Central Linn School District 552C Technology Plan 2006 … · 2006-11-03 · Central Linn School...

Central Linn School District 552C

Technology Plan 2006-2009

January 2006

Central Linn School District 552C Technology Plan 2006

Table of Contents Page Introduction 2 Mission Statement 3 CIP Correlation 4-5 CIP Mission and Goals 4 Support for CIP by Technology Plan 4-5 Background 6-8 Current Technology Environment 9 Snapshot of current state of technology 9-10 Monitoring and Evaluation of the Technology Plan 11-15 Continuous Improvement 11 Methodology for Revision of the Technology Plan 11 Identified Areas of Need 12-15 CIPA Compliance 15 2001-2004 Targeted Goals 16-22 Goal 1: Improved Student Academic Achievement 16 Action Plan 16-18 Goal 2: Common Operating Environment 18 Action Plan 19-20 Goal 3: Community/Business Partnerships 21 Action Plan 21-22 Goal 4: Training and Staff Development 22 Action Plan 22-23 Student Technology Expectations 24-28 Oregon CCG’s 24 Student Expectations 25-26 Implementation Strategies 27 Staff Development 28-29 Technologies to be Acquired 30-38 Summary 30-31 Timeline Summary for Implementation 32 Proposed Spending Budget 33-40 Appendix A: Staff Technology Proficiency Levels 41-42 Appendix B: Goal Evaluation Guidelines 43-47

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Introduction It has become more evident in recent years that there is a growing need to develop and implement a long - range plan to integrate technology into the instructional curriculum and the management of information in the Central Linn School District. Our society has entered into the Information age. Increasing demands at all levels for higher student achievement and increased global communications, coupled with the rapidly expanding technological capabilities, have made the need for such a plan even more apparent. We have developed and used a long-range plan for some time now, and see the need to use, monitor, evaluate, and revamp this plan continually so as to meet our district goals and assist all students in their success at Central Linn.

Students learn from experimentation and collaboration with each other and faculty. Students researching and presenting their findings to other students in their own words has been shown to improve conceptual understanding and retention of material. Often, research based and proven conceptual curriculums such as IMP and Connected Mathematics, as well as instructional strategies such as Jigsaw and think-pair-share help provide critical collaborative communication of learning. This communication has been shown to help solidify concepts in student’s minds, because if you must explain your thinking and teach someone else, you must understand your process and the concept at hand deeper than simply providing an answer. Technology has become an important tool in this research and sharing of information as part of learning. Additionally, because of technology’s current movement into nearly every aspect of daily life, students are familiar and comfortable with its use. Often using technology can be a motivator for students to complete assignments and assessments. The technology we wish to infuse will facilitate this type of learning.

The individual content area standards help to provide a clear focus, a target to aim for and exceed. Technology use is another tool in the process of teaching and learning, rather than simply using the computer because it is there. Careful planning using technology and the Internet can provide rich learning experiences heretofore never available directly in the learning environment. Integrating technology into instruction by the teacher is the best form of modeling, and indeed when done well it extends from modeling to where the content learning takes place through the process of using technology. Virtual science labs, economics simulations, mathematics modeling and graphing, writing and revision, and of course internet research (among many other strategies) are all directly impacted by the ability of teachers to provide access to the necessary technology for students to participate. To integrate technological processes and strategies teachers must also be well enough versed in the available technology and its uses themselves that they can design effective lessons, and then assist students who are stumbling with various technological enterprises. This is critical so as not to have lack of knowledge of the technology become a stumbling block to learning the content material in question.

Howard Gardner and others have shown that there are multiple ways of learning, as well as multiple kinds of intelligence. Incorporating technology is one more grain to add

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to our educational loaf in support of various learning styles, so that we no longer simply teach using the white Wonder Bread that is supposed to nourish all. Additionally, several years ago a Midwest think-tank reported that 60% of all new jobs in the 21st Century will require technology based skills that are possessed by only 20% of the current work force and graduates. This was reported to National Commission on Mathematics Teaching for the 21st Century on September 27th, 2000. The workplace is becoming increasingly more service related, and less production related, and often the service jobs rely on the use of technology in various forms. Students entering the modern world need to be able to look for work, perform their jobs, fill out tax forms, invest, research information, do their banking and money management, and purchase products and services safely using technology. As a result, we believe that it is imperative that our students are not only technologically literate, but (to the best extent we can influence) they are technophiles, capable of effectively choosing and utilizing appropriate technology, and learning from technology with fluency. This is why the integration into curricula across the board is critical.

This 2006 revised Technology Plan builds on planning begun in 1991, continued through 2002, modified and used through 2005, and plots a course of action to bring the students and staff of Central Linn School District into the technology laden world of today. It outlines the steps necessary to use technology to increase student learning, to maximize the use of limited resources, and to integrate technology with a telecommunications infrastructure capable of providing on-line learning resources to all students, staff, parents, and community members.

Mission Statement: Central Linn Students are prepared for success in the real world. We prepare our students not only for further education, but for the workforce as well. We prepare our students for the present and ready them for the ever-changing future. Central Linn Students must:

• meet or exceed Oregon’s Instructional Technology (and all other) Common Curriculum Goals

• adapt to the future

• access and exchange information worldwide

• develop intense individual interactions with the learning process

• learn through collaboration

• attain success through quality performance

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The Continuous Improvement Plan (CIP): The Central Linn CIP’s mission is to ensure a safe and caring environment where each student has the opportunity to reach his/her potential in the changing world. The district’s primary purpose is to develop learners who understand and work with information and complex ideas; who comprehend the larger cultural context and interrelatedness of their community, nation, and world; who are motivated to serve the needs of others; who actively question, synthesize, and apply knowledge; and who utilize technology appropriately and with ease. Our seven district goals are:

1. The district actively recruits and retains teachers who are committed to the vision of enhancing learning for all students.

2. The district engages all teachers in specific, focused, rigorous, and ongoing staff development.

3. Students participate in a “rigorous, relevant, and realistic” curriculum that allows them to gain knowledge and skills to function and to contribute successfully to an ever changing world, including demonstrating proficiency on the Oregon Education Performance Standards, and on other measures as literate, numerate, and informed individuals.

4. Students participate in a safe, supportive, respectful, and engaging school environment.

5. Students demonstrate proficiency in using a variety of technologies. 6. The district utilizes a variety of data collection techniques, including diagnostic

evaluations and questionnaires, in order to inform decisions regarding these sub goals.

7. Parents are involved with the schools as part of the educational process for their students including through student led parent-teacher conferences.

The CIP goals address improved student achievement and attainment through highly qualified well-trained staff using rigorous instruction, increased integrated use of technology within the classroom and overall educational system, data driven decision making, good parental involvement, and safe, secure learning environments. This Technology Plan supports and promotes the CIP goals by:

• providing adequate technology resources to attract high quality job candidates • providing technology to use for both staff development and student learning

through collaboration and research, followed by presentation • providing the direction, planning, development, and implementation of a district-

wide technology plan which supports high academic achievement by all students • providing timely and specific staff development and training opportunities for all

educational professionals

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• developing and continued use of technical support systems • supporting curriculum development to match technology delivery with Oregon

Content Standards and expected outcomes • supporting the integration of technology with instruction across the curriculum • supporting a safe learning environment through the ongoing use of internet

filtering software, anti-virus and anti-spyware software, acceptable use policies for staff and students, and monitored student use of technology

• developing partnerships, and using available grant funding to maximize use of limited resources

• providing opportunities for the increased teacher use of varied technologies and alternative learning options for high risk/special needs students, or any student for whom they might be beneficial

• developing and maintaining technology proficiency assessments for students to meet Oregon State Standards in technology

• providing and supporting connectivity and continued access to student data collection and analysis through LBLESD, MAP testing, TESA testing, SWIS reporting, and relevant software to analyze the results.

• Developing and maintaining better lines of communication between administration, staff, students, and parents

• developing and maintaining continued access to information and the internet through solid networking LAN and WAN backbones and support appliances

• developing a comprehensive plan for updating hardware, software and other relevant resources to ensure that staff and students are prepared for the future as well as the present

• supporting ongoing teacher development, integration, and use of technology through certifying teachers at various levels of technology proficiency and use in the classroom with financial incentives in the certified contract

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Background: Central Linn did have several previously approved technology plans. The early one (1991) was rather unwieldy, and was revised in 2000 to be a more a user-friendly document that helped us with decisions from the district to the individual classroom level. This rewritten and streamlined plan was in place from 2000 to 2003 when it was revised and used through 2005. Our focus group has now revisited the technology plan to reflect the updated CIP goals and new Federal No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP) guidelines. Over the years we have taken many steps to improve the hardware and software in our district. These steps included:

1. Passing a bond issue to put clean power in the elementary and high school buildings & wire at least 2 network connections in each classroom, as well as the backbone fiber and cabling in both buildings in our district. (1995)

2. Voice mail and phones in each classroom (also from the ’95 bond issue) with Homework Hotline through telephone system.

3. Used computer donations from a private hospital and local corporations, plus some government agencies to supplement other equipment. (ongoing)

4. HP donated used furniture to help support our high school business lab, a computer, scanner, & printer for the Alternative Ed program (1998), and 15 more dedicated to high school math and science use (2001).

5. Satellite distance learning 1997 through 2002, and Cool-School internet-based distance learning 2002 to present. Additional online college credit recovery courses also offered 2004-present.

6. District, individual school, and teacher web pages (hosted at LBLESD and maintained by students/teachers) (1995-present)

7. Internet filtering software through LBLESD to comply with CIPA guidelines, and provide a safe learning environment for all. (2002-present)

8. NWEA MAP testing (2001-present) and TESA testing (2004-present) for level assessment and to support data driven decisions and direct instruction

9. CIS software installed and in use with ASPIRE community volunteers for career opportunity assessment and college searching (2002-present).

10. Upgraded building infrastructure to 10/100 connections with unmanaged switches, and hubs in all buildings except elementary school (2001-2002).

11. Upgraded Networking software to Novell 4.1 (1995), Novell 5.1 throughout district (2001-2002), then to Novell 6.5 with Zenworks throughout (2005)

12. Upgraded high school computer lab and teacher workstations to PIII computers and shifted all PII computers throughout the building to eliminate all Pentium level machines (2001-2002).

13. Upgraded anti-virus software to Norton Enterprise (2001) 14. Upgraded all elementary lab computers and all 12 high school library computers

to Celeron 1.7 (P4 eq) (2004)

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15. Purchased and installed library automation system (Follett) (2004) inventory entering is currently still in process – so not fully deployed to users.

