KANSAS LOCAL TECHNOLOGY PLAN RUBRIC Louisburg – USD 416 · Please state your School District...

KS Tech Plan Rubric Updated August 16, 2010 11-8-11 DRAFT

KANSAS LOCAL TECHNOLOGY PLAN RUBRIC Louisburg – USD 416

BOARD APPROVED DISTRICT POLICIES

1. The district has Appropriate Use Policies that address network use, copyright issues, software agreements and policy, and governs the use of all technologies including Internet access by students, teachers, staff, administrators, and community. The policies are reviewed with students and staff yearly.

YES NO

2. Has the district installed, and does it maintain/regularly update, either a technology filtering software application, a technology filtering service, or a technology hardware device, which filters access to obscene, pornographic, and other inappropriate materials as mandated by the Children's Internet Protection Act, in order to qualify for federal e-rate funds and other federal grant programs?

YES NO

3. Are district policies in place that address state and federal requirements to educate students regarding Cyberbullying, Internet Safety and Digital Citizenship and appropriate online behavior—including interactions in social networking sites, forums and chat rooms?

YES NO

4. Does the district have policies that clearly articulate both gift acceptance of technology hardware and software, and the disposal process for unused, outdated, or inoperable technology hardware and software that is evaluated and updated yearly?

YES NO

5. Does the district maintain a concise, complete technology inventory, including software licensing and hardware, and where the items are located or can be accessed?

YES NO

6. Does the district have a plan and an adequate budget for the regular upgrading of technology hardware and software, and plans for electrical upgrades that relate to technology, that is evaluated and updated yearly?

YES NO

7. Does the district have a plan that addresses the equitable distribution of available technologies, including hardware and software, and technology integration into the learning environment for all students?

YES NO

8. Does the district have a plan and adequate budget to consider accessibility and compliance with Section 508? Answering ‘no’ will not negatively affect District Technology Plan approval--districts should be aware of the compliance requirements that can be found here: www.da.ks.gov/kpat/ (KPAT).

YES NO

http://www.da.ks.gov/kpat/�


Dr. Sharon Zoellner, District Superintendent

Chris McLean, Broadmoor Elementary school principal and parent

Jackie Tappan, Library Media Specialist for Louisburg Middle School and parent

Rich Brown, Library Media Specialist for Louisburg High School

Theresa Bollinger, Library Media Specialist for Broadmoor Elementary

Ava White, Library Media Specialist for Rockville Elementary

Pat Anderson, Rockville Elementary Teacher

Libby Barber, Broadmoor Elementary Teacher

Angie Mendez, Occupational Therapist and assistive technologies

Richard Griffin, Director of Technology

Cindy Fouraker, Middle School Principal

Brandi Talley, Computer teacher at Louisburg Middle School

Christine Stout, Business Education teacher at Louisburg High School and parent

Jaden Scott, Junior student at Louisburg High School

Dr. Rusty Meigs, adjunct instructor for Johnson County Community College & member of Louisburg Board

Shelly Arnett, Community member and parent

Dr. Pam Best, Assistant Superintendent

COMMITTEE MEMBERSHIP / STAKEHOLDER REPRESENTATION (This section is no longer scored)

Identifies contributors to the plan. Consideration should be given to include representation from all constituencies: students, teachers, administrators, parents, educational institutions, and the community.

List the members of your committee, their titles, and identify the constituency each member represents:

Are all recommended constituencies represented? YES NO

MISSION AND VISION (This section is no longer scored)

The school district mission statement is used to focus the vision for instructional technology. All school improvement initiatives across the district are tied to the overall mission of the school district.

Please state your School District Mission Statement:

Our goal in Louisburg USD 416 is to teach every child – allow each child to progress to the limit of his or her capabilities. We will provide a wide range of programs and methodology to allow for individual differences, while educating the whole child. It is our intent to encourage the quest for knowledge, to teach our children to respect themselves and others around them, to develop honesty and integrity in our youth, to teach the history and cultures of our country and to further develop a love of our nation. It is our intent to provide a solid basic education for every child and to provide a wide range of educational programs and experiences, which reach beyond the basics. It is our intent that each child be provided a program, which will be the foundation for a successful adult life.


The technology mission of Louisburg USD 416 is to increase student learning and productivity to enable students to interact in the 21st Century. To enable students to become productive citizens and life-long learners in an information-rich world through exposure to current emerging technology, students will:

INSTRUCTIONAL TECHNOLOGY VISION (This section is no longer scored)

Vision is an integral part of implementing the school district mission statement. The vision is not only aligned to the District Mission Statement but supports student learning outcomes, enables students to transfer their knowledge to new, emerging technologies and provides for 21st Century teaching and learning opportunities.

Please describe the district vision for the use of Instructional Technology:

• Access and evaluate information

• Communicate effectively

• Utilize critical thinking & problem-solving skills

• Adapt to a constantly expanding variety of technologies

• Develop a comfort level and ability to use technology as a tool to reach all curriculum objectives, not as an end in itself

• Make responsible/ethical decisions in the use of technology

• Complete tasks in interdisciplinary and collaborative settings

The focus is to identify and utilize resources to promote the optimum education for each student in Louisburg Unified School District. Technology shall be integrated into all areas and levels of the curriculum. Through integration, students shall develop lifetime academic and leisure technology skills. This will be accomplished by:

• Enabling a student instructional program that is developmentally appropriate and promotes lifelong use of technology

• Enhancing and providing ongoing opportunities for the integration of technology into all areas of the curriculum to enhance teaching and learning

• Insuring members of the school community equitable access to all technology for instruction and communication

• Providing technology training for instructional and support staff

• Providing the necessary financial and human resources for support

• Pursuing alternative sources of funding

• Establishing an ongoing, systematic evaluation process

DISTRICT SUMMARY OF PROGRESS

Summary of Previous Technology Plan (This section is not scored)

Briefly describe your progress toward meeting the goals and objectives in your previous technology plan:


Goal #1 - Utilize the ISTE National Education Technology Standards (NETS-S) and Performance Indicators for Students

Objectives one (Creativity & Innovation), two (Communication & Collaboration), three (Research & Information Fluency), four (Critical Thinking, Problem Solving & Decision Making), five (Digital Citizenship) have currently been met and are seen as on-going processes; and Objective six (Technology Operations & Concepts). Classrooms are currently adequately equipped with appropriate technology which is utilized to enhance student learning. In addition, district servers have been upgraded to meet the current workload. This area continually needs to be reviewed and updated.

Goal #2 - Utilize the ISTE National Educational Technology Standards (NETS-T) and Performance Indicators

This goal needs more support in terms of assessing what technology expertise teachers have and need to develop through ongoing professional development. This goal has been started and is on-going. Training has occurred from outside resources to in-house staff to develop awareness and initial skillsets to prepare staff. Staff support one another when questions arise and assist one another in determining ways in which they can differentiate technology to meet individual needs of learners.

Online assessments and curricular sites, such as Renaissance Learning Enterprise and KCA formative assessments, are utilized on a consistent basis to inform teachers about instructional needs of students. Although improvements have been made in this area, it is a realization that continuous learning by staff and instructors will be an on-going process.

