Wayne Central School District
Technology Plan 20012005
June 2001
2001 Technology Plan.doc Page 2 2/28/01
Table of Contents
Introduction . . . . . . . . . . 4
Forward . . . . . . . . . . 5
Acknowledgements . . . . . . . . . 6
I. Executive Summary . . . . . . . . 7
Technology Vision Statement
Plan Summary
II. Information Technology Assessment . . . . . . 9
Summary of existing technology structure
Current program status . . . . . . . 11
Current budget . . . . . . . . 14
Needs assessment . . . . . . . . 15
III. Technology Objectives and Plans . . . . . . 17
Plan Goals and Strategies . . . . . . . 18
Equipment and service components . . . . . . 23
Hardware and software
Services
Infrastructure . . . . . . . 24
Related programs . . . . . . . 25
Deployment schedule
Staffing and training . . . . . . . . 26
Technology coordination
Support and maintenance
Curriculum planning . . . . . . 27
Staff training
Other resources
IV. Plan Administration and Budgeting . . . . . . 29
Current plan approval status
Budgeting
Ongoing planning and review . . . . . . . 30
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Appendix 1: Technology Assessment Inventory of Equipment
Appendix 2: Computer Scope and Sequence
Appendix 3: Software review form
Appendix 4: Acceptable Use Agreement
Appendix 5: Technology Department Job Descriptions
Appendix 6: Basic and Advanced Teacher Computer Use Rubrics
Appendix 7: Fiveyear Technology budget
Appendix 8: Loan Agreement for schoolowned Dreamwriter computer
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Wayne Central School District
Technology Plan
Introduction
The new Technology Plan for 20012005 will have the following core requirements. As
you read this plan, please keep in mind that the core requirements are blended into the vision
statement and the goals and strategies that will guide the outcomes of the Technology Plan.
1. The plan must establish clear goals and a realistic strategy for using telecommunications and
information technology to improve education.
2. The plan must have a professional development strategy to ensure that staff know how to use
these new technologies to improve education.
3. The plan must include an assessment of the telecommunication services, hardware, software,
and other services that will be needed to improve education.
4. The plan must provide for a sufficient budget to acquire and maintain the hardware, software,
professional development, and other services that will be needed to implement the strategy.
5. The plan must include an evaluation process that enables the school to monitor progress
toward the specified goals and make midcourse corrections in response to new
developments and opportunities as they arise.
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Forward
In 1995, Wayne Central School District adopted their first fivephase Technology Plan.
The Executive Summary stated that
Students preparing to live in the twentyfirst century face many complex but basic
challenges:
•
In an age when they are bombarded with increasing amounts of information, both text
and visual, students need to have the ability to acquire, analyze, and synthesize
information, link that information to unifying concepts and apply it to realworld
problems.
•
Students must become accustomed to and learn to deal with the rapid changes that are
occurring in both the work place and the world at large.
•
Instant worldwide communication creates increased global interdependence and the
need for students to learn to understand and work within a multicultural environment.
•
Students who live in a technological society must have the ability to use and view
complex technology as a basic skill.
All of these challenges demand the integration of technology into the school curriculum.
Students must learn how to use technology to find information, use information to solve
problems and make decisions, and effectively communicate electronically with the world
outside the classroom. Without such skills, their ability to compete as productive citizens
will be sorely limited.
The Technology Planning committee further recommended that the district
•
Develop an integrated curriculum to meet the needs of our students in order that they
can lead productive lives in the twentyfirst century.
•
Commit to providing training and support for teachers, staff and administrators in the
use and maintenance of technology.
•
Monitor the plan on an ongoing basis to ensure a successful implementation.
•
Ensure a continuing emphasis to meet future technological needs.
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Acknowledgements
The Wayne Central Technology Plan 20012005 is the result of long hours of work by the
following members of the Technology Steering Committee:
Kathleen Green District Technology Coordinator
Theresa Rowell Instructional Technology Trainer
Loreen Jorgensen Library Media Specialist, Ontario Primary School
Russ Harris Computer Services Assistant, Technology Support Department
Kathleen Uerz Parent and Community Member
In addition, these members of the District Technology Committee contributed to the final
version of the Technology Plan
Debbie Phalen Teaching Assistant, Freewill Computer Lab
Allison Armstrong Teaching Assistant, Ontario Elementary Computer Lab
Bob Rose Technology Teacher, Armstrong Middle School
Sandy Martin Computer Teacher, Armstrong Middle School
Donna White Teaching Assistant, Armstrong Middle School Computer Lab
The following people reviewed the Technology Plan and made valuable contributions to the
final plan.
Ann Fousse Computer Services Assistant, Technology Support Department
Barb Heald Teaching Assistant, Help Desk, Technology Support Department
Coralie TeWinkle Computer Technician, Technology Support Department
Dave Colburn Computer Services Assistant, Technology Support Department
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Wayne Central School District
Technology Plan
I. Executive Summary 2001
A. District Mission Statement
Based upon the belief that all students can learn, the staff of Wayne Central School
District accepts the responsibility to teach all students, regardless of differences, the
fundamental skills. We further accept the responsibility to challenge all students to
attain higher levels of achievement. Wayne Central will provide the opportunity,
environment, and encouragement to meet this goal while developing the whole child
physically, emotionally, and culturally.