16. Trained all teaching staff using windows operating system, and MS Office Suite programs, MAP testing and interpretation, basic hardware and troubleshooting techniques as per BASIC Proficiency guidelines. (2001-present ongoing)

17. Upgraded E-mail system through ESD to include home access. (2004) 18. Upgraded attendance tracking to use AS400 GUI interface, then to real time

Classroom Edvantage in all high school classrooms (2003-present). 19. Deployed laptops for all district level employees including secretary, bookkeeper,

purchasing, superintendent, and technology coordinator (2003-present) 20. EdTech dollars invested in TI graphing calculators (2003 and 2004) 21. Upgraded network infrastructure at the high school to 10/100 managed switches

with 1GB fiber connections (2005) 22. Upgraded network infrastructure at the elementary school to 10/100 unmanaged

switches and hubs with 100MB fiber connections (from HS equipment 2005) 23. New server at high school with 290GB storage, Novell 6.5, large tape backup

system, and Zenworks (2005). 24. Upgraded servers at elementary school and district office with Novell 6.5, large

tape backup system, and Zenworks (2005). 25. Upgraded anti-virus & anti-spyware software to Trend Micro Office Scan (2005). 26. Began using Digital curriculum online video source (2004) upgrading to United

Streaming (currently) with implementation of one test server. 27. Purchased and have in use 5 digital lcd projectors (2001-2005) 28. Began use of 2 Elmo document cameras in math classrooms (2004-present) 29. Deployed laptops to high school office staff, administrator, and two math

teachers (2005) 30. Deployed one smart board in a high school science classroom and one CPS

system in a social studies classroom (2004-2005 OSU Grant) 31. Upgraded all teacher and staff computers at the elementary school to Pentium III

and removed all Pentium II from general use except for extra classroom computers (2005)

32. Upgraded one high school lab to all PIII computers (15 are still in use from HP donation 2001) with 15 used PIII Dell computers (2005)

The years between 1991 and 1999 saw the implementation of Measure 5, the statewide property tax limitation measure, and a 5% population growth in the Central Linn School District. During the early 2000’s we also saw a decline in enrollment and funding. Just as we started to find some funding via a TLCF grant in 2001, the state was hit with another budget crisis. Overall with a few exceptions, we have been in Stop Loss funding since the implementation of Measure 5. This combination of rapidly declining resources

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severely slowed the implementation of the previous technology plans. School budgets reflected the situation by focusing resources to meet the demand in classrooms, resulting in diminished means of support for program areas such as technology. Concurrently, we have been challenged with the task of continually improving instruction and student achievement by NCLB. A CSRD grant in 2001-2004 helped fund the availability of local MAP testing to provide data driven decision-making, and critical staff development. District budget support has been provided where available, Oregon State University has helped support our science program, a Ford Foundation grant has supplemented some of our support and training for staff, and helped with community offerings. Also, Ed-Tech funds have helped provide training for staff, graphing calculators and training for their use, and helped provide upgraded computers for elementary teachers. E-Rate funding continues to supplement connectivity mainly by helping support T1 lines, telephone service, and e-mail. Any moneys spent on technology have either been earmarked from these grant funds, or have been pulled from other areas of the district budget to upgrade in specific areas when it became very necessary to do so. Although progress has occurred since 2001, funding has never been adequate to support our comprehensive plan. Various grants have helped to infuse funding, but more is necessary for continued ongoing support of this plan.

The technology focus group has monitored the process of revising the Technology Plan over the last five years and has currently revised it to:

• meet the current educational needs of students and staff

• comply with federal CIPA, NCLB, Ed Tech, and E-Rate guidelines

• support the Central Linn School District CIP

• provide access and equity throughout the district

• provide adequate professional development for sustained student achievement

• ensure standards are set and assessed for all students

• ensure accountability and program improvement

• obtain funding for the Technology Plan from federal, state and private grant resources including, but not limited to Hewlett-Packard Corporation, 21st Century Schools Community Learning Centers funding, Ford Foundation, E-Rate, Ed-Tech and the Technology Literacy Challenge fund grant, and individual donations

• establish coordination of grant and district funding through the District Technology Coordinator and district administration

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Current Technology Environment (January 2006) Overview: A snapshot of Central Linn School District’s technology environment in 2005/2006 would look like this:

• current student population is approximately 630, with about 80 staff, and 30 teachers, 1 K-6 elementary school, 1 7-12 high school, and an alternative school is established at the high school

• approximately 112 microcomputer systems for student use; 37 at the elementary and 75 at the high school; nearly all PIII 450 or better

• elementary school lab consists of 25 Celeron 1.7GHz w/ Windows XP • high/middle school business lab consists of 26 Pentium III 1Ghz w/ Windows 98 • high/middle school Math/Main lab consists of 30 Pentium III 450-766Ghz half w/

Windows 98, half with Windows 2000 (mostly donated machines) • high/middle school has 2 additional work centers in the library and career center

with a total of 14 computers (mostly Celeron 1.7Ghz with a few Pentium III); two older laptops are available for student use as well with Windows ME

• while the only computer classes offered at the secondary level is grade 7 keyboarding, students are working on skills such as word-processing, spreadsheets, desktop publishing, and presentations integrated throughout the curriculum K-12

• at the secondary level, some students are working on webpage design, both digital and B&W photography, photo editing, and page layout. These occur through limited elective classes.

• Students are required to complete a Senior Project with career research, writing, and a culminating PowerPoint presentation for graduation.

• each building in the district is connected to the Internet and each other via T1 lines contracted through the ESD. The WAN goes through the ESD not building to building creating some bandwidth issues for co-locating servers etc.

• students and staff have electronic communication via networked PCs in each building. All computers are networked and connected to the internet. All system users can log into any shared computer and access files on the network.

• home use of e-mail by teachers, and all staff • MAP testing (Measures of Academic Progress) given twice yearly grades 2-9 • TESA testing available and given to all students at least once annually • CIPA compliance through internet filtering software, monitoring, and AUP • 10/100 network infrastructure at all buildings • 10/100 managed switching w/ 1G fiber stack to stack LAN at the high school

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• 1 new P4 (high school) and 2 newer PIII (elementary and district) servers with Novell 6.5 and Zenworks networking software

• Aging phone system with staff voicemail with homework hotline capabilities • CIS career assessment software integrated at secondary level through parent

volunteer organizations (ASPIRE) and staff – Senior Project and Advisory • District and school level websites (maintained by students) • Some teacher individual websites maintained by the teacher • PIII 1 GHz computers with CD burners for all staff at the high school • Office staff and all math teachers at high school have P4 laptops with windows

XP and DVD burners • PIII 766GHz computers for all staff at the elementary school • Classroom Edvantage used to take classroom attendance in real time and input

progress grades at the high school • Special Edvantage for all special education teachers implemented through ESD

has replaced Recman local special ed database • Accelerated Reader program in place and accessible by all staff and students

from any computer workstation at the elementary school • Trainer of Trainers model in place for professional development with various staff

members teaching work sessions in specialty areas including technology. • Teachers work toward technology level certification to move steps on the pay

scale (as described in the appendix document) • District wide Trend Micro Anti-virus software has been implemented • Students are using TI83+ graphing calculators in all math classrooms purchased

from Ed-Tech money

As mentioned previously, fund-raisers by the Booster Club, district funds, and various grants have accounted for some hardware, software, and training but equity still needs to be achieved among the school sites, and ongoing replacement policies need to be a reality rather than simply a wish list. Ongoing updating of equipment needs to occur as old machines become outdated and unable to run modern programs necessary for real world training, instruction, and administrative tasks. Staff training and development in the use of technology through integration into the curriculum also needs a continuing strong focus if we are to meet goals in student achievement improvement.

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Monitoring and Evaluation of the Technology Plan Continuous Improvement: This Technology Plan may be viewed as a working document, which evolves through a continuous process of:

• study – identifying needs and resources • planning – developing a plan to meet identified needs • action – implementation of strategies and activities • reflection – assessment, evaluation, and revision

The District Technology Focus Group (chaired by the district technology coordinator) is responsible for oversight of this process. The committee is composed of the district technology coordinator, representatives from each school’s staff, administration, and community members. The roster includes the district technology coordinator, high school and elementary teachers and administrators, and may include classified employees, parents, and business representatives. The Focus Group monitors progress on identified goals, the technology coordinator reports to the site councils periodically, and reports to the Board of Directors once a year. Since its original development in 1991 this plan was revised several times, including one major revision in 2000-2001, another in 2003, with this 2006 model as the most recent. Methodology for the Revision of the Technology Plan: The technology focus group employs the following process and strategies to revise Technology Plan, and annually asses the progress and revise the budget in real time:

1. A detailed review of the current technology plan and the existing technology infrastructure, including completed and proposed upgrades and training.

2. A review of the recommendations from the ESD. 3. A study of current Oregon Common Curriculum Goals for Technology and

establishment of student and staff expectations to meet those standards. 4. District-wide formal and informal surveys to determine current technology skills,

knowledge, needs, and attitudes of staff and students. 5. Work cooperatively with administration, the CIP committee, and high school

leadership team to evaluate technology goals, which are in alignment with and support the CIP, school improvement process, and Oregon standards.

6. Examine and revise technology use guidelines to insure an Acceptable Use Policy (AUP) that applies to all district technology users including compliance with all Child Internet Protection Act (CIPA) & other federal & state requirements.

7. Evaluate progress toward the stated goals of this plan using guidelines described in appendix B, and make recommendations for implementation changes.

8. Identify areas of need based on the above research, and describe ways to meet those areas of need with this technology plan.

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Identified Areas of Need: Based on the above studies, the following needs/problems continue to exist: 1. Integration of technology across the curriculum:

Many teachers are utilizing technology regularly, but technology is not completely integrated into the classroom curriculum – limited access to hardware and software, inadequate technology to support current applications, and unavailability of integrated curriculum contribute to this need. This has been improved since the installation of higher end classroom machines and equipment but as technology changes, improvements are necessary. To implement many of the changes in teaching style and technology use, we need CD/DVD burners on all computers, document cameras and projectors in most classrooms, laptop computers available for presentations, and better bandwidth access for video streaming applications (and associated hardware). Students still view education and the real world separately – relevant curriculum and projects that tie concepts together across all curricular areas is needed if all students are expected to reach high academic standards. Instruction, curriculum, and presentation styles have not kept pace with technological advances due to limited access to presentation technology. Some teachers have even resorted to purchasing their own equipment to use in the classroom. Staff training through Ed Tech, CSR, OSU grant, and TLCF dollars has helped here, and teachers are itching to implement learned strategies, but ongoing support is needed in both hardware and staff development availability. Additionally, teachers are integrating Internet research, computer based presentations, and word processed writing into their classroom activities to the extent that we have enough computer lab space. While we have two large labs at the high school and one large one at the elementary, there are not enough computers to support growing class sizes, and the labs are often completely booked by teachers or MAP/TESA testing thus locking out learning activities that could be taking place. Additionally, the computers we have are starting to become outdated, and are in need of replacement in the next two years. Therefore, lack of access is growing rather than decreasing, because of increased computer use and integration. Additional computers in labs, or additional labs either in the form of wireless mobile labs or physical labs must be deployed to assist in resolving this issue.

2. Training and technical support for staff: Elementary staff still does not have adequate access to technology – although awareness of the uses of technology in education has increased significantly since 1991 (and indeed since the TLCF professional development sessions), limited availability, access, and outdated technology continue to be major barriers to progress, especially at the elementary level. While “newer” used computers were added this year, they are still substandard, and resources are limited to provide the necessary hardware and software.

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There is still inadequate staff training and technical support of technology – the pre-2000 lack of a systematic approach to staff training and technical support resulted in haphazard and inconsistent training and support for staff. We are trying to improve this. The TLCF grant afforded us an opportunity to do much of this, but more ongoing efforts are necessary. We trained all staff in various uses of computer hardware and software, but huge staff turnover in the last three years has made much of the earlier training a mute point. Ongoing staff development is needed. The implementation of a 4-day school week for students has provided more time for these trainings. Currently, however, much of our time is involved in the improvement of math and reading across the board. We are integrating technology training when possible with these other processes, and one hoped outcome for this plan is continued building of a coherent integrated process to replace a series of one shot in-services. A Trainer of trainers model is being used at the ESD and local level. Grant funding through Ed Tech and other sources will supplement district funds to support this ongoing process. Other areas involve the ongoing development and deployment of regional level software applications for classroom use through LBLESD. These applications drive the need to purchase higher end equipment as well as provide ongoing technical support and training. Often the ESD provides training to individual district representatives on a need to know basis, then dissemination is done by those persons at the district level. Part of the recent budget cuts was removal of additional technical help for the district technology coordinator. This has been restored with one stipend in each building to help with technology support. Training and coordination must be done with these people to supplement the technology support that has been provided over the last four years in the district.