Goal #3 – Staff will receive training and technical support on integrating technology into curriculum and instructional strategies.

How does each building align technology training with school improvement goals? ..and How does each building align tech training with curricular areas being targeted annually?

This goal is on-going and additions continue to be made. Staff continually shares web sites that can be used as resources for curriculum and professional development. Staff needs ongoing information to help educate minors about appropriate online behavior. This goal is under continual review.

Goal #4 – All district educators and students will have access to current appropriate technology.

This goal is on-going and additions continue to be made. Staff has access to electronic communications outlined. Plans for updating/maintaining hardware and software based on curricular needs are ongoing. The need here appears throughout surveys.

Goal #5 – Ongoing support for developing, maintaining and improving technology initiatives.

Given the current budget reductions, this goal is a challenge to afford adequate technical support staff. When feasible, an investment in content/tech integration assistance will be critical in moving forward. Students utilize technology on a daily basis in researching and application. We continue to follow published district policies and procedures for network use, Internet use and software and copyright policy (Acceptable Use Policy); Hardware Acquisition/Gifts and Equipment Disposal – in accordance with Board of Education policy.


TECHNOLOGY NEEDS ASSESSMENT

This section identifies and explains the technology needs assessment process that is used to drive acquisition, upgrades/replacements and the deployment of technology resources in support of the educational and administrative needs of the district. What assessments is the district using to make decisions regarding the needs for purchasing telecommunications, hardware, software, and other technology resources and services? What target groups are surveyed and how often? How does the district ensure equitable distribution of technologies throughout the district? How does the data collected influence planning for future use of resources, and acquisition of new technologies? Quality district-wide technology needs assessments are completed yearly and are aligned with district-wide strategic plans and school improvement criteria, plans, and progress reports. A summary of this information is provided. Approaches Requirements: School district staff is surveyed to determine hardware needs in their classrooms. It is not evident that surveys are conducted on an annual basis or how results influence acquisitions and the deployment of technology resources. Meets Requirements: A variety of instruments are used to evaluate technology needs on an annual basis. A summary of the results is provided, and includes the needs identified for the following groups: student; staff & administration; parent & community; and district. The results are used to influence decisions related to acquisitions and deployment of technology resources. Exemplary: Data is collected and analyzed on an ongoing basis and is in addition to the annual technology needs surveys. Technology related decisions are based on a wide range of data which is collected dynamically through district/school information systems, websites, and/or events. Data is gathered from a variety of stakeholders in a variety of ways, including students; staff & administration; parent & community; and district. Enter a summary of the district process for determining technology needs, drive acquisition/upgrade/replacements, and deploy technology resources in support of the educational and administrative needs of the district:

In order to determine technology needs of our students, parents, and teachers, a survey was developed in order to assess present levels of usage and understanding of current technology applications and levels of comfort in manipulating and applying various technologies.

In addition to teachers continuously monitoring student levels of engagement with technology, a formal survey is used and presented on-line to assess technology needs of our students, parents, and staff. The following results are a culmination of a survey given in the Fall of 2011.

During the month in which the survey window was open, the following completed the survey.

Staff: 100

Students: 438

Parents: 97

In order to control access to the log-in, parents were sent information about the survey and provided with a log-in password. This was replicated with staff and students in order to control the validity of the results. The following are questions and survey results from the three groups represented.


Staff Technology Survey Results:


Student Technology Survey Results


Parent Technology Survey I have a home computer. (mult. choice) Site

Yes 97.94% (95)

No 2.06% (2)

Total Answered: 97 I have access to Internet use. (mult. choice) Site


Yes 95.88% (93)

No 4.12% (4)

Total Answered: 97

Does your student have a personal e-mail account? (mult. choice) Site

Yes 43.30% (42)

No 56.70% (55)

Total Answered: 97 I use a computer for work. (mult. choice) Site

Yes 88.66% (86)

No 11.34% (11)

Total Answered: 97

I use a computer for learning. (mult. choice) Site

Yes 89.69% (87)

No 10.31% (10)

Total Answered: 97 I have good computer skills. (mult. choice) Site

No opinion 4.12% (4)

Strongly Disagree 1.03% (1) Disagree 4.12% (4)

Agree 53.61% (52)

Strongly Agree 37.11% (36)

Total Answered: 97

I am comfortable learning and working with different technologies. (mult. choice) Site

No Opinion 3.09% (3)

Strongly Disagree 0.00% (0)

Disagree 10.31% (10)

Agree 54.64% (53)


Total Answered: 97 I have a good overall knowledge of technology.(mult. choice) Site





Agree 56.70% (55)


Total Answered: 97

Technology is critical to the learning experience of students. (mult. choice) Site



Disagree 1.03% (1)

Agree 41.24% (40)


Total Answered: 97 I would support additional funding for technology use with learning. (mult. choice) Site



Disagree 5.15% (5)

Agree 40.21% (39)


Total Answered: 97

My student's access to technology in school is currently regular and adequate. (mult. choice) Site




Agree 60.82% (59)


Total Answered: 97 My student has strong technology skills. (mult. choice) Site




Agree 68.04% (66)



Total Answered: 97

My student is encouraged to use technology at school for school projects. (mult. choice) Site


Stronlgy Disagree 3.09% (3)


Agree 53.61% (52)


Total Answered: 97 My student has access to a computer outside of school for school work. (mult. choice) Site



Disagree 2.06% (2)

Agree 51.55% (50)


Total Answered: 97

My child frequently uses technology for homework. (mult. choice) Site




Agree 40.21% (39)


Total Answered: 97 I assist my child in using a computer for school projects. (mult. choice) Site




Agree 54.64% (53)


Total Answered: 97

My child plays games on a home computer. (mult. choice) Site





Agree 64.95% (63)


Total Answered: 97 I use a computer in my profession. (mult. choice) Site



Disagree 5.15% (5)

Agree 30.93% (30)


Total Answered: 97

The school offers tech classes for parents. (mult. choice) Site




Agree 3.09% (3)


Total Answered: 97 I would be interested in technology training classes for parents at the school. (mult. choice) Site




Agree 37.11% (36)


Total Answered: 97

My school uses technology for communicating with our home and family. (web pages, voice messaging, listservs, newsletters, e-mail) (mult. choice) Site



Disagree 2.06% (2)


Agree 52.58% (51)


Total Answered: 97 Among all the needs facing schools today, where would you rank technology? (mult. choice) Site

1 - Low 4.12% (4)

2 6.19% (6)

3 21.65% (21)

4 35.05% (34)

5 - High 32.99% (32) ---------------------------------- Summary of Survey Results

Parents Survey Summary

Although the sample size was small (n=97), the results seem to parallel results from earlier surveys. To summarize:

• 98% of respondents have a home computer with almost 96% having internet access of some sort.

• All respondents use their computer for work and almost 90% consider themselves to have ‘good computer skills.’

• 95% of respondents either agree or strongly agree that ‘technology is critical to the learning experience’ and 82% would support additional funding for technology.

