provide a legally established measure of technology accessibility. The 508 standards are available at http://www.access-board.gov/sec508/508standards.htm. The Access Board has also developed an easy-to-understand Guide to the Standards, which is available at http://www.access-board.gov/sec508/guide/index.htm.

A second set of standards, the Web Content Accessibility Guidelines (WCAG), was developed by the World Wide Web Consortium (W3C), and is applicable specifically to web content. Compared to Section 508 standards for web accessibility, the WCAG is a much more comprehensive set of webaccessibility guidelines and checkpoints. WCAG 1.0 is available at http://www.w3.org/TR/WCAG10.

The following are common examples of the types of issues addressed by the above standards documents.

Web Pages Must provide alternate text for all graphic content (e.g. the ALT element in HTML) in order

to provide access to users who perceive content through non-visual means such as screen readers.

Must provide a “Skip to Main Content” link in the upper left corner that allows users to jump past repetitive navigation options.


Must avoid using color as the sole means of communicating information, so that people who are blind or color blind can still access the information.

Must avoid using flashing content, as it may cause seizures in susceptible users. Must be operable using either mouse or keyboard.

Software Must provide a text equivalent for all graphic content in order to provide access to users

who perceive content through non-visual means such as screen readers. Must provide a text equivalent for all audible content, including captioned video. Must avoid using color as the sole means of communicating information, so that people who

are blind or color blind can still access the information. Must be operable using either mouse or keyboard. Must be compatible with users’ assistive technologies.

Multimedia For audio content, a transcript must be provided for users who are unable to hear the

content. For audio/visual content, the content must be captioned in order to provide a text equivalent

in which the audio portion of the message is synchronized with the visual portion of the message.

For audio/visual content, information that is presented visually that is not clear from the audio should be clearly described so that users who are unable to see the visual content still have access to the information that is being communicated.

For AssistanceBellingham School District personnel are available to assist buildings in complying with these standards. Trainings are also available on a regular basis.

Resources National Center on Accessible Information Technology in Education (AccessIT)

http://www.washington.edu/accessit WebAIM

http://www.webaim.org/ National Center for Accessible Media (NCAM)

http://ncam.wgbh.org/ Center for Applied Special Technology (CAST)

http://www.cast.org/


APPENDIX D: ISTE (NETS STANDARDS-Students, Teachers, Administrators)

ISTE National Educational Technology Standards for Studentshttp://cnets.iste.org/students/s_stands.html

NETS for Students

Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology LiterateStudents to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

Technology Foundation Standards for Students

1 Basic operations and conceptsStudents demonstrate a sound understanding of the nature and operation of technology

systems.Students are proficient in the use of technology.

2 Social, ethical, and human issuesStudents understand the ethical, cultural, and societal issues related to technology.Students practice responsible use of technology systems, information, and software.Students develop positive attitudes toward technology uses that support lifelong learning,

collaboration, personal pursuits, and productivity.

3 Technology productivity toolsStudents use technology tools to enhance learning, increase productivity, and promote

creativity.Students use productivity tools to collaborate in constructing technology-enhanced models,

prepare publications, and produce other creative works.

4 Technology communications toolsStudents use telecommunications to collaborate, publish, and interact with peers, experts,

and other audiences.Students use a variety of media and formats to communicate information and ideas

effectively to multiple audiences.

5 Technology research toolsStudents use technology to locate, evaluate, and collect information from a variety of

sources.Students use technology tools to process data and report results.Students evaluate and select new information resources and technological innovations

based on the appropriateness for specific tasks.

6 Technology problem-solving and decision-making toolsStudents use technology resources for solving problems and making informed decisions.Students employ technology in the development of strategies for solving problems in the

real world.


NETS for Teachers

Educational Technology Standards and Performance Indicators for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards.

The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The standards and the performance indicators also provide guidelines for teachers currently in the classroom.

1 TECHNOLOGY OPERATIONS AND CONCEPTS.Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)

demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

apply current research on teaching and learning with technology when planning learning environments and experiences.

identify and locate technology resources and evaluate them for accuracy and suitability.plan for the management of technology resources within the context of learning activities.plan strategies to manage student learning in a technology-enhanced environment.

3 TEACHING, LEARNING, AND THE CURRICULUM.Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

facilitate technology-enhanced experiences that address content standards and student technology standards.

use technology to support learner-centered strategies that address the diverse needs of students.

apply technology to develop students' higher order skills and creativity.manage student learning activities in a technology-enhanced environment.

4 ASSESSMENT AND EVALUATION.Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

apply technology in assessing student learning of subject matter using a variety of assessment techniques.

use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.


apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

5 PRODUCTIVITY AND PROFESSIONAL PRACTICE.Teachers use technology to enhance their productivity and professional practice. Teachers:

use technology resources to engage in ongoing professional development and lifelong learning.

continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

apply technology to increase productivity.use technology to communicate and collaborate with peers, parents, and the larger

community in order to nurture student learning.

6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

model and teach legal and ethical practice related to technology use.apply technology resources to enable and empower learners with diverse backgrounds,

characteristics, and abilities.identify and use technology resources that affirm diversitypromote safe and healthy use of technology resources.facilitate equitable access to technology resources for all students.

NETS for Administrators

Educational Technology Standards and Performance Indicators for Administrators

I. LEADERSHIP AND VISION.Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders:

A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.

B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.

C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.

D. use data in making leadership decisions.E. advocate for research-based effective practices in use of technology.F. advocate on the state and national levels for policies, programs, and funding opportunities

that support implementation of the district technology plan.

II. LEARNING AND TEACHING.Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders:

A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.

B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning.

C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners.

D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills.


E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology.

III. PRODUCTIVITY AND PROFESSIONAL PRACTICE.Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders:

A. model the routine, intentional, and effective use of technology.B. employ technology for communication and collaboration among colleagues, staff, parents,

students, and the larger community.C. create and participate in learning communities that stimulate, nurture, and support faculty

and staff in using technology for improved productivity.D. engage in sustained, job-related professional learning using technology resources.E. maintain awareness of emerging technologies and their potential uses in education.F. use technology to advance organizational improvement.

IV. SUPPORT, MANAGEMENT, AND OPERATIONS.Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders:

A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.

B. implement and use integrated technology-based management and operations systems.C. allocate financial and human resources to ensure complete and sustained implementation

of the technology plan.D. integrate strategic plans, technology plans, and other improvement plans and policies to

align efforts and leverage resources.E. implement procedures to drive continuous improvement of technology systems and to

support technology replacement cycles.

V. ASSESSMENT AND EVALUATION.Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders:

A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.

B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.

C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions.

D. use technology to assess, evaluate, and manage administrative and operational systems.

VI. SOCIAL, LEGAL, AND ETHICAL ISSUES.Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues. Educational leaders:

A. ensure equity of access to technology resources that enable and empower all learners and educators.

B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology.

C. promote and enforce privacy, security, and online safety related to the use of technology.D. promote and enforce environmentally safe and healthy practices in the use of technology.E. participate in the development of policies that clearly enforce copyright law and assign

ownership of intellectual property developed with district resources.

Copyright ISTE NETS. All Rights Reserved.


APPENDIX E: TEACHING/LEARNING CYCLE

2003 by Richard C. Owen Publishers. Inc.

The Teaching and Learning Cycle

Assessing-Collecting information about progress of learners

Evaluating-What can the student do?-What is the student attempting to do?-What does the student need to do next?

Teaching-Amount of support needed for new learning to occur

PlanningSelect -objective -grouping -resource -approach

LEARNING

2004 Apr28 Rev Tech Plan

Spiritual

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