3. Hardware and software needs: GENERAL: While there have been many improvements, there is a lack of adequate hardware and software to support/enhance existing curriculum (especially at the elementary) – insufficient and unstable funding has impeded implementation of the technology plan. While much has been purchased and upgraded, this needs to be a sustainable and ongoing process, and we have been continually playing catch-up, and never maintaining up-to-date technologies. This applies not only to student and staff computer systems, but to network servers, infrastructure, and support equipment (TV, VCR, Video Cameras, Presentation Equipment, etc.). We used to have a STRUT program to help supplement with rebuilt systems, but due to budget cuts this has been eliminated, and many of these piecemeal computers are not capable of handling intensive software programs and higher end tasks. CLASSROOMS: Our classrooms need complete presentation equipment. We have access to video streaming (although it is not fully implemented due to bandwidth and hardware issues) and teachers are implementing student presentations and project based learning. Often this involves students presenting

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their ideas to their classmates on a regular basis. Integration of technology with this is a natural support system, but the technology to make those presentations needs to be ever increasingly at the teacher’s fingertips. Easily accessible laptops, projectors, document cameras, etc. are necessary for this to take place. Additionally, all computers need updated operating systems and CD/DVD burners and software for improved student data transfer abilities using USB drives and CD/DVD technology. The software used currently on the burners available is inconsistent and this causes difficulties in training. Consistency of platform and OS as well as software is critical for consistent and effective use of technology. LABS: While we have two 30-computer labs at the high school, class sizes are pushing the limits, and TESA and MAP testing is also pressing lab use to the max. When multiple teachers want to plan technology intensive content rich lessons, they must share resources. The more we develop teachers interest in this area the harder it becomes to support them with adequate lab space. New labs, larger labs, and/or mobile wireless labs are critical in the fulfillment of our goals for advancing student learning through technology. If we do not provide this support, staff development will become mute. Additionally these computers are four years old now and it is time to replace all of them if we are to stay current in our ability to meet student needs and develop better understanding through modern technology. The operating systems are still mostly Windows 98 (not supported by Microsoft anymore) and only some have CD burners. Another issue is incompatible Office suite programs. Much of the real world has moved on to Office XP and 2003, while we are still using Office 2000. It is just now becoming a problem with student and teacher home computers having newer software, making transfer of data difficult. The Elementary lab is also only 25 computers and needs to be expanded similarly with replacements in about two years. Ongoing support in both buildings is critical. At the District Office, huge strides have been made to connect with our rather large home school community. The district helps provide access to computers, PE, math, and science curricula to build a bridge between the public school system and these home school families. The computer lab for these students is made up of purely Pentium level machines. Many of the older computers being replaced at the other buildings can supplement this need. LIBRARY: Our library automation system had been leased through the Corvallis School District for several years. That contract expired and we purchased the Follett system in 2004, but due to the time consuming (and expensive) process of creating the inventory we are still waiting to roll it out to users. Currently we are in need of purchasing an upgraded version of Follett to manage and share information between our various school libraries and possibly the local public libraries. Additionally this whole process needs to be at the end user level soon to help increase student and staff access to library materials and functions. All of this is critical to helping support our students in their research efforts.

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4. Communications including voice, data, and electronic information: We have phone and voice mail to every classroom. However, they don’t all work on a consistent basis. This is due to the fact that the hardware and programming is outdated, and replacement parts are no longer available. This system was installed in 1995, and in desperate need of being upgraded or replaced. Upgrading can be very costly, and programming changes based on the needs of the district have been examined but have yet to be implemented due to funding issues. This system needs attention. Inadequate infrastructure for the size of our network is still a concern. This is a problem due to the need for electronic sharing of and access to information by students, staff, and parents, which has become a reality in our world. The upgrades completed in 2001-2002, improvements to the T1 lines, improved servers and software in 2005, and staff training has greatly enhanced our capabilities, but we are still lacking in several areas outside of the high school. Network infrastructure needs to be updated at the elementary and district buildings, new servers to host digital video files, additional WAN improvements with fiber instead of T1 lines are needed to support these high bandwidth intensive processes. Televisions are becoming hard to find in classrooms, and VHS tape technology needs to be replaced with DVD to supplement the video streaming once it is rolled out to all users. E-mail is solidly in place, the websites are being maintained, but more training is needed for all staff to maintain their own websites. Continued communication with parents is critical to our goals and the electronic communication sources need to be expanded and staff needs to be adequately trained in using them.

5. CIPA Compliance integration completed Individual student logins are required for any computer use, as well as signed AUP documentation each year. Altiris Vision computer lab monitoring software was installed in nearly all labs during the 2001-2002 school year (but needs to be updated to support newer operating systems), and ESD Internet filtering software is installed and functioning district wide as of July 2002 to help prevent access to inappropriate material. A new revised AUP for all users of computers has been adopted in 2002 requiring staff supervision for all student computer use, prohibiting personal student e-mail and internet chat-room use. In addition, policies restricting dissemination of personal information are in place district wide. While policies are in place they must be periodically reviewed and revised based on current laws and guidelines. Additionally, there is still a need for training and staff understanding of the AUP guidelines (and any applicable revisions) and the risks to students if left unattended to ensure consistent supervision of students.

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2006-2009 Targeted Goals

To prepare Central Linn students for the future and to be successful in the real world we targeted the following 4 goals and action components to accomplish each. By accomplishing these, we fulfill our mission statement and meet the overall district goals set forth in the CIP.

Goal #1: Improved Student Academic Achievement In support of the District’s students and staff, create an environment, which will encourage and foster opportunities to more effectively apply technology to the learning process and to assess and communicate student progress.

1.1 Maintain and follow a K-12 Technology Plan. 1.2 Establish a K-12 curriculum sequence to include standards and portfolio

performance assessments. 1.3 Maintain and train technology leaders in each school. 1.4 Provide technology access (including presentation capabilities) to all students

through their classrooms, computer labs, libraries, and remote sites. 1.5 Provide flexible learning opportunities for staff and students and curriculum

development time for staff (Fridays, advisory, after school, summer school). 1.6 Monitor and revise, as needed, the set of standards for what students must

accomplish to demonstrate the integration of technology and the attainment of State and District goals. Implement Benchmark goals listed earlier including assessment and data gathering.

1.7 Provide access through technology to student performance data (Accelerated Reader, MAP, and TESA testing results) to make on-going assessment and instructional decisions.

1.8 1.9

Continue to develop our school libraries as connected information centers and provide online access to library materials lists to all staff and students. Provide ongoing access to online courses as an independent study option to Alternative Education for credit recovery.

Action plan: The Central Linn School District has been involved in the academic improvement

process for several years now. We are currently focused heavily on driving conceptual based instruction through data analysis and student centered learning styles. Our current professional development, and mathematics and reading curricula are focused on the emphasis of higher order thinking skills. Often this student centered environment requires students to not only solve a problem or answer a question, but to create and completely explain their solution either in writing or verbally to the class or both.

This model of instruction has been research proven through the National Science Foundation in several curriculum developments. One of these, the Interactive Mathematics Program (IMP) has been adopted in our district. The NCTM and state problem-solving standard of communication is hit heavily by this and our lower level

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Connected Mathematics Program. It seems that often students gain a much clearer understanding of a concept if they must build it through making connections of various schema, and then explain it clearly to others. This also helps develop critical thinking skills. All of this applies to standards for improving critical thinking skills in all curricular areas in our districts. The belief is that using this student centered conceptual approach will improve student learning and achievement.

Additionally, in all curricular areas, our staff has started requiring PowerPoint presentations at all levels 3-12. Often students learn from each other in a Jigsaw style approach where small groups or individuals research information and then present it to the class. The class then builds a cohesive conceptual understanding of a topic that incorporates multiple connections in various areas. This is also incorporated using project based learning, which much research agrees seems to improve both student motivation and achievement.

Students often research information using the internet, and all students must pass a Senior Project career research and presentation class to graduate. Small group work and presentations as well as paired activities are prevalent, and when live activities are not possible, many computer simulations are used. At the elementary some computer driven competitive learning games are implemented as well.

In addition to all of this, our local and state assessment is all done using NWEA MAP testing and TESA. These assessment techniques are heavily technology dependent, and provide critical feedback to staff as to proficiency levels for all students. Students are supported individually based on their reading levels (Lexile) produced from these tests. In this way we focus instructional content and strategies where they are needed. Without these technology-based assessments it would be difficult to drive our student curricular decisions and adjustments based on real data. This has been a huge part of the success of our school improvement processes.

Obviously technology is very important to assisting the students in developing these critical thinking and presentation skills that are called for by the standards at all grade levels. The document cameras allow students to visually show and explain “their” work from their own papers (rather than reproducing it on a white board or overhead) to the class. Many content rich discussions can be developed in classrooms where students are often doing the content presenting, and indeed asking and answering questions amongst themselves with the teacher as a facilitator rather than a presenter. Increasingly many of these presentations are including digital video, and our resources in this area are very limited. We need to supplement this as well. The technology in this plan supports all of this by providing a solid networking platform from which all staff and students can work. Additionally, providing quick and easy access to document cameras, LCD projectors, and wired and/or wireless connected laptops in all classrooms without having to share amongst staff helps provide these critical learning opportunities daily. Students and teachers are much more likely to implement the research based strategies learned in ongoing in-service settings if they have easy access to the technology.

Parent and inter district communication is also critical. The ability to keep websites functioning, and e-mailing and telephoning parents to discuss student achievement, in addition to face to face conferences is critical. Many studies show that

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parental involvement in their student’s education is one of the biggest factors in whether they complete homework, and other assignments, and stay on track and successful in school. Keeping these communication lines useable and available is critical to our mission as educators.

Additionally, this plan has intentions of maintaining levels of equipment in such a way that the ability of teachers and students does not outstrip the capability of the technology. Replacing outdated component technology with current level equipment in an ongoing timely process is critical. It is our hope that with the help of E-Rate dollars to keep our T1 lines and telephone access up and running, and Ed Tech Dollars to continue to supplement our presentation equipment and train staff to use it we can accomplish much of this. Consistent help from the district budgets and ongoing searches for technology related grants need to be developed to help support these efforts in an ongoing manner.

GOAL #2: Common Operating Environment In support of the District’s students and staff, create an operating environment that will give direction and focus to the expected use of technology as a tool in the District.

2.1 Develop and support a common platform and operating environment (Novell 6.5, Zenworks, Windows 2000/XP).

2.2 Adopt a common environment for software and hardware, which supports both educational and administrative functions.

2.3 Use a standard revision process for operating policies and protocol. 2.4 Monitor and revise policies and standards for electronic communication of

information in various forms. 2.5 Develop and train building tech representatives to provide effective and

timely support at the district, building and classroom level. 2.6 Develop an active program of research and development to identify new

applications of technology to learning and work to expand instructional applications.

2.7 Maintain an effective AUP and security policy meeting federal and state requirements and CIPA guidelines.

2.8 Assure that responsibility for the care, maintenance, support, enhancement and replacement of computing equipment is an important consideration in budget planning and resource allocation.