When addressing questions about their children’s access and usage, the results can be summarizes as follows:

• According to parents, slightly more than half (56%) of students do not have personal email accounts. Although currently (2011), LHS students have Gmail accounts set up through the school to use for academic purposes.

• Roughly 62% of parents believe that students currently have regular and adequate access to the school’s technology, and 59% feel their child is encouraged to use it (up from 38% four years ago).

• A similar disconnect can be found between students’ access outside of the classroom: although 95% of students have access to a computer for homework, only 48% frequently use it.

Other data:

• All respondents felt the school district did an adequate to good job communicating to parents.


• When ranking critical needs for schools, 88% of respondents placed technology as a ‘middle to high’ priority.

Future Needs for Parental Communication

Continue providing parents with information through the outlets currently in use: grades through parent portal, immediate updates through text messaging service, and non-vital information through the district website. An additional possibility for less formal communication would be for each school’s administrator to open a Facebook page for their respective buildings.

The concerns of digital access for students outside the classroom continue to diminish. According to respondents, students have access to computers after school and mentors available to help them with tasks.

Parents should be informed of student email accounts currently being utilized in the high school. As students develop more formal methods of digital communication, email will become the method of choice, based on security and storage capacity.

Student Survey Results

90% of USD 416 students indicate that they have both access to a computer and have an internet connection in the home. Students also indicate that they spend on average less than 3 hours online per week. Students tend to be using the internet for a variety of reasons. 78% of students say that they use their computer to play online games while 77% spend their online time watching videos. Social networking sites have gained popularity in recent years with 34% of students spending time browsing on their computers.

As far as basic computing skills, 63% of students indicate that they are capable of typing with both hands and 87 % of students rate their proficiency at Microsoft Office as good to very good. Results indicate the focus of basic typing skills, as well as the use of office productivity programs, has been successful with our students give their survey results. 85% of USD 416 students indicate that they are proficient at seeking out information on the internet. Students appear to be moderately using video chat services and well as online office productivity websites such as Google Docs.

While students indicate they are confident in their teacher’s ability to educate them on using new technology, students are quickly out-pacing the USD 416 staff. Students also indicate that there is a desire for a personalized computing device, such as a iPad, to enhance their education.

Staff Needs Survey

Staff survey results indicate that the district needs to have more inservice training over basic technology operations. Only 20% of the staff reported being "very comfortable" with technology. As far as the daily technology tools used, it appears that most teachers rely on their ELMO projectors and their computer the more than other tools. In regards to what they would like to do with their classes, the word "time" was prevalent. Thus, it is imperative that we give teachers time to figure out how to use and integrate technology. Some type of incentive program to prove that staff has used new technology in their classrooms would also be beneficial. Results indicated more time is needed to give teachers time to practice and solid tips for trouble shooting problems that are sure to arise. The feedback from the survey indicates that teachers learn best by "doing it themselves" and prefer one-on-one instruction. This needs to be considered when planning inservice training. A different model for technology inservices may need to be explored As noted in the survey, few staff members rate themselves proficient in regards to Google Apps/Docs. This is


troublesome if we a move from Group Wise is considered. Network speed has been a problem when technology has been attempted in the classroom. Reliable network access and faster connections are needed to move forward as a district.

Curriculum & Staff Development

Staff development needs to be designed to align technology usage to support instruction based on those interests students have indicated. There is, at times, a disconnect between student usage (i.e. Facebook) and how teachers traditionally view such sites as an educational tool.

Budgeting

We continue to build our capital outlay resources in order to fund needed purchases as they arise. It is a goal to add additional computers and laptops as budgetary restraints begin to ease within the next few years. As the district continues to develop strategies to incorporate technology within the classroom, money will need to be designated to assist teachers with training opportunities.

Conclusion

This information, along with additional input from staff, students, administration and additional parent advisory groups, will help to assess if current levels of technology purchases – hardware and software – will be needed. In all cases, student learning is to be the ultimate goal of technology usage at any level.


DISTRICT TECHNOLOGY INFRASTRUCTURE GOALS AND OBJECTIVES

This section is for districts to provide specific, measurable, District Technology Infrastructure Goals and Objectives, and a narrative description. For e-rate purposes, districts should specifically mention e-rate eligible services that the district will leverage to support the educational and administrative needs of the district. Kan-Ed members should include a reference to Kan-Ed provided services when addressing this goal. Approaching Requirements: Objectives are not linked to goals or are absent. Objectives do not appear to be measurable or attainable. Infrastructure, telecommunications, hardware, software, Internet access, services and resources are mentioned but it is not clear how these support the educational or administrative needs of the district. Meets Requirements: Measurable objectives for each goal have been established. Infrastructure, telecommunications, hardware, software, Internet access, services and resources clearly support the educational and administrative needs of the district. E-rate eligible services, including Kan-Ed services, if a member of Kan-Ed, are addressed. Exemplary: Measurable objectives for each goal have been established. Objectives are identified as being integrated into building-level school improvement plans to improve student learning. District goals & objectives support 21st Century Teaching and Learning. District educational priorities clearly drive decisions related to district technology infrastructure, telecommunications, hardware, software, Internet access, services, and resources. E-rate eligible services, including Kan-Ed Member Services, if a member of Kan-Ed, are addressed. Hardware, software and infrastructure purchases clearly support the school improvement plans of the district.

• District technology infrastructure, telecommunications, hardware, software, Internet access, services and resources support the educational and administrative needs of the district.

District Technology Infrastructure Goals/Objectives:

o All classrooms will be adequately equipped.

District Technology Infrastructure Narrative Description:

Accomplishments

To determine progress to date and design strategies for our next 5-year technology plan, technology committee members reviewed the previous tech plan submitted in 2008. Our major accomplishments were:

Provide a description of the infrastructure, telecommunications, hardware, software, Internet access, services, support, and resources the district will leverage to support the educational and administrative needs of the district:

• Conservatively expanding our wireless infrastructure including a managing web interface

• Increasing mobility with additional laptop cart purchases in each building (Computers on Wheels – COWS). Currently we have: 3 stations/classroom + 1 lab at Rockville; 3 stations/classroom + one COW+ 3 labs at Broadmoor; 2 COWS + 3.5 labs at Louisburg Middle; 4 COWS + 6 labs at Louisburg High. Given current computer counts and student enrollment, our student/computer ratios are:

o Rockville Elementary (grades K-2): 7.37:1; Broadmoor Elementary (grades 3-5): 2.91: 1; Louisburg Middle School (grades 6-8): 2.42: 1; Louisburg High School (grades 9-12): 1.71: 1

• Increasing Internet access by adding a T-1 line to current two DSL lines

• Moving from desktop computers to laptop computers for high school teachers

• Expanding network printing options with upgraded copier systems with print boards capable of


scanning, double-printing, and secure print.