B. Technology Vision Statement
The Technology Vision of the Wayne Central School District is to improve student
content learning through the integration of technology into the curriculum and
instructional environment, to enhance communications with community and staff, and
to facilitate the management of information by continually assessing the needs of
students and staff.
C. Plan Summary
Building on the outcomes of the 1995 Technology Plan, the goal of the new
Technology Plan is to identify opportunities, strategies, and resources for the
enhancement of technology integration in the Wayne Central School District. To
improve education in our schools, it is essential to have seamless communication
among administrators, teachers, staff, students, and parents. It is vital for patrons of
our school community to be informed of events, policies, and procedures. One goal
then is to improve communication through voice, video, web access, and print.
Throughout the development of this plan, the committee kept in mind the following
questions to guide formation of the plan.
1. What student learning do we need to improve?
2. What are the best ways to improve student learning?
3. How will technology improve student learning?
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Our students are our focus as we develop strategies to improve learning using
technology as a tool. Through technology students will be able to demonstrate the
application of knowledge they have gained.
A comprehensive technology staff development plan is a cornerstone of effective
teaching. Teachers will learn to facilitate use of technology as a tool, to improve
student leaning and to demonstrate application of knowledge.
Administratively, technology will be used to maintain and report all information used
in the district from transporting students to and from school to keeping
comprehensive records of students as long as they are enrolled at Wayne Central
School District. It is a goal to assimilate all information so that it is available to the
appropriate personnel at any given time. Business functions such as accounting and
payroll, student medical records, graduation requirements, and special education
records are all part of a complete management system.
The district website will be developed to enable better communication with the
community. It will provide students with immediate access to assignments and
grades. It will be a venue to present student projects and research. It will be a
fundamental part of the district showcase.
The website will also be designed to enable document collaboration among teachers
who wish to share curriculum projects. It will become a virtual classroom, office, or
school for all of Wayne Central. Teachers, students, and staff will be able to work
from home or any location in the school with access to their materials through the
web. In addition, the web will provide a means for submitting all kinds of forms
electronically, thus reducing the paper flow in the district.
Excellent technical support is required to maintain all functions of the technical
operations of the school district. A wellinformed technical team is an integral part of
keeping a system running and earning users’ confidence in the system. There must
always be sufficient technical support staff.
With these goals in mind, the Technology Steering Committee has created a
comprehensive plan for technology implementation for the next three to five years.
The intention of the committee is to create a plan which will enable communication
among all district personnel, students, and patrons of the community. The plan will
enable students to take charge of their own education using technology as an integral
tool for collaboration and research. Finally, the plan provides for a complete
information management system for the district to maintain student records and
manage its business and information.
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II. Information Technology Assessment
A. Summary of existing technology structure
All classrooms are equipped with eight network drops, plus cable TV access and
adequate clean power to support at least eight workstations and/or large screen
TV/monitor displays. All classrooms have one computer workstation for the teacher, one
for students, and at least one shared network printer.
All secondary classrooms are equipped with a multimedia workstation with TV
monitor for presentation and one VCR for every two classrooms. In addition, there is at
least one computer for student use. Most science, social studies, math, and English
classrooms have up to four student workstations. In the Middle School science
department there are two rolling locked cabinets each with eight laptop computers and
science probeware used for lab work.
All elementary classrooms are equipped with a multimedia workstation with TV
monitor for presentation and one VCR for every two classrooms. In addition, there are
three to five student workstations in clusters.
All network closets are equipped with adequate network switches to support
currently installed hardware in classrooms and computer labs. In addition, there are
several network ports set aside for computers in BOCES classrooms in four of our school
buildings where BOCES classes are held.
All cables in the district are category 5 or 5E. Multimode fiber connects all
wiring closets and each of four campus buildings (HS, MS, OE, OP), the maintenance,
and transportation buildings. Freewill Elementary is connected to the district LAN by a
dedicated T1 phone line. Inside Freewill Elementary, all rooms are connected by
category 5 or 5E cable and closets are connected by multimode fiber.
All classrooms in each school have the capability to receive cable television and
internal cable channels. The plan is to be able to originate programming in each building
and broadcast to other schools on campus and further to Wayne County cable customers
once single mode fiber is installed between buildings.
All schools except Freewill Elementary have access to Cable in the Classroom
programming. In addition, some programs are tape recorded for later viewing based on
requests by teachers to the Technology Support staff. Freewill has a satellite dish
allowing for distance learning and professional development courses to be downloaded.
These courses are stored digitally for all educators to view on their computers on
demand.
In the High School and Middle School students produce morning announcements
daily to all classrooms over schoolwide TV. Students not only report the news, but they
are in total control of cameras and other production equipment.
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Sporting events, musical programs, and other presentations are videotaped on a
limited basis for broadcast on cable access television. Future community events such as
school board meetings and PTA programs can also be taped.
Professional development minicourses will be taped for broadcast over the
school television network and will also be made available to any computer on the
network as ondemand video programming.
All offices are equipped with computer workstations or laptop computers with
docking stations for administrative use. Each office has multiple printers and at least one
networked laser printer.
A variety of peripheral equipment is available for all applications in labs,
classrooms, and offices. Printers, scanners, digital cameras, and digital video cameras are
available to staff and students to facilitate projects. Digital projectors and Elmo type
presentation systems can also be used in any classroom. Additional video capture cards,
microphones, zip drives, and CD writers can be used when needed. Each music
classroom is equipped with electronic keyboards with MIDI interface to computers with
appropriate music software.