2.9 Develop a comprehensive 3 year implementation plan with milestones, monitor progress and measure results.

2.10 Develop infrastructure design and update implementation timeline for WAN and LANS at each site.

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Action plan: All of the buildings in our district have a solid common network operating platform with newer servers and Novell 6.5 with Zenworks. Since 2004 both internet filtering and The network OS have been part of our resolution dollars at LBLESD allowing us to not budget additional money for those items. We have no Macintosh computers, and only support PC machines. We do have a mixed environment due to various ages of machines as far as workstation OS. It is the intention of this technology plan to upgrade all machines to either Windows 2000 Professional or Windows XP Professional. All new computers will have XP, and all older machines will either have windows 2000 updates or be replaced with newer machines and taken out of service over the next three years. All of this being said, we also need to maintain all equipment and replace it in a timely manner. Servers must be replaced at the elementary and district buildings over the next three years, followed by an upgrade for the high school the year following the conclusion of this plan. At replacement times network OS will be upgraded, as well sa backup technology and software. Due to requirements from state testing TESA software and other driving forces such as video streaming, the infrastructure at the elementary and district buildings also needs to be replaced with managed switching networking, and all routers must be updated as well. Both items need to be done imminently (as they are way out of date currently) and will take place during the first year of this plan. Additional increased access to the internet, and technologically based learning will be provided by expanding our labs with new faster machines, capable of accessing state of the art processes such as video streaming for all areas, and online experimental modeling for science and mathematics. The video streaming cannot be done via our T1 lines without causing great grief to the system. The fact that we have a very small local telephone provider, we have little hope of ever connecting via fiber. All of this combines to show the need to purchase and implement dedicated video streaming servers in each building. The T1 can be minimally taxed at night, and with appropriate switched networks the video streaming can be accomplished locally to deliver cutting edge curriculum through United Streaming. While not helpful for TESA testing and video streaming, additional wireless mobile labs may be implemented so as to provide in classroom access to computers, the internet, and the network when other classes tie up the other labs. Our Library automation system is only partially implemented. We need to supply resources to finish the inventory process and roll out the access to the library catalog to all users. The process needs to include purchasing an upgrade for the Follett software in the next three years. Currently our libraries are using paper cards in card catalogs. This implementation will drastically improve student and staff access to the information in the libraries by giving them access to the database simply by logging into any district computer. Teachers can plan lessons based on what they find in the catalog from their classroom without having to go to the library. They can even reserve items for future use times using the system. The efficiency, searchability, and ease of use of this system will help improve student access to information. Also, internet based distance learning courses will continue to be offered as credit recovery for students with independent learning styles. Our library computer lab will provide access to this option.

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Some students in our districts are at a technological disadvantage due to low SES. These students often have no computer or internet access at home. Our schools have started a program to loan older laptop computers to students on a daily as needed basis for the purpose of completing homework and other assignments. This should help bring disadvantaged students equity with regard to out of school computer access. Ed-Tech dollars may also help with these areas in that some of the computers purchased for presentation use will be for student use also, and serve multiple functions so as not to simply be sitting on a shelf. Additionally, Ed-Tech money may be used to assist in refurbishing older PC’s that can be used as loaner computers for disadvantaged students as well. The technology committee will also take on the challenge of revising the district Acceptable Use Policies AUP to ensure compliance in all areas, and update policies based on newly available technology. Additionally this revised AUP will be disseminated to staff during in-service time and thoroughly explained and discussed. Much of what we are trying to do is develop and implement innovative ways to deliver curricula based on student needs. Special populations such as IEP and ELL students can be served using distance learning, audio and video playback ability for delivering reading assistance (audio books on CD or video versions of reading materials). The ability to assess students using technology including the new ELL online assessments, TESA, and MAP testing, and teacher access to the data delivered from those assessments helps all students. Teachers can teach to their needs and strengths. A solid and adequate backbone and updated available technology not only helps students in special populations, but every student in the district. Overall we are trying to implement a three to five year rotation plan for all equipment. Three year replacement is ideal in that the items being replaced are still functional and can be rotated into other areas. If the items get to the five or six year range, replacement is the only option and often the equipment cannot be transferred to another area to improve that area. As discussed previously Ed-Tech and E-Rate money will specifically supplement the purchase of communication lines (T1) for internet access, telephone services, and presentation equipment to support our student centered learning environment. In addition to the overall updating of OS software and office applications, the elementary school lost much of it’s lab software with the advent of windows XP. Much of what we had available was older and does not run on the NT base. Funds need to be spent to upgrade and purchase new grade appropriate software site licenses. This task will be researched by the elementary technology building person, basing recommendations on the types of software that will assist teachers in improving student achievement in academic, technology, and motivation. These items will be in place no later than 2007-2008. Ongoing website updating and maintenance will include the ability for specific staff to provide information easily through the website to the community at large. Teachers will also have the ability to maintain course websites increasing access at home for students who miss school in a timely basis, and to parents wanting to know more.


GOAL #3: Community/Business Involvement/Partnerships In support of a larger learning community, partnerships and collaboration ventures with parents, businesses, other institutions and groups will be developed.

3.1 Develop and maintain working relationships with other public agencies (city, county, state) that would mutually enhance the implementation of technology.

3.2 Provide access technology in the schools by the community-at-large. 3.3 Utilize community access cable, libraries and other public media. 3.4 Encourage direct technology links between home, school, community groups,

online learning, home-school associations, and community college. 3.5 Utilize technology to enhance business-school and school to community

college partnerships 3.6 Develop corporate-parent-community partnerships allowing for charitable

donations of equipment to the schools 3.7 ASPIRE volunteers actively help seniors with college scholarships, job skills

and college applications 3.8 MAP and TESA testing provides parents/community with scores of students 3.9

District and school web pages provide information to community

Action plan: The Central Linn School District works cooperatively with various community

partners. The Ford Foundation has provided grant funding to support community integration of services, fun activities for children on Fridays, adult learning opportunities in many areas, communication, and professional development. Technology and other classes are also offered periodically through Linn Benton Community College at the local buildings. We would like to expand this to include more adult literacy support for parents and others in our district boundaries. The home school center described earlier also has become a wonderful partnership allowing local home schooled students access to technology and other things that they normally would have difficulty accessing. We are also currently developing a mentorship program for seniors to work with business professionals in the district in their Senior Project career exploration process. This technology plan supports the continuation of all of these services through continued delivery of technology related hardware, software, network, and internet access. Additionally communication channels are supported with e-mail, telephone, and website information.

We also have started a donation program through Hewlett Packard allowing HP employees who are parents and community members to donate new equipment purchased through HP at a discount and then take tax deductions based on those donations. Continuation of this program will hopefully supplement our ability to get projectors and other presentation equipment.

Continued use of Cool School and BYU internet based courses including college credit advanced courses not offered locally is supported through this technology plan.

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The ASPIRE program promotes student-college communication and develops opportunities for students to complete financial aid and scholarship applications, college applications and research etc. All of which is done using the district T1 connectivity provided in part through E-Rate money.

TESA and MAP assessments are used and results made available to parents through parent teacher conferences using telephone, e-mail, and in person communications. Additionally, specific class information is starting to become offered through the district website. Currently the Senior Project class (syllabus, schedule, information, and forms etc.) is completely available online. Teachers are also being encouraged to do similar things to pass the Standard level of the technology guidelines as well. This is critical in that it is all more information being made available to parents, which in turn should help improve student completion of work and eventually overall achievement. Other forms of parent communication in process are delivered through the LBLESD Parent Edvantage program allowing parents to log into their students’ information online. They can access things like grades, attendance, and eventually CIM progress and similar items.

GOAL #4: Training In support of the District’s students and staff, provide the training and support systems necessary for creative, informed and productive use of technology for administration, teaching and learning.

4.1 Demonstrate a commitment to participate in the necessary training by expecting every staff member to take part in training and become competent in the use of the operating system and network environment skills. Maintain a trainer of trainers model for overall technology staff development.

4.2 Support the needs of staff and students to communicate with and learn from one another through the use of technology.

4.3 Focus staff development for teachers and administrators on the merger of technological skills with instructional strategies and emphasize the integration of technology as an effective teaching tool embedded in curricular activities.

4.4 Address the particular training needs of each facility by including a training and support component within their building plans.

Action plan: District administration will continue to support and provide adequate time for

training of staff in various research based instructional strategies. These in-services will include various ways to incorporate student-centered instruction including research and presentation in a Jigsaw manner by students to students. The integration of not only teacher use of technology, but also how the technology can be effectively used as a tool for the students in the learning environment will continue to be a priority. This is to include the continued use of research based curricula and strategies such as Bridges, Connected Mathematics, and IMP to improve student learning by increasing critical

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thinking and communication of thinking and defending answers and solution processes. Administration will also continue to provide training from credible outside sources in research based instructional strategies in all curricular areas across the board. Furthermore, administration will continue to support the availability and use of not only the district technology coordinator, but additionally the technology staff in each building, for troubleshooting, technical support, and in-service training.

Ongoing efforts to provide access and training to critical services such as assessment data, video streaming, real time attendance, and communication channels will continue. Staff will be trained in using the video streaming not only to show a “movie” but to pull out specific pieces of information from short snippets of video in the classroom setting. Teachers will be trained in the appropriate use of all presentation equipment so as to easily incorporate this technology into their classrooms.

The technology committee will survey staff at the beginning of each school year to determine what areas they need more assistance in regarding technology. Additionally, technology in-services will include the trainer of trainer model where specific staff members will be trained in ESD (or other vendor) provided solutions, and that employee will train the remaining staff at in-service times. The technology staff will continue to provide training, technical support, and assessment of teachers to pass the technology proficiency guidelines twice yearly. Other training will also incorporate the use of technology to supplement other instructional strategies to improve learning using research based strategies provided by outside sources.

Student e-mail systems will be put in place sometime in the next three years so as to improve communication between students and teachers, and help reduce needless paper use. Teacher training will include appropriate use of e-mail and methodology for incorporation into classroom curricula. Additionally, staff will be given the availability and the training and support to maintain and update their own websites for improved communication with students, staff, and parents. This will be in place for the 2007-2008 school year.

Other training will include the understanding and appropriate enforcement of the AUP policies at all levels including staff and students. Staff will be trained, and dissemination will be done through teachers in classrooms to improve understanding of the rules and necessity for direct supervision of students.

The technology staff will continue to provide timely technical support and repair/replacement of equipment to the best of their ability with limited resources and time. Continual evaluation of this process by the technology committee should ensure improvement based on user feedback. As new technologies become available (including but not limited to, video streaming, wireless technology, laptop use, internet based modeling software, and communication tools) the technology staff will research and work with administration to provide access and training to these services in appropriate ways so as to enhance student learning. This sometimes may be limited by technological ability of systems and financial resources, but efforts will be made to continue in a forward thinking manner to include cutting edge technology to the best of the district’s ability.

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Student Technology Expectations Technology is one of many tools that students have at their disposal as they engage in the learning process. Educational technology is the application of technology to the teaching and learning process. Technologically literate students access and acquire knowledge, exchange ideas and opinions, solve problems, and create, innovate and express themselves through the skillful use of a variety of technologies. As with any other tool, students should use technology in a safe, legal, and appropriate manner when its use will increase understanding and enhance learning. As technology filters out to every aspect of our society, it is essential that students not develop technological skills in isolation. Rather, technology should be integrated into every content area. By providing access to information, opening pathways to communication, and facilitating personal understanding, technology supports learning in all subjects. Students will demonstrate proficiency in technology use and integration based on the following Oregon Instructional Technology Common Curriculum Goals, and the subsequent in-district benchmarks through both technology classes and integration within basic curricula Oregon Common Curriculum Goals

• Demonstrate proficiency in the use of technological tools and devices. • Select and use technology to enhance learning and problem solving. • Access, organize, and analyze information to make informed decisions, using

one or more technologies. • Use technology in an ethical and legal manner and understand how technology

affects society. • Design, prepare, and present unique works using technology to communicate

information and ideas. • Extend communications and collaboration with peers, experts and other

audiences using telecommunications. Process and Evaluation for Student Technology Expectations The following pages describe the benchmarks and grade levels for attainment we have set for students in the Central Linn School District. The technology committee is charged with developing and implementing assessment strategies for evaluating individual student and school progress toward these benchmarks. This will be completed and in place for the 2007-2008 school year. Results will be presented either by the technology staff, or the building principals once yearly to the board of directors. The benchmarks reflect both the heart of the Oregon Common Curriculum Goals for Technology, as well as the essence of our overall implementation strategies of integrating technology use into curricula rather than simply teaching skills in isolated classes. Additionally, the expectations grow and build appropriately by age.

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Student Technology Benchmarks

Benchmark I (Grade 3/4) Benchmark II (Grade 5/6) Perform basic keyboarding functions entering text and numbers with knowledge of key locations

Perform keyboarding functions using correct techniques

Produce simple word-processed documents. Use spell check; manipulate fonts and sizes.

Produce word-processed documents that have been drafted, revised and edited electronically, incorporate graphic images.