Goal and Objectives

As district and building PLCs continue planning conversations to effectively implement Multiple Tiers of Student Support, Common Core Standards that prepare students for college and career ready skills for the 21st century, the following school improvement goals are being emphasized for technology to insure classrooms, staff and support staff adequately equipped

•

:

Technology infrastructure

•

. Current infrastructure includes basic wireless coverage in all buildings; two 4 Mbps DSL Internet Lines; one 1.5 Mbps T-1 Internet line; 9.5 Mbps total Internet bandwidth (shared). The age of network servers and switches for each building are evaluated annually with a rotating upgrade schedule being presented to the board for adoption to insure healthy connectivity and continuity. Redundant backup storage of systems is also considered. Firmware and relative software is updated regularly.

Telecommunications

•

. Currently have 185 IP phones; 15 cell phones. An IP telephony system has been added which significantly expands communication and safety with every classroom. This system receives ongoing firmware/software updates. Cellular service is leveraged using E-Rate discounts for administrators, technology, and custodial leaders to support educational programs and safety of students and the educational community.

Hardware

o Annually, the technology committee and IT subcommittee groups study the base equipment needs of each building and any upgrades/improvements needed to better facilitate student learning and program expansion. Additional labs facilities, i.e. one for the middle school, two more stations in each Rockville classroom – have been installed using evolving technologies called nComputing (utilizing one primary terminal with 2-5 additional nodes which better leverages electricity and services). Although equipment coverage increases, we also must focus on the reliability of nComputing solutions and mobile laptops, battery life and the wireless infrastructure.

. Currently have 385 desktop PC computers; 250 student laptop computers; 1755 students with approximately 2.8 students/computer; Each classroom is set up with a ceiling mounted projector, document camera for “hard copy” presentations, overhead speakers for sound re-enforcement, InterWrite tablet for interactive instruction. Two Classroom Response Systems (Clickers) at middle school. High school will be purchasing a classroom set (30) of NEO 2 equipment.

o Emerging technologies designed to engage student learning in innovative ways are also considered. Although not an exhaustive list but just a beginning point, options include iPods, tablets, classroom clicker systems, etc.

• Software

o Operating system: Current systems are running XP while newer adoptions are running Windows 7.

. District and classroom software options are evaluated at various levels:

o Office Suite: Certified and classified staff members currently utilize Microsoft Office Suite - 2007. Based on annual input this will be evaluated and moved as needed given budget parameters. Students in grades 6-12 also utilize the same suite. Students in grades 3-5 are experimenting with the Google Docs platform.

o Student Information System: Currently using Infinite Campus but will continue to evaluate other systems that could more effectively leverage online enrollment and other green features.

o Operational systems: District and buildings utilize DataTeam’s eRequisitioning and Attendance Enterprise to meet state requirements more efficiently. These systems are also


periodically evaluated as to whether other systems might be more effective in streamlining processes.

o State Assessments, MTSS diagnostic/screeners and intervention strategies:

KCA (Kansas Computerized Assessments) is being used to administer state assessments. KWIET (Kansas Writing Instruction and Evaluation Tool) will be transitioned to conduct state performance tests. The high school is also leveraging Criterion, an online portfolio writing software as part of a 2-year green grant project.

Currently Renaissance Learning products are being used for screening, diagnosing, intervention and learning progressions.

E2020 has also proven to be effective in helping struggling students in grades 6-12.

CETE’s BAIP, Interim Assessments, and formative assessments (TestBuilder) continue to aid with effective student instruction.

Administrators and leadership teams continue to monitor these and other potential testing solutions.

o Instructional: Currently have Moodle for web-based classroom instruction being used by computer teachers; iCal and Google web calendars; Skype; Safari Montage video library; Kan-Ed Empowered Desktop. In response to periodic evaluation of best practices and feedback from constituencies such as Site Councils, CTE advisory committees, etc. the following areas will be addressed as needed:

Teaching basic keyboarding skills for elementary and secondary students.

Career and Technical Education pathway courses such as CAD, Digital Communications, Web Design – updates and training, i.e. www.lynda.com, Atomic Learning, etc.

Reading from A-Z

• Internet access and services

•

. As schools and the district transition to more web-based applications, i.e. Renaissance Learning, Google Documents/Mail, Criterion and other 21st century instruction, annual evaluations of our network services indicate that our bandwidth continues to face challenges. Solutions continue to be a topic of concern and conversation and we will solicit experts for viable options. This includes contact with Kan-Ed for increased T-1 mg service (to 3 mg) and reformatting network segments and Internet traffic. Content filters continue to be evaluated for effectiveness and instructional purposes to promote discerning students with cyber bullying and social networking issues.

E-rate eligible services

Currently we have two people supporting our entire technology environment: one technician and one Director of Technology functioning as network administrator among multiple other duties.

As we continue to study best practices and examine on-line instruction, we will continue to require Kan-Ed, E-Rate funds, General Funds and Capital Outlay to support and expanding those technologies to support robust 21st century classrooms. Possible solutions to include additional learning labs to assist students in credit recovery, AP opportunities, and additional course offerings not presently available to students.

. The district not only abides by CIPA (Children Internet Protection Act) guidelines but also takes advantage of all Priority 1 service discounts (Internet &Telecommunication services) ~ $17,000.

http://www.lynda.com/�


Assessing District Technology Infrastructure Goals And Objectives This section is for districts to identify how they will measure the successful completion of Infrastructure Goals and Objectives. How will districts know when these goals/objectives are successfully achieved? Approaching Requirements: Measurements are mentioned but it is not clear what will be measured to identify whether goals and objectives are met. Meets Requirements: A plan for measuring the goals and objectives identified in 4A is described. It clearly defines how the district will assess and monitor annual progress toward these goals and objectives. Exemplary: A plan for measuring the Infrastructure goals and objectives identified is described. It clearly defines how the district will annually track progress and measure growth toward these goals and objectives. Specific examples of Quantitative and Qualitative methods used for evaluating goals and objectives are identified. District Technology Infrastructure Assessments Narrative:

Although budgetary concerns is always at the forefront of determining what can or cannot be done in acquiring needed hardware and software programs, various tools and methods will be utilized to determine the effectiveness and value of acquired technologies. Technology goals (software, hardware, infrastructure, and staff development) are being assessed annually using multiple methods of data collection and analysis based on formal and informal sources. Formal evaluations include:

Outline specifically how the district intends to measure success related to District Technology Infrastructure Goal(s) and Objectives:

• Those conducted at the conclusion of each staff development

• Parent Survey

• Staff Survey

• Student Survey

• State reviews of career & technical education courses receiving weighted vocational funding as well as advisory committee feedback and articulation agreements with community colleges

• Individual school improvement plans

• District technology committee reviews – including current research

Informal methods include PTO/PTSO meetings, site councils, student suggestions, staff development requests, staff interviews/focus groups, classroom observations, learning walks, and teacher evaluations. All aspects of the district’s overall technology plan are reviewed by a committee of stakeholders representing students, teachers, administrators, office support, parents, tech support, community and business. Various subcommittees meet periodically (monthly, quarterly and each semester) to monitor and adjust the plan as needed.

Sources of data:

• Technology infrastructure

•

. The age of network servers and switches for each building, redundant backup storage of systems, age of firmware and relative software.

Telecommunications. Age and function of IP telephony system. Effectiveness of support of cellular


service and plans.

• Hardware

o Base equipment needs of each building and any upgrades/improvements needed.