All libraries are catalogued and accessible over the district computer network
using the Follett Automated library system. Currently librarians from any school can
access other school library collections by the local area network.
Each school is equipped with an electronic bulletin board system capable of
broadcasting school messages to classrooms, offices, and hallways. Announcements of
events, public meetings, and services are broadcast throughout each school building.
An open computer lab is available one night a week for students and patrons of
the Wayne Central School District to explore the Internet and work on projects or
application skills at no cost to the attendee.
In three schools, a teaching assistant assigned to the computer lab is available to
assist teachers with lessons using technology either in a lab, the library, or a classroom.
Teaching assistants work with classroom teachers to investigate the best lessons to help
students achieve curriculum standards.
A staff of trained technical support professionals is employed to install and
troubleshoot all technologyrelated equipment. They maintain the districtwide network,
repair printers, computers, and peripherals, teach users how to properly use equipment
and software, and design implementation standards for all computerrelated equipment.
A help desk person accepts and disburses all requests for help or answers questions and
gives instruction by phone. The Technology Support department distributes a booklet
outlining proper use of technology and instructions for using the district network to all
Wayne Central staff.
A list of standard software has been established for use in all classrooms and
offices. Included in the list are MS Office Professional, MS Outlook for email,
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Command AntiVirus, and Internet Explorer. In addition, for students we include
Inspiration, MS Encarta 2000, Adobe Acrobat Reader, Accelerated Reader and Star
Reading, MS FrontPage and MS Publisher. Teachers have additional productivity
software for maintaining grades and other classroom activities.
See appendix 1 (Technology Assessment Inventory for Equipment)
B. Current program status
1. Curriculum Integration
Teachers in classrooms from K12 have created innovative lessons that
incorporate technology into their lessons so that technology enhances information
gathering and presentation. All lessons are NYS standardsbased. Listed below
are a few examples of lessons teachers are teaching.
•
Grade 5 students do research using Encarta 2000 and the Internet to find
information on artists that are being studied.
•
Grade 6 Claymation Project: In art class, students create clay figures to
illustrate a studentwritten storyline. They use Spin Photo Object to create a
movie.
•
Grade 6 students use PowerPoint and Portfolio Builder to create a multimedia
autobiography.
•
Grade 5 students analyze a story, write a new ending, then create a book that
they have typed and illustrated using Word and original artwork.
•
Primary students use Puzzlemaker at Discovery.com to create word search
puzzles for their animal reports.
•
Primary students create “I Spy” pictures using Kidpix. They also write riddles
to go along with their “I Spy” pictures.
•
High School students create a commercial in their communications class using
Video Wave IV. They learn to shoot scenes using video cameras, edit their
video, use transitions, and add graphics and audio to their commercial.
•
Grade 3 students use MS Publisher to create travel brochures for planets they
are studying in a solar system unit.
•
Grade 7 Home and Careers students explore the NYS Career Zone Job Site on
the web to learn about careers and save job information in their portfolios.
•
Grade 7 students collect data for math and science projects and make graphs
to illustrate their results using Excel.
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2. Staffing and training
The Technology Support Department consists of a Technology Coordinator, an
Instructional Technology Trainer, Computer Technicians, Computer Services
Assistants, a Teaching Assistant assigned to the Help Desk, and Teaching
Assistants assigned to the computer labs. In general, each of these people
supports teachers, students, and administrators using technology. They provide
help with software, hardware, and technology integration. The Technology
Support personnel are always available for training/tutoring, inspiration, and
technical advice. The role of each of these people is outlined in appendix 5.
The Instructional Technology Trainer is responsible for training all staff using
new software and technology devices to integrate technology into the curriculum.
In addition, there are three teaching assistants assigned to maintain computer labs
in the Middle School, Freewill Elementary, and Ontario Elementary. Computer
and technology teachers are employed in the High School and Middle School
teaching computer skills and applications.
Many technologyfocused inservice courses are offered throughout the year by
the Technology Support personnel. Classes are offered before school, after
school, and during release time in the school day. Additional online courses are
available for teachers through Project Accelerate, a Title III funded program.
Teachers take online courses to improve their teaching using technology and
access to the Internet.
Technology Skills Basic Training Needs
There is a need for teachers to be proficient in a number of technology areas.
Their proficiency will filter down to their students as they model using technology
in their teaching. These proficiencies are listed below:
1. Word Processing
All teachers should be able to perform basic skills using a word processing
program including creating, saving, printing, and editing basic documents. An
ability to store lesson plans and documents on the network should be mastered.
2. Spreadsheet
A simple spreadsheet to manipulate numbers should be mastered by all teachers.
This would include a basic ability to create basic formulas such as sum, total, and
average, and represent data in graphs.
3. Presentation program
All teachers should have the ability to create a presentation using PowerPoint,
Hyperstudio or other presentation program.
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4. Efficient Use of Network
All teachers should be able to log on to the district network and save or retrieve
files from their personal network folder. They will also be able to access student
files from the network.
5. Student Information System
All teachers should be able to take daily attendance, update classes as needed, and
access student information when necessary.
6. Grade Book Management
All teachers should be skilled in using Classxp, GradeQuick, Grade Machine,
Classmaster, or another grading program to keep records of student progress and
report results during the year.