Print, save and retrieve files. Print, save and retrieve files.

Create graphic images using grade appropriate software.

Create works using combinations of pictures, sounds, and text with grade appropriate software.

Produce quality documents which display information most effectively. Use the Internet for research.

Use technology to access and retrieve information. Use internet browser to navigate Internet.

Use technology to access, retrieve and evaluate information via the internet and library automation systems.

Demonstrate ethical use of information, including using grade appropriate citations and adherence to copyright regulations.

Demonstrate ethical use of information, including using appropriate citations and adherence to copyright regulations.

Use existing and emerging technologies responsibly and appropriately.


Utilize equitable access to technology as far as possible.


Use technology to learn by applying concepts using grade appropriate software or internet websites

Use technology to learn by applying concepts using grade appropriate software or internet websites

Develop presentations using grade appropriate software

Research and present information to other students using grade appropriate presentation software

Use document cameras, and projectors in classroom settings to show personal class work and explain thinking


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Benchmark III (Grade 8) Benchmark CIM (Grade 10) Perform keyboarding functions using correct techniques

Perform keyboarding functions using correct techniques



Print, save and retrieve files using a network.

Print, save, retrieve, organize and backup files using a network.

Create graphic images using paint/draw software.

Create graphic images using paint/draw software.

Create an electronic presentation that includes text, graphics and may include sound, video, and other multimedia (and use it to present the information).

Create an electronic presentation that includes text, graphics and may include sound, video, and other multimedia (and use it to present the information).

Use technology to access, retrieve, evaluate and interpret information.

Use technology to access, retrieve, evaluate and synthesize information.







Choose appropriate technology as a tool for the learning purpose at hand (and use it appropriately)

Choose appropriate technology as a tool for the learning purpose at hand (and use it appropriately)

Use technology to learn by applying concepts using modeling software or internet websites

Use technology to learn by applying concepts using modeling software or internet websites

Research and present information to other students using presentation software

Research and present information to other students using presentation software



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Technology Curriculum Strategies • All students in grades three through seven will have taken Keyboarding in a

progressive manner, eventually taking a semester rotation dedicated to using proper keyboarding techniques

• Elementary students will take tech lab classes as part of their regular classroom curriculum to support technology benchmarks and other learning goals

• All Students in will use word processing, and presentation software to demonstrate learning in various curricular areas

• All students will use appropriate technology to research, present ideas and information, and explain their thinking or defend their position in support of various content learning integrated into all curricular areas

• Teachers will teach and require ethical, appropriate, and legal use of information including non-copying and appropriate and proper citation of sources in bibliographical format as well as within presentations and documents

• Seniors will integrate CIS and internet based research, word processed research essays, and PowerPoint presentations directly tied to their Senior Project CAM activities developing a final post high school plan

• Teachers will integrate technology based research and appropriate technology use throughout the curricula

• Aspire volunteers will work with all students using CIS career assessment software, and all students will perform career explorations and create a post high school plan throughout their advisory classes culminating in their Senior Project

• The district will assess all students using MAP and TESA testing, or the appropriate adaptive software for ESL or IEP students

• Teachers and administrators will use assessment reporting tools to appropriately drive instruction based on students’ individual needs and communicate results and strategies with parents on an ongoing basis

• Technology staff will provide open source word processing, spreadsheet, and presentation software to all students at no cost if it is necessary to help provide home equity of computer access for all students

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Staff DevelopmentThe administration will work with the Site Councils, CSR leadership team, Technology Coordinator, and Technology Verification Committee to set up a calendar for Staff development that utilizes the Fridays made available by our 4-day student week and other designated in-service days. This will ensure that staff members have the necessary skills to assist and advise students in creating high quality projects, portfolios, and presentations. It will also provide time for teachers to collaborate to effectively incorporate technology into the regular curriculum. We have established 3 basic areas for training. These include: basic computer tech operations, personal and professional use of technology, and applications of technology for instruction. Further, we have established three levels of proficiency – basic, standard and advanced. These are clearly delineated in the appendix at the end of this document. These will be supported as follows (but not limited to): Basic computer Technology Operations (see BASIC level in appendix)

• Technology coordinator and building technology reps will work together to bring individual reps up to speed in necessary areas

• Technology coordinator and building technology reps will work with both all staff and individual teachers to pass proficiency guidelines

• Training will focus on passing of the BASIC proficiency level for individuals wanting to pass this level

• Group training will include basic network and OS operations, saving, printing, use of presentation equipment, research, scanning, digital photo/video, CDR, etc.

• Specific training for staff wanting to pass the STANDARD level will be supported as necessary for presentation software, research, and webpage maintenance

Personal and Professional use of Technology

• Technology coordinator and building technology reps will work together to bring individual reps up to speed in necessary areas

• E-Mail, Attendance, Grading: Technology coordinator and building technology reps will work with both all staff and individual teachers

• ESD will provide some training in mission critical applications as they are rolled out. This will be a trainer of trainer model with selected individuals training district staff – monitored by administration and district technology coordinator

• Staff development sessions will focus on not only using technology but integrating it effectively in a manner so as to improve student learning using research based strategies

• Individuals are encouraged to take classes from local community colleges and/or universities to expand knowledge

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Applications of Technology for Instruction

• Private consultants and district hired specialists work with staff during in-service trainings. Areas include ELL, IEP modification and adaption using technology, reading, math, technology integration, collaborative and student centered instruction, etc.

• Technology staff provides training in the use of laptops and presentation software and equipment for classroom use by teachers and students

• Administration provides in-service training on accessing testing data to plan and influence instruction

• United Streaming provides training for a few district staff, then staff trains additional district staff in effective planning and use of streaming video in content area lessons

• Ongoing activities to improve instruction based on administrative decisions and appropriate use and supervision of technology by students

• Staff development supporting Oregon Technology CCG’s and assessment of students in these areas through content area integrated assignments

Our district technology coordinator, building technology coordinators, Linn-Benton Community College, Linn-Benton Lincoln ESD, administration, and outside consultants will provide staff development training, as well as other staff members who can provide the necessary expertise and training. The model will be a trainer of trainers model, where a small number of staff is trained, then trains the rest of the staff using in-service time. The Technology Verification Committee will meet at least twice a year to assess individual teacher’s progress toward these goals and areas of training and integration.

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Technologies to be Acquired Updated machines at the high school have partially met our needs to move our students closer to the future and the world of work, but these computers are approaching the end of their lifespan. While the elementary received some upgrades, these are still outdated technology at the end of their lifespan. With the move of the alternative school to the high school, access for these students is provided in the labs. Additionally, our plan devotes funds to staff training on an ongoing basis. Our teachers and other staff must be competent and innovative if our students are to excel and to use technology at an optimum level. This plan attempts to implement a 4 year equipment rotation policy, and the district will evaluate and assess the need for upgrade on appropriate equipment each year. The technologies that currently need to be acquired to move the district technology plan forward are as follows:

Server Replacements & Network Upgrades: During the late1990’s we outgrew our outdated LAN design. Much of this has been upgraded at the high school through TLCF and district dollars, but our collision domain is still much too high at the elementary school due to increased number of computers on the LAN and lack of managed switches. New managed switches in the elementary and district locations are a must. In addition, all of our routers in each building are aging well beyond their expected life cycle and are in serious need of replacement. We are seriously looking into the limited use of wireless technology to expand our mobility in the classroom, as well as our overall lab space with a mobile lab. All three sites, high school, elementary and district have new or upgraded used servers, with tape backups, but two will need replacing within 3 years. We need to maintain the network operating system to the latest version in an ongoing manner, and continue to purchase updated system wide virus protection. Additionally we need to purchase two video streaming servers for full implementation of the United Streaming video library for all staff and students. We will continue to re-assess the need for additional upgrades every 4 years. Computers/Printers/Software: Elementary teacher and staff workstations need to be replaced with new P4 level machines. High school staff computers will need to be replaced with laptops within two years. We need at least three traveling presentation units equipped with laptop, projector, and document camera on a cart in both buildings. This must be done ASAP. Additionally, all Microsoft Office applications district wide must be upgraded to Office Professional 2003, and all computer OS needs to be upgraded to Windows XP (or 2000 where XP is not appropriate). All computers with DVD/CD RW drives must have a common burning software to help prevent confusion and incompatibility among students and staff. Additionally, video streaming capabilities need to be expanded via dedicated servers in each building so our LAN can handle the workload without bringing the network speed to a crawl.

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Projection Units/Scanners/Digital Cameras: In order to assist teachers in their instruction, at least two additional new LCD projectors, laptops, and document cameras on carts have been identified as a minimum at each site each of the next two years. Some of this has been purchased and is in use, but for complete technology integration throughout the curriculum additional units must be purchased. Some of this can be done for the purpose of professional development and teacher use through Ed Tech dollars as well as other funding sources. This is important to instruction as well as student projects, and needs to continue throughout all buildings. Additionally, our yearbook cameras are aging and constantly need expensive repairs. More up to date digital cameras are still needed. At least one digital video camera is needed at each site for student and teacher projects as well. E-Rate Ongoing support and annual purchases of our communication backbone in the form of telephone lines and service, Long distance services, Internet Service Provisions, T1 data lines for WAN communications and internet connectivity, e-mail services, and potential wiring and fiber related projects is necessary and assisted through E-Rate dollars and discounts applied for annually. While the E-Rate dollars are applied for, the continuation of these ongoing essential services is not dependent upon those moneys. The district always budgets 100% of the projected costs in these areas to ensure ongoing services without the help of E-Rate. The E-Rate refunds are considered bonus dollars to the budget after the fact. Telephone System Our telephone system is seriously outdated. Replacement parts are no longer available, and it is often not working correctly. This must be replaced or at least updated with new components soon if we hope to be able to maintain reliable communications and voice mail services to all staff.

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Proposed Spending Our budget is based on a three-year timeline from 2006-7 through 2008-9. The prices and costs contained herein are a combination of estimates and researched current pricing as of January 2006. Because technology pricing is extremely volatile, one must understand that this budget will be revised yearly. Additionally, the amounts are based on what we ideally would like to implement. The reality of school budgets is that this is rarely actually accomplished. The quantities, and pricing in this budget may be revised to include lower specification/priced items and some things may be removed based on current funding conditions. The technology plan budget will be reviewed yearly (in August before school begins) by the technology committee and compared with what the district has budgeted from general funds, available grant funding, and donations to determine what (if any) changes must take place. The changes will be prioritized based on student and staff needs, and what will best benefit student learning and the education process. Future expenditures may also be altered to include higher priority items not able to be funded during the current year. In the column Year, a 1 indicates items to be implemented in the school year 2006-2007; a 2 indicates items to be implemented in the school year 2007-2008; and a 3 indicates items to be implemented in the school year 2008-2009. While this is a wish list, it really does represent what we feel is necessary to keep up with technology and utilize it to the full advantage for improved student learning. Much of what is listed may be purchased in downgraded form simply out of financial necessity, but our focus remains as discussed in this technology plan. Funding must come mainly from the district general budgets. Grants, donations, E-Rate and Ed Tech supplementation, and any other sources of funding available will also be continually evaluated for availability. We need to focus on finding and dedicating money to this cause if we hope to be successful in our school improvement goals, assessment strategies, and preparation of students for post high school education and life. E-Rate: Items supplemented by E-Rate dollars such as Internet connectivity (ISP, T1 and fiber connections), telephone service, long distance, and e-mail will continue to be budgeted separately from the overall technology budget in the district budget. This process ensures that the district budgets 100% of the funding needed EVERY YEAR to cover these essential services. The E-Rate funding and discounts received vary from year to year and are considered a bonus to the budget. We have always, and will continue to, dedicate funding in this manner so there is no question as to the availability of funding to cover the “non-reimbursed” portion of e-ratable items. Any other projects that may be E-Rate funded such as wireless implementations or improved fiber connectivity will not be implemented unless the district can fully fund them without the E-Rate assistance. This way the funds are guaranteed to be there should the unpredictable E-Rate funding fall through. Additionally some of these services such as ISP, network OS licensing, and internet filtering are paid through our Tier 1 dollars at the LBLESD, thus always funded through the Esd and the district. Other Items such as salaries are separately budgeted as well. Items shown in the budget as E-Rate items are currently funded at 100% for 2005-2006, and budgeted 100% from district general funds for 2006-2007, and will be budgeted 100% for 2007-2008 and 2008-2009 also.