.

o Emerging technologies

o Requests of technology needs by teachers

o Purchase orders for additional technologies

o Annual Needs Assessment

• Software

o Annual Needs Assessment

. Performance of district and classroom software options as well as educator & classroom usage of:

o Operating system

o Office Suite for production

o Student Information System

o Operational systems

o MTSS diagnostic/screeners and intervention strategies – classroom usage as a means to monitor student growth.

o Instructional programs.

Requests of technology needs by teachers.

Student projects utilizing various technology toolds

Availability of on-line courses

Web 2.0 cloud environment learning

Purchase orders for additional technologies

• Internet access and services

•

. Review web-based applications and wireless performance

E-rate eligible services

Criteria: Success will be determined by the district’s ability to maintain current levels of supporting and funding of hardware and software utilized by staff and students.

. Effectiveness of content filter and discounts available through Schools & Libraries Division to leverage services.

CURRICULUM INTEGRATION In this section the district will outline the District Goals and Objectives related to Curriculum Integration--specifically, how the district will leverage technology to support the teaching and learning mission of the district. Approaches Requirement: Objectives are not linked to goals or are absent. Objectives do not appear to be measurable or attainable. The plan mentions curriculum integration but lacks details for one or more of the goals. Meets Requirements: Measurable objectives for each goal have been established. The plan describes the current district-wide curriculum, efforts and initiatives for technology integration into the curriculum. It is evident that technology use is expected and


planned in curriculum and instruction. A detailed summary of how the district will address the Curriculum Integration Goals and Objectives are identified. Exemplary: Measurable objectives for each goal have been established. Objectives are identified as being integrated into building-level school improvement plans to improve student learning. District goals & objectives support 21st Century Teaching and Learning. The plan describes the current district-wide curriculum, efforts, and initiatives for integrating technology into the curriculum. It is evident that technology use is expected and planned in curriculum and instruction. A detailed summary of how the district will address the Curriculum Integration Goals and Objectives is identified and utilizes research-based strategies for teaching and learning.

• Increase Student Achievement through the effective use of technology.

Curriculum Integration Goals and Objectives:

o Students will utilize various software programs aligned to current state standards which target skills and enhance learning.

• Ensure that students are technology literate by the end of the 8th Grade.

o By the end of 8th grade, students will have participated in technology related lessons which are scoped and sequenced from Kindergarten to the 8th grade.

• Progress is being made toward fully integrating technology into the curriculum.

o Teachers will utilize smartboards, laptops, and varying software programs in order utilize skills needed for a 21st century learner.

Curriculum Integration Narrative:

1. Increase student achievement through the effective use of technology. Students will utilize various software programs aligned to current state standards which target skills and enhance learning.

Please outline how the district will meet the Curriculum Integration Goals and Objectives outlined above:

OBJECTIVES:

• Technology tools will be used to expand differentiated instruction in the classroom. Examples include:

o CETE’s Interim Assessments, BAIP, and formative assessments

o Renaissance Learning Enterprise: Math Facts in a Flash, Accelerated Math, Accelerated Reading

o KSDE’s KWIET systems, LHS Criterion (purchased with 2-year grant)

o E2020, VPL

• Educators will use technology to engage students in authentic, relevant 21st century learning experiences. Students are not only using the infrastructure (mobile wireless laptops


or computer labs, LCD, PowerPoint, ELMO) to create more engaging presentations, but they are also creating project-based assignments that can incorporate technology from digital cameras, camcorders, ipods, tablets, Google Docs, video editing equipment, web pages for interactive timelines, etc. Based on the ISTE National Education Technology Standards (NETS-S) and Performance Indicators for Students examples include:

o Grades PK-2:

1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

2. Identify, research, and collect data on an environmental issue using digital resources & propose a developmentally appropriate solution.

3. Find and evaluate information related to a current or historical person or even using digital resources.

4. Use graphical organizers to explore and show patterns of growth such as life cycles of plants and animals.

5. Demonstrate safe and cooperative use of technology.

6. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and web sites.

o Grades 3-5

1. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher.

2. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses.

3. Practice injury prevention by applying a variety of ergonomic strategies when using technology.

4. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems.

o Grades 6-8

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software.

2. Gather data, examine patterns, and apply information for decision making using digital tools and resources.


3. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content.

4. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

5. Integrate a variety of file types to create and illustrate a document or presentation.

o Grades 9-12

1. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and/countries.

2. Select digital tools or resources to use for a real-world task and justify the selection based on the efficiency and effectiveness.

3. Identify a complex global issue; develop a systematic plan of investigation, and present innovative sustainable solutions.

4. Design a web site that meets accessibility requirements.

5. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.

6. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources.

Opportunities available through courses such as: Computer Applications, Web Design-HTML, Accounting 2, Interactive Media, Digital Communications, Newspaper 1 and 2, Yearbook 1 and 2, CAD, Drafting, Architectural Design or whatever pathway course names are currently being used.

• Individual student learning needs will be supported through appropriate technology. Examples include Assistive technology, SPED; ELL (Rosetta Stone), MTSS (Renaissance Learning STAR Early Literacy, STAR Math, STAR Reading; 504; and SAP.

ASSESSMENT/EVIDENCE: Will be documented through grade/department level PLCs collaboration and administrator observations via the following examples: (a) Teacher calendars/lesson plans that are posted online; (b) Classroom visit and/or walkthrough data; and (c) Access to assistive technology as needed.

2. Ensure that students are technology literate by the end of 8th grade and beyond.


OBJECTIVES:

• By the end of 8th grade students will have participated in technology related lessons which meet the district scope and sequence. Upon completion of 8th grade computers, successful 8th graders will earn a grade of A through D (F considered failing) on the course or a competency performance test. Through middle school computer courses for grades 6-8, middle school standards based on the ISTE National Education Technology Standards (NETS-S) and Performance Indicators for Students would include:

1. Applies strategies for identifying and solving routine hardware and software problems that occur during every day use by properly connecting, disconnecting, and troubleshooting devices.

2. Demonstrates knowledge of current changes in information technology and the effects those changes have on the workplace and society

• Students adapt to changes in technology

• Acknowledges and discusses new technologies available.

• Demonstrates an understanding of how fast technology (hardware and software) changes and its impact

3. Exhibits legal and ethical behaviors when using information and technology and discusses consequences of misuse. Students are acquainted with the legal and ethical issues related to use and misuse of technology.

• Understand and abide by the district/building Acceptable Use Policy.

• Understands the need for protection against software and hardware vandalism (altering or deleting software, awareness of viruses).

• Uses appropriate language and behavior when communicating electronically with others.

4. Applies the use of technology tools to support personal productivity, group collaboration, and learning throughout the curriculum.

• Students use available tools to support personal productivity and enhance learning across the curriculum.

• Students can keyboard to 30 words per minute using correct technique.

• Independently uses a word processing application to accomplish


tasks.

• Uses edit and format features to improve documents in standard application. Features will include spell and grammar check, font menus, justification, bullets and numbering and appropriate use of color.

• Copies and pastes or inserts graphics from various sources to improve documents and presentations.