7. EMail
Teachers should be able to use email to create and send a message as well as
retrieve and print a message. They should understand how to send attachments as
well as receive and scan attachments.
8. Internet
Teachers should have basic knowledge of the Internet to include the ability to
access and search the Internet for information on a given subject area and print the
information.
9. Troubleshooting
Teachers should develop basic troubleshooting skills for first level diagnostics on
hardware and software.
10. Automated library system
Teachers should be able to use the library online system in all buildings to search
for information or books and retrieve the resulting list of resources.
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C. Current budget
1. Equipment and services: The table below itemizes the equipment, software, and
other services currently budgeted this year.
Technology Support Department
Equipment, Software, Services Budget
Hardware Cost
Computer replacements $120,000
File servers replacement $4,000
CDRom servers $16,000
Printer replacements $20,000
Miscellaneous equipment (DVD drive, CDRW drive,
microphone, headphone, VCR, TV monitors)
$5,000
Hardware subtotal
$165,000
Software
Windows, Office, antivirus licenses $35,000
MS Encarta (district license) $10,000
Accelerated Reader, STAR Reading (4 schools) $2,000
Grading programs, Teacher utility software $2,500
Miscellaneous grade level software (all schools) $60,000
AutoCAD $5,000
Career Futures $200
Choices $800
Network software $1,000
Software subtotal $116,500
Additional Costs
Training/ Conferences for Technicians $10,000
Student Information Management Program (SASI) $42,000
Video Network $10,000
Time Warner Digital service $500
Additional Costs Subtotal $62,500
Annual Operating Costs
LakeNet Personnel Support, phone lines, application,
warranty maintenance, R&D $32,500
Project coordination base fee $8,500
Freewill T1 line $5,600
Technology Support $17,500
TechNet Subscription $420
Server maintenance $9,600
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SmartNet Cisco 5500 maintenance $3,600
Cisco IP/TV server maintenance $2,150
Total Annual Operating Costs $79,870
Total Budget $423,870
2. Upgrades and maintenance
Built into the Technology budget are funds to upgrade and repair computers and
printers to keep them in working order. Although the warranty on printers is only
one year, we can expect to get 23 years service from a personal printer.
Computers generally have a threeyear warranty, but we must expect to keep them
in service for five years. It is appropriate to upgrade memory and hard drive
space when necessary to keep a computer up to the standards required by
application and educational software. Often a monitor will have to be purchased
to extend the life of the computer system. When a computer can no longer meet
the specifications of the software used in the classroom or office, it must be
replaced.
Peripheral equipment such as scanners, digital projectors, digital cameras, and
video cameras will also require updating on a regular basis. Any standard
technology equipment used in schools will be replaced if not repairable.
3. Related infrastructure
All network wiring infrastructure were installed as part of a capital project started
in 1997 and ending in 2000. Two to four network wiring closets are installed in
each school building. All closets are connected by multimode fiber. All data
drops are category 5 or 5E cable homerun from the classrooms and offices to the
wiring closet.
4. Technology Staff Training
Funds are budgeted annually for Technology staff to attend job related
conferences and technical training seminars. It is important for the technology
staff to keep up to date with changing technologies and instructional standards.
D. Needs assessment
1. Recent developments and current status
The 1995 Technology Plan was completed as part of the 19972000 capital
project. As a result, all classrooms are networked, all wiring closets are fully
populated, and all classrooms except Freewill Elementary School have access to
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cable television and videoondemand. The new technology plan outlines a
scheme for integration of technology into the curriculum including an assessment
of teacher technology skills and abilities, a checklist of teacher technology
competencies, a staff development training program focusing on improving
teacher technology skills and curriculum integration, and further development of
technology related projects.
2. Planning process
For the last five years, the district technology plan has undergone regular review.
Changes were made to the plan to meet the changing needs of the school district
and changes in technology. The District Technology Committee has been the
responsible group along with some local building committees who made decisions
regarding technology updates.
There is a need for a building level technology committee in each school. These
committees should be charged with the responsibility to assess the technology
needs of each department or grade level. Once this assessment is done, a priority
list should be established and turned over to the Technology Coordinator and
District Technology Committee for evaluation. Primary consideration will be
given to needs which support student learning and student outcomes and how the
priorities fit into the overall district technology plan.
3. Needs assessment for teacher training
To determine the level of technology competency of teachers and staff, a
Technology SelfAssessment will be administered as part of the implementation
of the technology plan. Based on the results, a teacher will be able to choose a
Technology Education Plan suited for them. The Basic and Advanced Teacher
Computer Use Rubrics (appendix 6, page 3) will be used as a check list for
teachers to selfassess their skill level in thirty different technology skills. From
the results of this assessment, they will be able to create their own individual
technology improvement plan.
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III. Technology Objectives and Plans
The International Society for Technology in Education (ISTE) suggests that all children must be
ready for a different world. Our educational system must produce technologically capable kids.
To live, learn, and work successfully in an increasingly complex and informationrich society,
students must be able to use technology effectively. Within an effective education setting,
technology can enable students to become
•
Capable information technology users
•
Information seekers, analyzers, and evaluators
•
Problem solvers and decision makers
•
Creative and effective users of productivity tools
•
Communicators, collaborators, publishers, and producers
•
Informed, responsible, and contributing citizens
These skills prepare students for the world of work or for higher education. Technologically
prepared students will be literate and able to reason, communicate, make decisions, and learn.