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Timeline Summary for Implementation 2006-2007

• Elementary school and district office network infrastructure • New routers at all 3 buildings • Elementary teacher computers • Math Science Lab update at High School • High school teacher laptop computers • High School Yearbook Camera Equipment • Elementary and high school presentation cart equipment • High school wireless implementation (if feasible) • District Wide Microsoft Office 2003 • District Wide Windows XP/2000 upgrades • District Wide consistent Burning Software • Digital Curriculum Video Streaming servers HS and ES • Elementary office, admin, support staff computers • ES Office network laser printer • Digital video camera elementary and high school • Upgrade telephone system at HS and ES • Professional development training for all district staff

2007-2008

• Renew district wide anti-virus software • Update home school lab with either new computers or transfer from HS • High school business lab computers • Elementary school library computers • Additional high school laptop teacher computers • Replace high school network lab printers • Transportation computer and printer • Additional high school classroom presentation equipment • Additional elementary school classroom presentation equipment • New server at elementary school • Professional development training for all district staff

2008-2009

• Elementary school lab and classroom presentation equipment • High school library computers, printers, & software • Library automation system upgrade • New server for district offices • Elementary computer lab computers • District office computers, printers, software • Professional development training for all district staff

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Proposed Spending Budget: Elementary School Item Qty Unit Cost Total Cost Qty Unit Cost Total Cost Qty Unit Cost Total Cost Computer Lab Year 1 Year 2 Year 3

Multimedia computers w/ DVDRW/sound/monitor etc. $1,000.00 $0.00 $1,000.00 $0.00 30 $1,000.00 $30,000.00

Software and licensing for Lab 1 2,000.00 2,000.00 2,000.00 0.00 2,000.00 0.00 Lab Network LaserJet Printer 1,995.00 0.00 1,995.00 0.00 1 1,995.00 1,995.00 Lab Scanner 199.00 0.00 199.00 0.00 1 199.00 199.00 Digital Video Camera 1 500.00 500.00 1 500.00 500.00 500.00 0.00 LCD Projection Unit 1,000.00 0.00 1,000.00 0.00 1 1,000.00 1,000.00 Sub Total: $2,500.00 Sub Total: $500.00 Sub Total: $33,194.00 Classrooms Teacher computers/mon 16 $1,200.00 $19,200.00 $1,200.00 $0.00 $1,200.00 $0.00 Teacher Inkjet Printers 16 199.00 3,184.00 199.00 0.00 199.00 0.00 Scanner 16 199.00 3,184.00 199.00 0.00 199.00 0.00 Software and lic. for Teachers 200.00 0.00 200.00 0.00 200.00 0.00 Digital Camera 400.00 0.00 1 400.00 400.00 1 400.00 400.00 Cart for mobile pres. Unit 2 150.00 300.00 2 150.00 300.00 1 150.00 150.00 Digital document camera (cart) 2 800.00 1,600.00 2 800.00 1,600.00 1 800.00 800.00 LCD Projection Unit (cart) 2 1,000.00 2,000.00 2 1,000.00 2,000.00 1 1,000.00 1,000.00 Laptop Computer (cart) 2 1,800.00 3,600.00 2 1,800.00 3,600.00 1 1,800.00 1,800.00 Sub Total: $33,068.00 Sub Total: $7,900.00 Sub Total: $4,150.00 Network Infrastructure Server and accessories $7,500.00 $0.00 1 $7,500.00 $7,500.00 $7,500.00 $0.00 Backup tape system 1,999.00 0.00 1 1,999.00 1,999.00 1,999.00 0.00 Router for WAN connectivity 1 3,000.00 3,000.00 3,000.00 0.00 3,000.00 0.00 Router reconfiguration ESD 1 250.00 250.00 250.00 0.00 250.00 0.00 Network OS software 0.00 0.00 0.00 0.00 0.00 0.00 Backup software 699.00 0.00 1 699.00 699.00 699.00 0.00 Video Streaming Server 1 1,200.00 1,200.00 1,200.00 0.00 1,200.00 0.00 Telephone System/ Voicemail 1 6,000.00 6,000.00 6,000.00 0.00 6,000.00 0.00 Internet Filtering 1 0.00 0.00 1 0.00 0.00 1 0.00 0.00 Antivirus software network wide 800.00 0.00 800.00 0.00 800.00 0.00 Installation labor & tech support 1 500.00 500.00 500.00 0.00 500.00 0.00 Managed 144 port Switches 1 6,700.00 6,700.00 6,700.00 0.00 6,700.00 0.00 Managed 48 port Switches 2 900.00 1,800.00 900.00 0.00 900.00 0.00 Wiring & access. (cat 5 & fiber) 1 500.00 500.00 500.00 0.00 500.00 0.00 Sub Total: $19,950.00 Sub Total: $10,198.00 Sub Total: $0.00


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Proposed Spending Budget: Elementary School Item Qty Unit Cost Total Cost Qty Unit Cost Total Cost Qty Unit Cost Total Cost Libraries Year 1 Year 2 Year 3

Multimedia computers w/ DVDRW/sound/monitor etc. $1,200.00 $0.00 4 $1,200.00 $4,800.00 $1,200.00 $0.00

Software and licensing for Lab 200.00 0.00 200.00 0.00 200.00 0.00 LCD Projector 1,000.00 0.00 1,000.00 0.00 1,000.00 0.00 Network Laser Printer 1,495.00 0.00 1,495.00 0.00 1,495.00 0.00 Automation system $10,000.00 $0.00 $10,000.00 $0.00 1 $5,000.00 $5,000.00 Sub Total: $0.00 Sub Total: $4800.00 Sub Total: $5,000.00 Administration (Elementary) Administrator computers 1 1,200.00 1,200.00 1,200.00 0.00 1,200.00 0.00 Office staff computers 2 1,200.00 2,400.00 1,200.00 0.00 1,200.00 0.00 Support staff computers 1 1,200.00 1,200.00 1,200.00 0.00 1,200.00 0.00 Administrator software/Lic. 200.00 0.00 200.00 0.00 200.00 0.00 Office staff software/lic. 200.00 0.00 200.00 0.00 200.00 0.00 Support staff software/Lic. 200.00 0.00 200.00 0.00 200.00 0.00 Scanner 199.00 0.00 199.00 0.00 199.00 0.00 Digital camera 500.00 0.00 500.00 0.00 500.00 0.00 Printers (Ink Jet) 199.00 0.00 199.00 0.00 199.00 0.00 Office Laser Printer 1 1,479.00 1,479.00 1,479.00 0.00 1,479.00 0.00 Sub Total: $6,279.00 Sub Total: $0.00 Sub Total: $0.00 Professional Development Building Tech Stipend 1 1,500.00 1,500.00 1,500.00 0.00 1,500.00 0.00 Building Tech Stipend 1,500.00 0.00 1 1,500.00 1,500.00 1,500.00 0.00 Building Tech Stipend 1,500.00 0.00 1,500.00 0.00 1 1,500.00 1,500.00 Internal In-service expenses 1 500.00 500.00 1 500.00 500.00 1 500.00 500.00 External In-service expenses 1 1,000.00 1,000.00 1 1,000.00 1,000.00 1 1,000.00 1,000.00 Other 0.00 0.00 0.00 0.00 0.00 0.00 Other 0.00 0.00 0.00 0.00 0.00 0.00 Sub Total: $3,000.00 Sub Total: $3,000.00 Sub Total: $3,000.00 Elementary Total: $64,797.00 Elementary Total: $26,398.00 Elementary Total: $45,344.00


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Proposed Spending Budget: High/Middle School Item Qty Unit Cost Total Cost Qty Unit Cost Total Cost Qty Unit Cost Total Cost Computer Lab (Main) Year 1 Year 2 Year 3

Multimedia computers w/ DVDRW/sound/monitor etc. $1,000.00 $0.00 30 $1,000.00 $30,000.00 $1,000.00 $0.00

Software and licensing for Lab 1,000.00 0.00 1 1,000.00 1,000.00 1,000.00 0.00 Lab Network LaserJet Printer 1,995.00 0.00 1 1,995.00 1,995.00 1,995.00 0.00 Lab Scanner 199.00 0.00 1 199.00 199.00 199.00 0.00 Digital Video Camera 1 500.00 500.00 1 500.00 500.00 500.00 0.00 LCD Projection Unit 1,000.00 0.00 1 1,000.00 1,000.00 1,000.00 0.00 Sub Total: $500.00 Sub Total: $34,694.00 Sub Total: $0.00 Computer Lab (Math/Science Dept.)

Multimedia computers w/ DVDRW/sound/monitor etc. 30 $1,000.00 $30,000.00 $1,000.00 $0.00 $1,000.00 $0.00

Software and licensing for Lab 1 1,000.00 1,000.00 1,000.00 0.00 1,000.00 0.00 Lab Network LaserJet Printer 1 1,995.00 1,995.00 1,995.00 0.00 1,995.00 0.00 Lab Scanner 1 199.00 199.00 199.00 0.00 199.00 0.00 Digital Video Camera 500.00 0.00 500.00 0.00 500.00 0.00 LCD Projection Unit 1 1,000.00 1,000.00 1,000.00 0.00 1,000.00 0.00 Sub Total: $34,194.00 Sub Total: $0.00 Sub Total: $0.00 Library

Multimedia computers w/ DVDRW/sound/monitor etc. 1,200.00 $0.00

1,200.00 $0.00

13 1,200.00 $15,600.00

Software and licensing for Lab 200.00 $0.00 200.00 $0.00 200.00 $0.00 LCD Projector 1,000.00 $0.00 1,000.00 $0.00 1 1,000.00 $1,000.00 Network Laser Printer 1,495.00 $0.00 1,495.00 $0.00 1 1,495.00 $1,495.00 Wireless Mobile Laptop Lab 18,000.00 $0.00 1 18,000.00 $18,000.00 18,000.00 $0.00 Automation system 5,000.00 $0.00 5,000.00 $0.00 1 5,000.00 $5,000.00 Sub Total: $0.00 Sub Total: $18,000.00 Sub Total: $23,095.00 Professional Technical Education Program Year 1 Year 2 Year 3 LCD Projection Unit 1,000.00 $0.00 1,000.00 $0.00 1 1,000.00 $1,000.00 Sub Total: $0.00 Sub Total: $0.00 Sub Total: $1,000.00 Administration (High/Middle School) Administrator computers 1,200.00 $0.00 1,200.00 $0.00 1,200.00 $0.00 Office staff computers 1,200.00 0.00 1,200.00 0.00 1,200.00 0.00 Support staff computers 1,200.00 0.00 1,200.00 0.00 1,200.00 0.00 Printers (Ink Jet) 199.00 0.00 199.00 0.00 199.00 0.00 Office Laser Printer 1,479.00 0.00 1,479.00 0.00 1 1,479.00 1,479.00 Sub Total: $0.00 Sub Total: $0.00 Sub Total: $1,479.00