• Uses draw toolbar to add elements to documents.

• Independently use help menus with software applications.

• Independently use search features within the Start Menu to find files and folders.

• Integrates the use of two or more applications to create a product.

• Accesses and uses available online research sources.

• Uses efficient internet search strategies.

• Creates presentation using a variety of technology tools and media.

• Effectively communicates information and ideas with the support of media or multimedia project.

• Independently use technology tools in the pre-writing and planning process.

• Uses technology to enhance work with visuals.

5. Uses technology tools to design, publish and present to various audiences.

• Students use technology to plan, organize and/or sequence ideas.

• Use word processing or concept-mapping to brainstorm ideas and questions.

• Choose and cite information from online research databases to help answer a question or solve a problem provided by the teacher.

6. Uses technology to investigate, collaborate and share solutions and products.

• Students use electronic communication to access information and


opinions.

• Effectively use a search engine to find related and valuable web sites.

• Copy and paste URL into document for later use.

• Access, send and receive – mail.

• Use technology to exchange

7. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. Students select from a limited set of technology tools to complete assigned work.

• Collect and analyze data using spreadsheets and graphs.

• Use a multimedia program to create a presentation.

• Use a word processing program to create a project.

8. Demonstrate an understanding of concepts underlying hardware, software, connectivity, and of practical applications to their learning and problem solving.

• Know to use “save as” to change file format and recognize basic extensions.

• Know to save regularly and in the appropriate place on the network.

• \know how to navigate to locate files and templates.

• Create folders for saving and organizing projects with their Home folder.

• Product a multimedia project that may include sound, video, and/or graphics.

9. Researches and evaluates the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

• Students apply efficient search strategies to locate relevant information online

• Use appropriate search engines and databases for locating information.


• Recognize the parts of a URL address to check for bias and accuracy (ending such as edu, com, gov, etc.)

• Evaluate sources for credibility

• Find and recognize sponsored links and their bias

• Distinguish between fact or opinion on websites

• Recognize origins, authors and purpose of websites

In order to reach these levels, the technology committee and board of education has approved the above scope and sequence of skills students are to attain by the time they complete the 8th grade. This scope and sequenced plan is to take effect beginning with the 2012-2013 school year and will be monitored to note any adjustments which might be needed. In addition, lessons dealing with digital citizenship and cyber etiquette will be included within the technology literacy program both as standalone content and embedded within other curricular objectives.

Louisburg continues to make strides to ensure that students are computer literate by the time they leave the 8th grade. Our goal is that students are prolific at all basic computing skills by the time they enter high school – allowing them to proceed with more advanced computer applications with less time spent on basic computing skills.

• Students are required to show proficiency in computer applications to earn a LHS diploma. Proficiency will be documented through course competencies for Computer Applications or passing score on third party MOS certificate administered through Certiport.

• By the end of 5th grade students are required to compose documents and presentations. This will be documented by completed student assignments by 5th grade teacher, i.e. wax museum project, science project, invention project, family tree, publishing own book, etc.

ASSESSMENT/EVIDENCE: Will be documented through (a) The district will have a sequenced program of technology curriculum; (b) 8th grade technology assessment or grade earned (A-D as passing; F – not passing); (c) Students must have a passing grade in computer applications at the high school level; (d) Seniors will be required to complete a Graduate Research Project and presentation (after completing; and (d) Instruction will aligned to the written district curriculum as well as the rigor of common core standards, i.e. ELA reading, writing, speaking, and listening in English Language Arts, History/Government, Science and Technical Topics, etc.

3. Progress toward schools that are “fully integrated” in their use of technology.

OBJECTIVES:


• Students will use online documents in collaborative learning environments. Throughout grades 3-12, students will have opportunities to complete assignments using online collaborative means, i.e. Google Docs, KWIET, Moodle, etc.

• Teachers will utilize a variety of hardware and software programs for instructional use to develop 21st century learners. Opportunities include Renaissance Learning products (Accelerated Math, Math Facts in a Flash, Accelerated Reading), Safari Montage, Classroom Clickers, ELMO, laptops/NEO 2, Interwrite Tablets, Keyboarding software, Autodesk Software Academy, CS5 Creative Suite, Dreamweaver, Marketing Point of Sale software, Quickbooks, Criterion, Google Docs, Microsoft Office Suite, as well as emerging technologies.

• Educators will create opportunities for students to use technology to meet district and curricular outcomes. As outlined in Goal 1 in addition to the Graduate Research Project which follows many years of grade-level appropriate stepping stones in preparation for the final project in high school. Research-based strategies will be incorporated both in the lab and in the regular education classroom in utilizing technology in an effective manner to impact student achievement. Students will be engaged in creating presentations and projects which further their development of concepts. Through research and discovery, students will acquire a deeper understanding of the content. In many instances, students will work cooperatively with one another to complete projects, building on the strengths each has to offer to the group as a whole.

o Students will utilize the internet to research information and follow-up with creative ways to present learned information (i.e. PowerPoint, Video editing, storyboards, podcasts, etc.)

o Green screen projects and presentations

o Incorporation of math concepts and geometry through design and creation of virtual worlds

o Use of language editing programs to assist students with writing and publishing of the written word.

• Educators will design lesson plans and thematic units that integrate technology into the teaching/learning process. Opportunities are prolific with Kansas adoption of the common core standards which are implemented as a result of grade level/department collaborative PLC efforts. Appropriate technologies (i.e. interactive whiteboard applications such as Smart boards, Mimeo, Interwrite) will be used in classrooms in order to allow students and teachers to manipulate mathematical concepts, sorting content, and categorizing ideas in a meaningful way. This will be done in progression from the teacher to active student participation. These appropriate technologies will be utilized in a more meaningful way to present and share thoughts of the teacher and students through use of graphic organizers. By utilizing this


technology, ‘think alouds’ become a visual medium for students in addition to verbally presented for auditory processing, resulting in enhanced learning.

• Educators will teach students appropriate use of social media as an educational tool. Opportunities are prolific with Kansas adoption of the common core standards which are implemented as a result of grade level/department collaborative PLC efforts.

ASSESSMENT/EVIDENCE: Will be documented by (a) Teachers will design lessons that create opportunities for students to use technology to meet curricular outcomes; (b) Teacher lesson plans; (c) Walk through data; and Web-based classroom assignments.

Curriculum is driving our technology integration. We deliberately are progressing from the basics (equipment, networks, and software) from teacher-centered instruction to student-centered learning. Besides the secondary training on project-based learning, ongoing implementation of the common core standards will foster more rigorous project-oriented student learning.