2001 Technology Plan.doc Page 18
Plan Goals and Strategies
The Technology Vision of the Wayne Central School District is to improve student content learning through the integration of
technology into the curriculum and instructional environment, to enhance communications with community and staff, and to
facilitate the management of information by continually assessing the needs of students and staff.
The table below lists the three major goals described in the technology vision statement. Along with the goals are the strategies that we
believe will help us meet the goals. Goal 2 (Curriculum Standards) is divided into two parts: a student goal and a teacher goal. The
achievement of these goals will improve student content learning through the integration of technology.
Goals Strategies Persons Responsible
1. Communications and
Community To integrate
and update voice, video and
data networks capable of
providing improved
communications within the
school and community.
1. Assess the status of network capabilities to support voice, video and
data for communicating within the school district, community and
world (e.g.: phone systems, video delivery, distribution and access,
data systems, development of internal and external web presence).
2. Survey the level of community communication (phone, newspaper,
cable, computer, web, etc.)
3. Develop and distribute guidelines for districtwide networking to
support voice, video, and data.
4. Collaborate with agencies and institutions responsible for design and
implementation of statewide and national infrastructure to assure
compatibility to resources worldwide.
5. Develop a plan for ongoing professional development of the technical
department and other staff involved.
6. Develop a plan for ongoing community technology education.
7. Develop a comprehensive website to provide information to students
and parents regarding grades, assignments, and student attendance.
8. Develop a system of ongoing evaluation for schoolcommunity
communication.
1. Technology Coordinator,
Network Technicians,
Facilities Committee,
Technology Committee
2. Same as 1
3. Same as 1
4. Project Engineer,
Technology Coordinator
5. Supt. For Instruction,
Technology Coordinator,
Technology Support
Department
6. Technology Committee
7. Webmaster with input
from Technology
Support Department and
Schools
8. Supt. for Instruction,
Technology Committee,
Technology Coordinator
2001 Technology Plan.doc Page 19
Goals Strategies Person Responsible
2a. Curriculum Standards
Student goal:
To provide technology as a
tool to improve student
learning and to demonstrate
application of knowledge
1. Provide methods for teachers to extend their classroom to
students at home and staff at large.
2. Encourage pilot projects to permit students to check out
technology equipment for use at home to facilitate student
learning. (Integration of Palm Pilot projects, Checkout
Dreamwriters for work at home.) (Appendix 8)
3. Explore and provide suitable [assistive] devices for special
needs students.
4. Develop technology benchmarks for graduation requirements.
5. Explore and provide suitable portable devices to achieve a
better than 4:1 student to computer/device ratio. ( Rolling
labs, Palm Pilots, Dreamwriters)
6. Implement technology scope and sequence K through 12 and
develop benchmarks and assessments. (Appendix 2)
7. Develop benchmarks and assessments to measure student
understanding of content learning using technology.
8. Provide student access to assignments and grades through the
district website.
9. Develop a system for evaluation of student progress using
technology.
10. Increase access to the best curriculum resources for
improving achievement on the English/Language Arts
assessments.
11. Utilize technology to assist AIS (Academic Intervention
Services) students.
1. Instructional Technology
Trainer with support from
Technology Support
Department,Webmaster
2. Building Principals,
Technology Committee
3. Teachers, Technology
Support Department,
Assistive Technology
Consultant
4. Curriculum Committees,
Supt. For Instruction
5. Technology Coordinator,
Technology Committee,
Technology Support
Department, Instructional
Technology Trainer
6. Instructional
TechnologyTrainer,
Classroom teachers,
Technology Support
Department
7. Supt. for Instruction,
Instructional Technology
Trainer, Technology
Coordinator
8. Webmaster, Teachers
9. Supt. for Instruction
10. Technology Coordinator
11. Technology Coordinator
2001 Technology Plan.doc Page 20
Goals Strategies Persons Responsible
2b. Curriculum Standard –
Teacher goal: Teachers will
facilitate use of technology
as a tool to improve student
learning and to demonstrate
application of knowledge.
1. Establish guidelines and specifications for teacher training and
classroom integration which include benchmarks and assessments.
2. Develop a plan to offer incentives for each educator who meets
benchmarks of staff development in technology and recognize staff
who exceed the required standards.
3. Expand employment of educational technology technicians and
trainers and update job descriptions of professionals in educational
technology.
4. Encourage staff to earn professional technology certifications.
5. Create opportunities for staff to take online staff development courses
to improve teaching and technology skills.
6. Maintain records of staff training and assessment results
7. Require teachers to post grades, attendance and assignments in a
secure environment in the district web.
8. Develop a system of ongoing evaluation for assessment of
technology applications, teacher preparation, and training.
9. Provide workshops and training sessions for teachers to integrate
technology into all curriculum areas to align with New York State
Standards.
1. Supt. for Instruction
2. Technology
Committee, Supt. for
Instruction
3. Technology
Coordinator, Human
Resources,
Technology Support
Department
4. Supt. For Instruction
5. Supt. For Instruction,
Technology
Coordinator
6. Supt. for Instruction
7. Building Principals
8. District Technology
Committee
9. Instructional
Technology Trainer,
Technology
Coordinator
2001 Technology Plan.doc Page 21
Goals Strategies Persons Responsible
3. Information management
–Educators and
administrators will use
technologies that provide
for efficient gathering,
maintaining, analyzing and
reporting of student and
administrative data.