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Proposed Spending Budget: High/Middle School Item Qty Unit Cost Total Cost Qty Unit Cost Total Cost Qty Unit Cost Total Cost Journalism/Yearbook Classroom Year 1 Year 2 Year 3 Scannner $400.00 $0.00 1 $400.00 $400.00 $400.00 $0.00 Digital camera $400.00 $0.00 1 400.00 400.00 1 400.00 400.00 High end Digital Camera 1 $1,500.00 $1,500.00 1,500.00 0.00 1,500.00 0.00 Sub Total: $1,500.00 Sub Total: $800.00 Sub Total: $400.00 Classrooms Teacher Laptop Computers 5 $1,800.00 $9,000.00 5 $1,800.00 $9,000.00 5 $1,800.00 $9,000.00 Teacher Inkjet Printers 199.00 0.00 199.00 0.00 25 199.00 4,975.00 Scanner 199.00 0.00 199.00 0.00 20 199.00 3,980.00 Digital Camera 1 400.00 400.00 1 400.00 400.00 1 400.00 400.00 Cart for mobile pres. Unit 2 150.00 300.00 2 150.00 300.00 150.00 0.00 Digital document camera (cart) 2 800.00 1,600.00 2 800.00 1,600.00 800.00 0.00 LCD Projection Unit (cart) 2 1,000.00 2,000.00 2 1,000.00 2,000.00 1,000.00 0.00 Laptop Computer (cart) 2 1,800.00 3,600.00 2 1,800.00 3,600.00 1,800.00 0.00 Sub Total: $16,900.00 Sub Total: $16,900.00 Sub Total: $18,355.00 Network Infrastructure Server and accessories $7,500.00 $0.00 $7,500.00 $0.00 $7,500.00 $0.00 Backup tape system 1,999.00 0.00 1,999.00 0.00 1,999.00 0.00 Router for WAN connectivity 1 3,000.00 3,000.00 3,000.00 0.00 3,000.00 0.00 Router reconfiguration ESD 1 250.00 250.00 250.00 0.00 250.00 0.00 Video Streaming Server 1 1,200.00 1,200.00 1,200.00 0.00 1,200.00 0.00 Telephone System/ Voicemail 1 6,000.00 6,000.00 6,000.00 0.00 6,000.00 0.00 Internet Filtering 1 0.00 0.00 1 0.00 0.00 1 0.00 0.00 Wireless System (if feasible) 1 7,000.00 7,000.00 7,000.00 0.00 7,000.00 0.00 Wiring & access. (cat 5 & fiber) 1 500.00 500.00 500.00 0.00 500.00 0.00 Sub Total: $17,950.00 Sub Total: $0.00 Sub Total: $0.00 Professional Development Building Tech Stipend 1 1,500.00 1,500.00 1,500.00 0.00 1,500.00 0.00 Building Tech Stipend 1,500.00 0.00 1 1,500.00 1,500.00 1,500.00 0.00 Building Tech Stipend 1,500.00 0.00 1,500.00 0.00 1 1,500.00 1,500.00 Internal In-service expenses 1 500.00 500.00 1 500.00 500.00 1 500.00 500.00 External In-service expenses 1 1,000.00 1,000.00 1 1,000.00 1,000.00 1 1,000.00 1,000.00 Other 0.00 0.00 0.00 0.00 0.00 0.00 Sub Total: $3,000.00 Sub Total: $3,000.00 Sub Total: $3,000.00 High School Total: $74,044.00 High School Total: $73,394.00 High School Total: $47,329.00


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Proposed Spending Budget: District Offices Item Qty Unit Cost Total Cost Qty Unit Cost Total Cost Qty Unit Cost Total Cost Administration Year 1 Year 2 Year 3 Superintendent computer $1,200.00 $0.00 $1,200.00 $0.00 1 $1,200.00 $1,200.00 Business staff computers 1,800.00 0.00 $1,800.00 0.00 3 $1,800.00 5,400.00 Other staff computers 1,200.00 0.00 $1,200.00 0.00 2 $1,200.00 2,400.00 Software all DO staff computers 200.00 0.00 $200.00 0.00 $200.00 0.00 Scanners 199.00 0.00 $199.00 0.00 1 $199.00 199.00 Staff inkjet printers 199.00 0.00 $199.00 0.00 $199.00 0.00 DO laser printer 1,500.00 0.00 $1,500.00 0.00 1 $1,500.00 1,500.00 Laptop computer 2,245.00 0.00 $2,245.00 0.00 $2,245.00 0.00 Digital Camera 995.00 0.00 $995.00 0.00 $995.00 0.00 LCD Projection Unit 4,995.00 0.00 $4,995.00 0.00 $4,995.00 0.00 Wireless Microphone set 399.00 0.00 $399.00 0.00 $399.00 0.00 Color laser printer 1,995.00 0.00 $1,995.00 0.00 1 $1,995.00 1,995.00 Sub Total: $0.00 Sub Total: $0.00 Sub Total: $12,694.00 CLSD Homeschool Lab Teacher computers $1,000.00 $0.00 1 $1,000.00 $1,000.00 $1,000.00 $0.00 Teacher scanners 199.00 0.00 1 $199.00 199.00 $199.00 0.00 Teacher inkjet printers 199.00 0.00 1 $199.00 199.00 $199.00 0.00 Student computers 1,000.00 0.00 10 $1,000.00 10,000.00 $1,000.00 0.00 LCD Projection Unit 1,000.00 0.00 1 $1,000.00 1,000.00 $1,000.00 0.00 Network Laser printer 1,495.00 0.00 1 $1,495.00 1,495.00 $1,495.00 0.00 Sub Total: $0.00 Sub Total: $13,893.00 Sub Total: $0.00 Transportation Dept. Computers DO/HS $1,200.00 $0.00 2 $1,200.00 $2,400.00 $1,200.00 $0.00 Software 200.00 0.00 200.00 0.00 200.00 0.00 Inkjet printers 199.00 0.00 2 199.00 398.00 199.00 0.00 Sub Total: $0.00 Sub Total: $2,798.00 Sub Total: $0.00


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Proposed Spending Budget: District Offices Item Qty Unit Cost Total Cost Qty Unit Cost Total Cost Qty Unit Cost Total Cost Network Infrastructure Year 1 Year 2 Year 3 Server and accessories $7,500.00 $0.00 $7,500.00 $0.00 1 $7,500.00 $7,500.00 Backup tape system $1,999.00 $0.00 $1,999.00 $0.00 1 $1,999.00 $1,999.00 Router for WAN connectivity 1 $3,000.00 $3,000.00 $3,000.00 $0.00 $3,000.00 $0.00 Router reconfiguration ESD 1 $250.00 $250.00 $250.00 $0.00 $250.00 $0.00 Network OS software $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 Backup software $699.00 $0.00 $699.00 $0.00 1 $699.00 $699.00 Internet Filtering 1 $0.00 $0.00 1 $0.00 $0.00 1 $0.00 $0.00 Office 2003 Upgrade District wide 225 $50.00 $11,250.00 $50.00 $0.00 $50.00 $0.00 WinXP Upgrades district wide 100 $60.00 $6,000.00 $60.00 $0.00 $60.00 $0.00 Consistent burning software dist wide 200 $25.00 $5,000.00 $25.00 $0.00 $25.00 $0.00 Antivirus software network wide $800.00 $0.00 1 $800.00 $800.00 $800.00 $0.00 Installation labor & tech support 1 $500.00 $500.00 $500.00 $0.00 1 $500.00 $500.00 Managed 144 port Switches $6,700.00 $0.00 $6,700.00 $0.00 $6,700.00 $0.00 Managed 48 port Switches 2 $900.00 $1,800.00 $900.00 $0.00 $900.00 $0.00 Wiring & access. (cat 5 & fiber) 1 $500.00 $500.00 $500.00 $0.00 $500.00 $0.00 E-Rate: 100% funded by district Internet Access and filtering 1 $1,500.0 $1,500.00 1 $1,500.0 $1,500.00 1 $1,500.0 $1,500.00 E-Rate: 100% funded by district Web Hosting 1 $150.00 $150.00 1 $150.00 $150.00 1 $150.00 $150.00 E-Rate: 100% funded by district United Streaming Video 1 $400.00 $400.00 1 $400.00 $400.00 1 $400.00 $400.00 E-Rate: 100% funded by district T1 lines for all buildings 3 $8,016.00 $24,048.00 3 $8,016.00 $24,048.00 3 $8,016.00 $24,048.00 E-Rate: 100% funded by district Telephone/Long Distance service 1 $25,000.00 $25,000.00 1 $25,000.00 $25,000.00 1 $25,000.00 $25,000.00 E-Rate: 100% funded by district E-Mail Services 100 $10.00 $1,000.00 100 $10.00 $1,000.00 100 $10.00 $1,000.00 Sub Total: $80,398.00 Sub Total: $52,898.00 Sub Total: $62,796.00 District Technology Coordination Laptop computer 2,245.00 $0.00 2,245.00 $0.00 1 2,245.00 $2,245.00 Digital Camera 995.00 0.00 995.00 0.00 995.00 0.00 LCD Projection Unit 1,000.00 0.00 1,000.00 0.00 1,000.00 0.00 Wireless Microphone set 399.00 0.00 399.00 0.00 399.00 0.00 Technology Coordinator 1 14,226.00 14,226.00 14,226.00 0.00 14,226.00 0.00 Technology Coordinator 14,652.00 0.00 1 14,652.00 14,652.00 14,652.00 0.00 Technology Coordinator 15,092.00 0.00 15,092.00 0.00 1 15,092.00 15,092.00 In-service training expenses 1 500.00 500.00 500.00 0.00 500.00 0.00 In-service training expenses 500.00 0.00 1 500.00 500.00 500.00 0.00 In-service training expenses 500.00 0.00 500.00 0.00 1 500.00 500.00 Sub Total: $14,726.00 Sub Total: $15,152.00 Sub Total: $17,837.00 Dist. Offices Total: $95,124.00 Dist. Offices Total: $84,741.00 Dist. Offices Total: $93,327.00


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Summary:

Summary of Total Expenses over three years Year 1 Year 2 Year 3 Elementary Total $64,797.00 Elementary Total $26,398.00 Elementary Total $45,344.00 High School Total $74,044.00 High School Total $73,394.00 High School Total $47,329.00 Dist. Offices Total: $95,124.00 Dist. Offices Total: $84,741.00 Dist. Offices Total: $93,327.00 Grand Total $233,965.00 Grand Total $184,533.00 Grand Total $186,000.00

The above totals include nearly all expected expenses. Many of the items are not included in the district budget as simply technology. The E-Rate items are included at 100% funding levels in the general fund under appropriate categories, and the salaries and stipends, as well as professional development are included separately in the appropriate budget areas. When looking to implement this technology plan, the technology committee looks at not just the district technology budget, but also works cooperatively with the building principals to obtain additional funding through building discretionary funds. Ongoing purchases of laptops and projectors have been accomplished and budgeted in these areas for the 2005-2006 and 2006-2007 budgets in the amount of $12,000.00 per year. In addition to all of this, another $44,000.00 has been dedicated in the district technology budget for 2006-2007. These moneys will be for infrastructure, computer and software upgrades, and other items listed in the year 1 category. Future budgets are yet to be determined and will be looked at as time progresses.


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Appendix A: Technology Proficiency Requirements * The specific level of skill required in each specified area is determined by the Verification Committee

Technology Teacher Levels

Basic Computer Tech Operations

Personal and Professional Use of Technology


BASIC Word Processing Spreadsheet Drawing Program Paint Program Desktop Publishing CD ROM use Windows use Troubleshooting Operating basic equipment – Scanners, digital cameras, video cameras

Grade Book E-Mail Voice Mail Internet use and research AS-400 access and use as Specified for building Utilize presentation program in classroom (Power Point, etc.)

• Use classroom technological equipment in the classroom correctly. • Use technology and peripheral devices in content planning, instruction,

and activities; prepare students to use equipment efficiently, creatively, and safely by modeling use of appropriate terminology and care of equipment.

• Analyze uses of multimedia, video, graphic, print, and audio presentations by teacher and student to create and share information; Demonstrate efforts to include problem solving, data collection, information management, communications and decision making.