Assessing Curriculum Integration Curriculum integration is carefully and thoughtfully assessed. This section should clearly outline measures that will be used to determine: How does the district measure student technology literacy by the end of 8th grade? How will the district measure the effective use of technology in teaching/learning? How will the district measure the impact technology has on student academic achievement? Approaches Requirements: It is unclear how the district will assess their achievement of the outlined Curriculum Integration Goals and Objectives. Details are lacking for 1 or more of the goals/objectives outlined. Meeting Requirements: Curriculum integration assessment plans are described in detail to support the Curriculum Integration Goals and Objectives, and include baseline data. Exemplary: Curriculum integration assessment plans are described in detail and include baseline data, as well as a description of how the data will be used to improve student achievement and the other outlined Curriculum Integration Goals and Objectives. Assessing Curriculum Integration Narrative:

Specific assessment/evidence to be used for each of the goals outlined in the CURRICULUM INTEGRATION section are listed below:

Please outline how the Curriculum Integration Goals and Objectives will be assessed:

1. Increase student achievement through the effective use of technology.

ASSESSMENT/EVIDENCE:

• Teacher calendars/lesson plans that are posted online

• Classroom visit data


• Access to assistive technology as needed

• Assessment data

• Surveys

2. Ensure that students are technology literate by the end of 8th grade and beyond.


• The district will have a sequenced program of technology curriculum.

• Successful students will complete 8th grade computers or a technology assessment with a passing score (A-D as passing; F – not passing). Results will be noted on KSDE’s reports as required.

• Students must have a passing grade in computer applications at the high school level.

• Instruction will align to the written district curriculum – documented in lesson plans

3. Progress toward schools that are “fully integrated” in their use of technology.

OBJECTIVES:

• Students will use online documents in collaborative learning environments.

• Teachers will utilize a variety of hardware and software programs for instructional use to develop 21st century learners.

• Educators will create opportunities for students to use technology to meet district and curricular outcomes.

• Educators will design lesson plans and thematic units that integrate technology into the teaching/learning process.

• Educators will teach students appropriate use of social media as an educational tool.


• Teachers will design lessons that create opportunities for students to use technology to meet curriculum outcomes – evidenced by student projects

• Assessment data

• Teacher lesson plans

• Walk through data


• Web-based classroom assignments

• Surveys

Through the various means of observation and formal documentation listed above by goal/objectives, it will be determined to what degree technology is appropriately integrated to impact student learning.

• Walk-through observations/data: – documentation will indicate to what degree the teacher is utilizing technology to enhance his/her lessons.

• Lesson plans – it should be noted in teachers’ lesson plans as to how they are incorporating various technologies. Lesson plans will be analyzed to determine whether or not research-based strategies are being incorporated. However, the end result to determine the effectiveness of lessons which incorporate technology will be an examined of student products and activities which demonstrate overall computer literacy skills.

• Surveys – through annual surveys and needs assessments of staff and students, levels of usage and incorporations of technology to enhance learning can be determined.

• Assessment data – by analyzing reports from Renaissance Learning (STAR Early Literacy, STAR Math, STAR Reading), Interim Assessments, BAIP results, E2020 tests and KCA assessments, teachers through professional learning communities will analyze results to determine if current instructional practices are appropriate and what adjustments are needed.

• Anecdotal evidence as well as student gains in learning will help to assess the effectiveness of each new technology being implemented. The senior Graduate Research Project has involved K-12 conversations as we note gaps in skills needed for student success.

• Student-centered projects as described in grade-band examples described in previous CURRICULUM INTEGRATION section, pre- and post-tests as well as anecdotal observations will guide teachers in assessing whether benchmarks have been met. An examination of math and reading standards as incorporated in student products will be examined in order to determine if there an appropriate alignment between technology usage and desired curricular objectives.

• 8th grade literacy scores reported on KSDE report

• Teachers’ use of technology software to address identified building improvement goals will be documented through formal and informal methods. Formal evaluations will continue to be conducted at the conclusion of each staff development course (also on individual PDP plans), parent/student/staff surveys, advisory committee members, state reviews of technology courses receiving weighted vocational funding as well as articulated agreements with post-secondary institutions, and results from 3rd party assessments to pathways. Informal methods will include PTO/PTSO meetings and site councils, students’ suggestions, staff development requests, interviews, observations and teacher evaluations.

TECHNOLOGY PROFESSIONAL DEVELOPMENT In this section the district will outline the District Goals and Objectives related to Technology Professional Development--including professional development required to support the teaching and learning mission of the district, and to support the operational/administrative aspects of this plan. It would be appropriate to include how the professional development will specifically support Curriculum Integration Goals and Objectives including:


• Increasing student academic achievement through the use of technology. • Ensuring all students are technology literate by the end of 8th grade. • Cyber bullying/Internet Safety/Digital Citizenship (to meet federal requirements to address educating students about

these issues and appropriate online behavior including interactions in social chat rooms).

Approaches Requirement: Objectives are not linked to goals or are absent. Objectives do not appear to be measurable or attainable. Technology professional development plans are unclear or not fully developed. Lacks detail for addressing 1 or more Professional Development Goals and Objectives outlined above. Meeting Requirement: Measurable objectives for each goal have been established. Technology professional development is described in detail to support the outlined Professional Development Goals and Objectives, and directly supports the district Curriculum Integration Goals and Objectives. Exemplary: Measurable objectives for each goal have been established. Objectives are identified as being integrated into building-level school improvement plans to improve student learning. District goals & objectives support 21st Century Teaching and Learning. The district provides technology professional development that incorporates high levels of support for teachers, such as on-going professional support through instructional technology coaching, mentor teacher strategies, etc. Technology professional development includes multiple strategies, incentives, and resources. A clear alignment with the district professional development plan is articulated. Technology is embedded in professional learning. Technology professional development is ongoing and is applied to student learning activities in the classrooms

• Improve the capacity of teachers to integrate technology effectively into the curriculum and instruction.

Technology Professional Development Goals and Objectives:

o All teachers will work technology integrator to incorporate new technologies within the classroom environment.

• Encourage effective integration of technology through teacher training and curriculum development to establish replicable best practices.

o Teachers will share current technology usages with peers during professional learning community opportunities and via workshops and other professional development venues.

• Improve the capacity of classified staff to effectively use technology to fulfill their duties.

o All staff will receive required training in implementation of software and hardware utilization as appropriate to enhance student learning or as needed for job efficiency and requirements.

Technology Professional Development Narrative:

The capacity of teachers to integrate technology effectively into curriculum and learning experiences will be increased by teacher-leaders becoming on-site experts for their colleagues in their respective buildings. The following are cited as means to fulfilling this objective:

Please provide an overview of how the district will meet the outlined Professional Development Goals and Objectives here.

• Continue with our successful mentoring program where teacher-leaders/power users are trained (using train the trainer model) and then share that expertise with fellow teachers to enhance teaching and learning.

• Encourage staff members to bring back new ideas from conferences regarding the integration of technology into the curriculum.

• Training and support will be provided to ensure that all staff has the appropriate professional


development for technology linked to curriculum and student performance. Our technology development will be focused on 21st century student learning and curriculum content instead of technology itself.