1. Provide adequate training and support for all acquisitions of new
hardware and software.
2. Develop the process for analyzing and reporting of assessments to
improve student learning.
3. Adopt and implement an interoperability framework to facilitate
comprehensive student and administrative information
management. (e.g.; library, transportation, student and teacher
accounts, food service)
4. Explore and provide future incorporation of an elementary
classroom management system to interface with other
administrative software.
5. Investigate other database management systems for student and
administrative information that are more efficient and interoperable.
6. Evaluate all software for cost of ownership.
7. Create a position of webmaster whose responsibility is to develop,
maintain, and update the district website.
8. Create and maintain a webbased union catalog of the resources of
the five district and two public libraries.
9. Track teacher levels of technology scope and sequence benchmarks.
1. Technology Support
Department,
Instructional
Technology Trainer,
Principals
2. Teachers, Instructional
Technology Trainer
3. Technology
Coordinator,
Technology Support
Department
4. Principals, Technology
Support Department
5. Principals, Technology
Support Department
6. Technology
Coordinator,
Technology Support
Department
7. Human Resources
8. Network Technician,
District media
specialists, Public
librarians.
9. Supt. For Instruction,
Instructional
Technology Trainer,
Human Resources
2001 Technology Plan Page 22 2/28/01
A. Technology Goals and Strategies
1.Gradeappropriate curriculum integration
The educational benefits of a technology rich curriculum include
•
Improved higher order thinking research, collaborative and creative skills
•
Improved communication with teachers, students, parents, and experts outside
of school
•
Opportunities to develop and support the evolving 21
st
century skills and
standards defined by SCANS (Secretary’s Commission on Achieving
Necessary Skills) and ISTE (International Society for Technology in
Education) that students will need to succeed in today’s educational
environment and tomorrow’s workplace.
•
Studentcentered authentic projectbased learning
•
Opportunities for collaborative learning which allow students to develop
teamwork, communication, and problemsolving skills
A computer scope and sequence (appendix 2) has been adopted for grades K12.
Described are nine computer competency goals. Each competency is based on
previous learning and is addressed at the appropriate grade level in three stages:
Introduction, Development, and Proficiency.
Under the direction of the Instructional Technology Trainer, teachers will learn to
incorporate new technology teaching strategies to enhance student content learning
through curriculum integration. Resources from the Internet and other technology
related software and manuals provide a wealth of technologyrich lessons aligned to
curriculum and state learning standards.
All curriculum software will be evaluated by the software selection committee whose
representatives include the Technology Coordinator, Technology Support
Department, Instructional Technology Trainer, grade level teachers, and
representative from content areas at the middle school and high school.
2. Basic technology architecture and infrastructure plan
The installation of all network wiring is complete in all five schools and maintenance
and transportation buildings. All data is currently transmitted over a 10/100 MB
Ethernet network. During the next three to five years, the closet switches will be
upgraded to support gigabit transmission of data.
The plan for video distribution is to be able to originate programming in each school
building and broadcast to other schools on campus and further to Wayne County
cable customers. This is a provision in the Time Warner contract with Wayne
County. Video and cable networking will be upgraded. Older network servers will
be replaced. Additional storage devices such as PowerVault servers will be deployed
in each school building.
2001 Technology Plan.doc Page 23
Sporting events, musical programs, and other presentations are videotaped on a
limited basis for broadcast on cable access television. Future community events such
as school board meetings and PTA programs can also be taped. Eventually, these
events will be aired live over cable access television.
B. Equipment and service components
1. Hardware and software
a. All new and current computers will meet minimum memory and disk storage
requirements regulated by districtwide software databases (SASI and Follett
library system). Uptodate computer equipment will be readily available to
students and teachers to complete tasks and projects both on an individual basis
and collaboratively. Using technology where appropriate should be automatic,
just as it is in the business world.
b. Telecommunications (hardware)
Single mode fiber will be installed between the four school buildings that
comprise the district campus. This will enable future expansion of the video
network as well as a new phone system.
c. Other (e.g., satellite receivers) (hardware)
Install satellite receivers on the main campus of the school district to bring in
SUNY satellite system programming and other state education satellite
broadcasts.
2. Services
a. Computer and Internet access
Internet access is achieved through LakeNet, a wide area network maintained by
the Wayne Finger Lakes Boces. Internet is available on every networked
computer in all schools and district offices. Any expansion in this service will be
at the discretion of the LakeNet project administrator.
Because we want to provide educationally sound information to our students who
access the Internet, we (and LakeNet) employ a content filtering service known as
Bess. Bess is an ongoing filtering service that is installed, maintained, updated
and completely serviced by the N2H2 Company. Each morning, N2H2 logs onto
the LakeNet server and updates Bess with newly found websites that are deemed
inappropriate for student access. Material that is blocked may contain nudity,
pornography, violence and crime, drug use, tastelessness, language and profanity,
and other highrisk sites with no censorship policies. Though not 100% perfect,
2001 Technology Plan.doc Page 24
Bess provides a good watchdog service by filtering out inappropriate websites
that might otherwise be accessed by students.
b. Telecommunications (services)
Our new video network can support collaborative projects between classrooms in
any school in the district. There will be initiatives to promote further expansion
of the network to reach beyond the walls of Wayne Central School District.
c. Other (e.g., distance learning)
Investigate the possibility of distance learning to meet district goals. Increase the
availability of courses for students and staff through satellite programming and
pointtopoint distance learning classes.