STANDARD Web page design using Microsoft Front Page or equivalent. Hyperstudio or appropriate equivalent presentation program

Option 1 Electronically maintain a page for student and parent us on the District website. The page to include homework assignments, and instructional resources, etc. Option 2 Use Hyperstudio or an appropriate equivalent presentation program to present a unit of instruction including designing learning center activities and presentations for students. Use video, text, graphics, music, etc.

• Expand the uses of classroom and web based technological equipment and language to focus on business, industry, and society standards.

• Collaborate with students to integrate technological equipment and web-based access into their learning by creating lesson plans, which enhance content concepts and allow students to demonstrate learning in a variety of ways.

• Expand use of multimedia, graphic, print, audio presentations, and the internet by the teacher and student, including resources for adaptive assistance for students with special needs

• Model ongoing support in the use of classroom technological equipment by providing students opportunities to explore technology uses in career related fields.

• Evaluate the operation of technological equipment in classroom and Internet settings.


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Technology Teacher Levels

Basic Computer Tech Operations

Personal and Professional Use of Technology


ADVANCED na Option 1 Offer and complete an internet based class for one or more students Option 2 Develop, offer, and complete an interactive video based class Option 3 Teach and supervise students using Hyperstudio or an appropriate equivalent presentation program to create their projects including text, graphic, video, music.

• Evaluate the effectiveness of technological operation of equipment in the classroom, Internet, or distance-learning mode.

• Encourage the uses of multimedia, video, graphic, print, and audio

presentations to facilitate lifelong learning and reflect the emerging roles of learner and educator.

* Determination of appropriate equivalents and completion of requirement is the responsibility of the Technology Verification Committee. * Accountability is based in internet access, web space, and software provided by district capabilities.


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Appendix B: Evaluation of Technology Plan Goals Guidelines Annually the Technology Focus Group/Committee will evaluate progress toward the following goals as stated in this Technology Plan. Data will be gathered from state test statistics and other district reporting through the LBLESD Student Information System, teacher and student surveys, anecdotal evidence, student work samples, computer counts, lab use documentation, and other methods to be determined as needed. The progress will be charted against the measurable statistics below, and evaluated, with possible modification recommendations for future years. The final evaluation will be completed in the winter of 2008, and used to develop the next revision of this plan for the 2009-2010 through 2001-2012 Technology plan.

Goal #1: Improved Student Academic Achievement In support of the District’s students and staff, create an environment, which will encourage and foster opportunities to more effectively apply technology to the learning process and to assess and communicate student progress.

1.1 Maintain and follow a K-12 Technology Plan. Evaluation: 80% completion of projected implementations for each year

1.2 Establish a K-12 curriculum sequence with standards & performance assessments. Evaluation: do we have a cohesive technology curriculum? Are teachers using it? Are students taking the classes as required? 90% elementary using computers in technology time, 90% of ms/hs students taking keyboarding.

1.3 Maintain and train technology leaders in each school. Evaluation: Are there technology assistants in each building? Do these people have delineated duties? Are they completing their duties? At least two training sessions per year between Technology coordinator and technology assistants.

1.4 Provide technology access (including presentation capabilities) to all students through their classrooms, computer labs, libraries, and remote sites. Evaluation: At least two functioning labs at the HS and one at the ES. Laptop/projector to classroom ratio of at least 1:4 by the end of 2009 Computer labs being used by students at least 30% of the day

1.5 Provide flexible learning opportunities for staff and students and curriculum development time for staff (Fridays, advisory, after school, summer school). Evaluation: At least 2 Friday’s each year with technology based in-service training. Technology coordinator attends ESD training. 80% Teachers using the reporting tools and the electronic grade book and attendance tools to guide instruction.

1.6 Monitor and revise, as needed, the set of standards for what students must accomplish to demonstrate the integration of technology and the attainment of State and District goals. Implement Benchmark goals listed earlier including assessment and data gathering. Evaluation: Student Technology Standards are in line with state. At least 80% of teachers reporting that students are doing technology based research & presentations integrated into classroom learning. At least 80% of teachers reporting that students present their thinking to classrooms. At least 90% students taking TESA tests yearly. Increase of 2% in passing scores each year for math and reading TESA tests.


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1.7 Provide access through technology to student performance data (Accelerated Reader, MAP, and TESA testing results) to make on-going assessment and instructional decisions. Evaluation: At least 80% of teachers reporting using test results to guide instruction. 80% Teachers using the Tetra Data reporting tool.

1.8

Continue to develop our school libraries as connected information centers and provide online access to library materials lists to all staff and students. Evaluation: ALL books into Follett system by end of 2006-2007 school year. All computers with access to library database for card catalog lookup for the 2007-2008 school year.

1.9 Provide ongoing access to online courses as an independent study option to Alternative Education for credit recovery. Evaluation: Students enrolled in Alt. Ed. Some form of online credit recovery or alternative courses offered through Cool School, BYU, or other sources. Students enrolled and at least 80% passing online courses.

GOAL #2: Common Operating Environment In support of the District’s students and staff, create an operating environment that will give direction and focus to the expected use of technology as a tool in the District.

2.1 Develop and support a common platform and operating environment (Novell 6.5, Zenworks, Windows 2000/XP). Evaluation: ALL windows 98 systems offline by the end of 2008-2009. At least 80% of systems with at least Windows 2000. All three building servers running Netware with all pertinent updates. Zenworks used for imaging, remote control, inventory, and data delivery in all buildings.

2.2 Adopt a common environment for software and hardware, which supports both educational and administrative functions. Evaluation: ALL computers running compatible CD burning, OS, Office, and other standardized programs by 2008-2009.

2.3 Use a standard revision process for operating policies and protocol. Evaluation: Most major technology based decisions coming through technology committee and Technology staff (not simply mandated by administration of technology coordinator).

2.4 Monitor and revise policies and standards for electronic communication of information in various forms. Evaluation: Technology committee reviews and revises AUP at least once per year and reports to the school board.

2.5 Develop and train building tech representatives to provide effective and timely support at the district, building and classroom level. Evaluation: At least two training session per year. Teachers and staff being surveyed yearly on technology feelings. At least 75% of teacher surveys reporting a 3 or better (out of 5) on technology support and training.


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2.6 Develop an active program of research and development to identify new applications of technology to learning and work to expand instructional applications. Evaluation: Technology coordinator and assistants review at least one new technology for technology committee meetings.

2.7 Maintain an effective AUP and security policy meeting federal and state requirements and CIPA guidelines. Evaluation: AUP in place. AUP meets federal and state guidelines. Technology committee reviews and modifies AUP annually. All users sign agreement to gain computer access.

2.8 Assure that responsibility for the care, maintenance, support, enhancement and replacement of computing equipment is an important consideration in budget planning and resource allocation. Evaluation: Computers in regular use in buildings are no older than 6 years old. District budget includes some form of computer purchase EVERY year to replace outdated machines.

2.9 Develop a comprehensive 3 year implementation plan with milestones, monitor progress and measure results. Evaluation: Technology committee produces an annual report detailing progress on technology plan, and itemizing shortcomings, and coordinator makes presentation to school board.

2.10 Develop infrastructure design and update implementation timeline for WAN and LANS at each site. Evaluation: In this plan…Annual Technology Report to include current state of WAN and what has and has not been updated compared to this technology plan, and what comes next including newly identified needs.

GOAL #3: Community/Business Involvement/Partnerships In support of a larger learning community, partnerships and collaboration ventures with parents, businesses, other institutions and groups will be developed.

3.1 Develop and maintain working relationships with other public agencies (city, county, state) that would mutually enhance the implementation of technology. Evaluation: Technology staff works with ESD and other state agencies to solve problems and comply with requirements.

3.2 Provide access technology in the schools by the community-at-large. Evaluation: LBCC and Central Linn Learns courses are offered in our buildings. Parents have access to library, and student information through websites and on-site computers for student information.

3.3 Utilize community access cable, libraries and other public media. Evaluation: CLSD and local libraries share information and work cooperatively. Some form of local TV is provided via satellite or cable.

3.4 Encourage direct technology links between home, school, community groups, online learning, home-school associations, and community college. Evaluation: Online courses are offered. CL courses are detailed and some form of online information is offered including assignments and homework. Expanded options


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programs in place and being utilized through local colleges. 3.5 Utilize technology to enhance business-school and school to community college

partnerships Evaluation: Website maintained. Senior project mentors from local community. Students are using online submission for FAFSA and other related items. Online courses are offered and Expanded Options programs in place.

3.6 Develop corporate-parent-community partnerships allowing for charitable donations of equipment to the schools Evaluation: HP employees can and do donate equipment. Tax write offs provided for donations. Website published minimum acceptable donations in place. Donated equipment in use in buildings.

3.7 ASPIRE volunteers actively help seniors with college scholarships, job skills and college applications Evaluation: at least 60% of seniors have ASPIRE volunteer. At least 80% of seniors fill out FAFSA. ASPIRE volunteers have access to computers with appropriate permissions. Students are applying for and receiving financial aid and scholarships. ASPIRE is getting students to aply for colleges. CIS is being used.

3.8 MAP and TESA testing provides parents/community with scores of students Evaluation: Teachers, administrators, students, and parents have access to some form of dashboard based reporting tool through the ESD.

3.9

District and school web pages provide information to community Evaluation: ALL web pages in place and updated for current year’s information. Web page includes teacher info, schedules, sports events, employment openings, and classroom updates and materials.

GOAL #4: Training In support of the District’s students and staff, provide the training and support systems necessary for creative, informed and productive use of technology for administration, teaching and learning.

4.1 Demonstrate a commitment to participate in the necessary training by expecting every staff member to take part in training and become competent in the use of the operating system and network environment skills. Maintain a trainer of trainers model for overall technology staff development. Evaluation: At least 75% of the teachers passing at least the BASIC technology proficiency level, & 25% Standard level. Technology staff assists staff with needs.

4.2 Support the needs of staff and students to communicate with and learn from one another through the use of technology. Evaluation: All staff uses e-mail for communication including custodians. Some teachers use online activities & web based assignments and communication channels for learning. Students submit some work to teachers electronically. Students learn through electronic student presentations of information in at least 80% of classrooms


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4.3 Focus staff development for teachers and administrators on the merger of technological skills with instructional strategies and emphasize the integration of technology as an effective teaching tool embedded in curricular activities. Evaluation: At least two staff development sessions focused on integrating technology into curriculum offered yearly. At least 75% of staff uses some form of technology integrated directly into student learning.

4.4 Address the particular training needs of each facility by including a training and support component within their building plans. Evaluation: Administration includes technology training intheir unique planning for each building every year.

Oregon Common Curriculum Goals

• Demonstrate proficiency in the use of technological tools and devices. • Select and use technology to enhance learning and problem solving. • Access, organize, and analyze information to make informed decisions, using one or

more technologies. • Use technology in an ethical and legal manner and understand how technology affects

society. • Design, prepare, and present unique works using technology to communicate

information and ideas. • Extend communications and collaboration with peers, experts and other audiences

using telecommunications. Process and Evaluation for Student Technology Expectations The earlier described benchmarks will be printed and checked off by teachers and students in classroom activities at the elementary school. Students should maintain their portfolios along with work samples and other required materials. The goal is to be at least 60% of the students meeting all benchmark guidelines at grade level. The earlier described benchmarks will be printed and included in student’s middle/high school portfolios. Items will be checked off by teachers and students in classroom activities and included in the student’s personal education plan portfolio maintained in their advisory class. This will be an additional component for students to check off and supplement the state required Career Related Learning Standards. The goal is to be at least 60% of the students meeting all benchmark guidelines at grade level. The Technology committee will review completion from information provided by advisory teachers annually in survey results. Success will be assessed and possible revisions in process and integration into curriculum will be addressed. This will be part of the annual report to the school board.

Central Linn School District 552C Technology Plan 2006 … · 2006-11-03 · Central Linn School...

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Transcript of Central Linn School District 552C Technology Plan 2006 … · 2006-11-03 · Central Linn School...