• EXAMPLES o Equipment: copier, phone, Elmo Interwrite, Smart boards, Projectors o Standard process: email system, network & drives o Basic software: Infinite Campus, eReqs, Attendance Enterprise, Moodle, AlertNow o Teacher-specific professional software: IC-Instruction/Attendance; PDPToolbox; web

calendars & SOCS; network drives – curriculum o Teacher-specific screener/diagnostics: Renaissance Learning, CETE, TestBuilder, Kan-Ed o Teacher-specific instructional enhancements: Safari Montage, Reading A-Z

Replicable best practices in technology integration will be established through ongoing collaboration in face-to-face and online learning communities:

• Provide training and support strategies to ensure that staff has the appropriate competencies and continuous support needed to use educational technology to transform teaching and learning for students. This will incorporate vendor training and eventually (budget permitting) technology integration coaches.

• Provide opportunities for all staff to enhance their educational technology knowledge and skills and require that they do so. Integrating technology into the classroom will continue to be a focus as the district creates a meaningful student-centered learning environment.

• We will continue to foster and nurture a culture of responsible risk-taking that promotes continuous innovation in technology by seeking grants and their funding sources that support innovation.

• We will continue to use the research-based practices that have proved successful in the past, and initiate new ideas, such as developing an individual technology plan for each staff member.

• We will advocate for research-based best practices in all uses of technology to facilitate and support collaborative technology-enriched classrooms. Teachers who practice and mentor research-based technology practices in their classrooms will receive priority use of technology resources.

• Based upon staff responses to queries and/or questionnaires (DETAILS and other LoTi? resources, Parent and Student Technology Surveys, Technology Integration Matrix Model/Questionnaire, Etc.), we can create opportunities for instructing staff in areas desired through hardcopy and online instructions as well as a regular series of short, focused trainings in each building, targeting specific applications and age groups to provide just-in-time training. Also, because surveys indicate that staff sees a real need for more technology training, we will consider negotiating minimum technology training hours as part of our staff development opportunities.

• Resources: o E-rate o grants o survey o Accelerated Reader, Accelerated Math, STAR Reading & Math, Renaissance Learning o Kan-Ed Empowered Desktop o Reading from A-Z

The capacity of classified staff to use technology for effectively fulfilling their duties will be increased through training opportunities that are relevant to both office and classroom environments. Every effort will be made to use in-house experts to provide training to meet the specific learning needs of classified staff. Training will be provided for the following areas:

• Infinite Campus (student information system)

http://moodle.usd416.org/mod/wiki/view.php?id=1399&page=LoTi�


• word processing, spreadsheet, and presentation basics • information repositories (network drives, online databases, subscription services, media storage) • KSDE state reporting technology (Data Quality KIDS System)

• EXAMPLES o Equipment: copier, phone, Elmo Interwrite, Smart boards, Projectors o Standard process: email system, network & drives o Basic software: Infinite Campus, eReqs, Attendance Enterprise, Moodle, AlertNow o Job specific: Activities Accounting, Fund Accounting (DataTeam)

This training is done by those that best meet the needs of each area as selected by committee membership. If no one currently on staff can provide needed training, outside resources will be brought on site and utilized or staff will leave be sent to other places to needed training locations

Assessing Technology Professional Development

• How will the district know that current professional development offerings have an impact?

Technology professional development is carefully and thoughtfully assessed, with the goal of supporting teachers and administrators in using technology to improve student learning. In this section, the district should relay:

• How will the district know that knowledge/skills from professional development opportunities will be transferred to classroom practice?

• What evidence will show results of the professional development activities?

Approaching Requirements: Technology professional development sessions are assessed in some way, such as post-training surveys that are filled out by participants. Meets Requirements: Technology professional development is assessed in more than one way. Evidence is provided to show data are utilized to inform future planning or improvement. Exemplary: Technology professional development is assessed in more than one way. Qualitative and quantitative data is used to drive decision making and to inform future planning or improvement. Data is gathered to show level of implementation [application] and changes in student learning [impact]. . Evidence of systemic classroom technology integration is provided. Technology Professional Development Assessment Narrative: Please describe how the district will assess the outlined Professional Development Goals and Objectives are met:


A variety of assessments will be used to determine professional development goals and objectives are being met. Such assessments will include noticeable gains in student achievement, supervisor observations/evaluations, reflections, feedback forms, face-to-face discussions, online discussion forums, blogs, glogs, wikis, etc.

• Administrative walk-throughs and observations will be utilized to gauge evidence of effective and/or increased technology integrative practices within various learning environments.

• Peer-observations in the classroom and feedback from mentors and colleagues • Use feedback from reflections/evaluations of training sessions to measure effectiveness of training and

future needs via Google forms, Moodle. • Develop a log of integration efforts in each building, sharing the results at staff meetings and district

newsletter. Provide both human and equipment support resources to ensure that teachers can successfully implement what they have learned.

• Survey staff each semester formally (DETAILS questionnaire) and informally (focus groups, staff meetings, interviews, etc.) and through Parent and Student Technology Surveys to develop targeted trainings for the next semester.

• Integration efforts will be evaluated through anecdotal, qualitative (observation, interviews, conversations) and quantitative data (DETAILS questionnaire at LoTi? Lounge, Parent and Student Technology Surveys).

DISTRICT TECHNOLOGY PLAN VERIFICATION FOR ERATE PURPOSES

Please check the statement that applies to your district: Please note that although districts may already have an approved technology plan on file with KSDE, the following statements provide KSDE with verification of whether the district needs to file an addendum to the original technology plan to comply with the SLD criteria that technology plans include all Form 470 items (except for basic phone service). Please check only one box.

Our district has not submitted an E-rate application for Funding Years covered by this technology plan.

Our district has filed or intends to file only for basic Telecommunication services (POTS--basic local/long distance only, not including voice mail, Centrex, etc.) for Funding Years covered by this technology plan.

Our district has filed or intends to file a Form 471 for more than basic Telecommunications for Funding Years covered by this technology plan.

http://moodle.usd416.org/mod/wiki/view.php?id=1399&page=LoTi�


School Year:

DISTRICT TECHNOLOGY PLAN BUDGET

Enter the projected budget amounts for the three years that your plan covers.

2011-2012

Budget Area

Costs Funding Sources with amount per Sources

Professional Development

$ 4,000

GENERAL FUND - $4,000

Telecommunications and Internet Access

$ 29,780

E-rate $17,000 / GENERAL FUND - $12,780

Materials and Supplies (i.e. Software)

$ 115,980


Equipment (i.e. Hardware)

$ 89,417


Maintenance and Support

$ 9,900


Other

$ 2,500 GENERAL FUND - $2,500

Total

$ 251,577

School Year: 2012-2013

Budget Area



$ 4,000



$ 31,780

Erate - $18,000 / GENERAL FUND $13,780


$ 117,980



$ 91,417



$ 11,900


Other

$ 3,000 GENERAL FUND - $3,000

Total

$ 260,077

School Year: 2013-2014

Budget Area



$ 4,000



$ 33,780

Erate - $19,000 / GENERAL FUND - $14,780


$ 119,980



$ 93,417



$ 13,900


Other

$ 3,000 GENERAL FUND - $3,000

Total

$ 188,077

I do not believe equipment is accurate. Also Materials & Supplies (software) may inadvertently include maintenance & support. Figures probably need more work to be more realistic. - Pam

KANSAS LOCAL TECHNOLOGY PLAN RUBRIC Louisburg – USD 416 · Please state your School District...

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