3. Infrastructure
a. Facility construction and/or renovation
Due to the completion of the recent capital project, there are only a few minor
needs for facility renovation. The first is a new location for the Technology
Support Department. The support personnel are currently housed in the basement
of the Middle School in very unattractive surroundings. There are times when
exhaust from trucks unloading outside the doors pours into the work area making
it difficult to breathe. It is difficult to control the temperature in the work area so
the personnel are subjected to stuffy or cold climate. The work area is inefficient
for the tasks that must be completed. The current staging area is a
conglomeration of tables, carts, and desks pushed together to make up a work
area.
The Technology Coordinator has an office in the High School, making it difficult
to work closely with the Technology Support Personnel. The Instructional
Technology Trainer uses a corner of the High School Gym foyer for an office.
The office is far removed from all other personnel in the department, and over the
last three years has been relocated in three different schools.
A new work area for all Technology Support Personnel is needed. The area
should have closed offices for the Instructional Technology Trainer and the
Technology Coordinator. It should also have adequate lighting, wiring, electrical
service, telephones, and space for desks as well as storage and a staging area for
configuring computers, music keyboards, servers, and network systems. There
should also be adequate space to store large shipments of equipment until the
equipment can be placed in the schools.
With the installation of the video network, there is need for space for a television
studio for taping and broadcasting in the High School and the Middle School.
Adequate locked storage for cameras and equipment is essential.
2001 Technology Plan.doc Page 25
b. Telecommunications and electrical wiring
Wireless mobile carts provide a solution for lack of space to construct another
learning lab in the High School and Middle School. The carts can be set up with
wireless networked portable computers, a printer using infrared technology and
the cart plugged into an existing network port. There is no need for additional
electrical or network wiring in any classroom for the mobile carts. Additional
wireless transmitter modules will be housed in each mobile cart.
4. Related programs
a. Upgrades and maintenance
Regular hardware and software updates are planned so that hardware supports
needed software and software is free of technical bugs or anomalies. The major
software packages that are used for business functions, student information
systems, and library automation must be kept current to accomplish the work to
be done. In some instances, software enhancements exceed the capabilities of the
network servers. At this point, the hardware will have to be upgraded to meet the
software needs.
b. Security and privacy
All staff and secondary students have their own network login account and
password. The Computer Use Agreement states that all users must not share their
information with anyone else. At the same time, our network is a closed system
denying access from the outside world, thus ensuring a secure working and
learning environment.
c. Interschool initiatives
As teachers and students employ more technology in their learning, new
initiatives will be considered to provide collaborative opportunities with other
groups outside our school district. Such initiatives might include distance
learning, online courses for credit, and webbased collaborative projects.
Sufficient funding should be budgeted for future projects.
5. Deployment schedule
A deployment schedule for the full technology plan will be determined as
priorities are set by the Technology Steering Committee. A needs assessment will
be conducted throughout the district based on the three goals outlined in the plan.
A number of strategies in the plan describe surveys, explorations, development
processes, and collaborations that will help determine the complete process of
plan implementation.
2001 Technology Plan.doc Page 26
Within the Technology Department, deployment of hardware and software will be
determined by an assessment of need and of equipment available. All hardware
should meet the recommended requirements for software that is used. In some
cases, equipment will be reallocated to meet the needs of a teacher or department.
This will reduce the total cost of ownership by matching equipment and software
to the needs of the user.
Before a full implementation of new hardware or software is done, a pilot
deployment in a test environment, such as a small network, will be conducted.
The objective is to minimize the impact on the user, to avoid interfering with a
normal user’s daytoday work. Once the test period is complete and all bugs are
worked out, a full implementation will be scheduled. At the same time, users will
be informed of changes in their new equipment or software and/or training will be
planned to coincide with the installation.
C. Staffing and training
1. Technology coordination
The Computer Technology department consists of a Technology Coordinator who
oversees the implementation of the technology plan. The Coordinator reports
directly to the Superintendent for Instruction as well as indirectly to the School
District Superintendent and the Superintendent for Business. The Coordinator
chairs the District Technology Committee as well as supervises acquisition and
placement of all technologyrelated equipment including computers, servers,
network hardware, and printers. In addition, software, peripheral equipment, and
furniture for technology are requested from the Technology Coordinator. See
Appendix 5 for further responsibilities of the Technology Coordinator.
2. Support and maintenance
The Technology Support department includes five people who all work as
webmasters, network technicians, video technicians, total workstation support
technicians and a help desk person. They are responsible for the installation,
maintenance, and instruction for using all technology in the district. They either
evaluate and make repairs or request repair of all districtowned equipment by
outside vendors. They also assist teachers and staff with setup and implementation
of classroom projects, curriculum planning and technology integration. In
addition, they cooperatively plan purchasing and installing of all equipment and
software as well as network design and implementation. The Help Desk person
fields and schedules all requests for help regarding maintenance and software
concerns. The Help Desk person also is the first line of support for our student
information system and performs basic troubleshooting and repair duties for
software and hardware problems.
The current civil service job descriptions that we use do not match the current job
duties of any of the technicians in the department. All positions should be
upgraded to correspond to work that each technician performs. I.e.,
2001 Technology Plan.doc Page 27
•
Computer Technician to Network Technician
•
Computer Services Assistant to Computer Technician
•
Teaching Assistant assigned to the Help Desk to Computer Services
Assistant
We also need a Video Network Technician position to maintain the districtwide
video network.
In addition, there is a need for a Webmaster to plan and develop the district
website. The vision for the website is to provide immediate and accurate
information to the local community as well as provide a system of communication
among teachers, students, and parents.
3. Curriculum planning
Technology curriculum planning is the responsibility of the Instructional
Technology Trainer. The trainer assesses the needs of staff regarding their own
use of computers and peripherals and how they use technology integrated into
their curriculum. The trainer coordinates inservice training for teachers as well
as presenting both full inservice classes and minicourses that are taught after
school. The trainer also instructs teachers on technology goals during release
time in their schools. See Appendix 5 for a complete list of responsibilities and
qualifications.
4. Staff Development – Technology Training Plan
The district’s main goal is to provide our teaching staff with access to hardware
and software and assist them in developing the professional and instructional
technology skills that will enable them to use technology as a teaching, learning
and management tool. These skills will contribute to the development of lifelong
learning in both our students and professional staff.
The model for teacher computer staff development is shown in Appendix 6. This
professional growth plan allows for the teacher to select one or two target areas
for improvement. Each target should be curriculum centered to enable the teacher
to integrate technology into their own lessons. The individual plan is created in
collaboration with the principal, curriculum director, department chairperson,
technology coordinator, and/or media specialist. The teacher is expected to learn
enough to move to level 3 or 4 of their target area and then demonstrate the
knowledge and skills they have learned. In addition to the individual professional
growth plan, an assessment portfolio will be required which might include
•
Descriptions of units taught in their classroom having both information
literacy objectives and content objectives.
•
Assessment tools used with students on these projects.
2001 Technology Plan.doc Page 28
•
A copy of the district’s information literacy curriculum and student
performance benchmarks in technology/information literacy
•
Personal journal reflections on teaching information literacy skills
including observations on what does and does not work well.
See Appendix 6, page 2 for Technology Staff Development Timeline.
Along with any model we implement, we plan to evaluate and track teacher
progress which will in turn drive the focus of our staff development, keeping it
aligned with the needs of our professional staff and focused on student learning.
A database will be created and maintained for this purpose. The results of any
assessments will be entered there as well as shared with the individual teacher to
facilitate their acquisition of skills.
All new teachers in the district are required to take a ½ day basic computer
training as part of their new teacher orientation. They will be instructed on the
staff development plan for information technology. They will also learn how to
log on to the district network, how to send and receive email, how to do daily
attendance using SASI, and how to use the Destination for multimedia
presentations. After the first week of school, new teachers will learn the grading
program used in their building and how to do progress reports and post grades
using SASI.
Network technicians and support staff need Network Software Integration training
for future upgrades. They should receive regular outside training to keep up with
current installations and projects.
5. Other resources
A District Technology Committee is comprised of teachers, administrators, and
media specialists representing all five of our school buildings, as well as technical
support personnel. The committee meets monthly to discuss technology issues,
solve problems, plan for future technology implementations, and establish
guidelines for use of technology in all areas in the district including classrooms,
libraries, and offices. The committee is also responsible for the annual evaluation
of the implementation of the technology plan.
2001 Technology Plan.doc Page 29
IV. Plan Administration and Budgeting
A. Current plan approval status
1. Internal
The Technology Plan is currently being created by staff from all schools with
administrative input. In addition, one member of the committee is a parent of
students in our district. The plan, once completed, will be approved by the
administrative council, and then sent to the Board of Education for approval.
2. Independent review and approval
The plan will be submitted to the Wayne Finger Lakes BOCES for approval, then
to the State Education Department for their approval.
B. Budgeting
A technology budget will be established to provide adequate funding for support of
all applications, hardware, and software used in the district.
•
Provide sufficient funds to acquire needed equipment to keep up to date with
emerging technologies.
•
Establish a computer/printer/equipment replacement plan to keep up to date with
emerging technologies.
•
Provide sufficient funds to replace network servers to keep up with hardware
specifications to support existing application software.
•
Upgrade and/or repair older equipment when appropriate and cost effective.
•
Provide sufficient funds to replace/expand network hardware as needed.
1. Equipment purchases and services schedule
There is a plan in place to replace approximately 20% of all computers per year
including desktop computers, laptops, and multimedia workstations. In addition,
to keep up with the changes in software and hardware requirements for
administrative programs such as Infofund, SASI, or Follett library automation, at
least one server will be replaced or upgraded each year. At the same time, about
25% of the printers will be replaced annually due to the fact that there is only a
oneyear warranty on printers and the cost of repairing them can be better spent
on a newer, more efficient printer.
2001 Technology Plan.doc Page 30
2. Annual budgeting and approvals
Each year a budget is prepared for the following school year. The technology
budget is determined by technology needs of each school based on needs
assessments and requests by teachers and program. The budget is submitted to
the district administration for approval. Once approved, the technology budget
becomes part of the general operation budget which is reviewed and approved by
the Board of Education and ultimately, the voters.
See appendix 7 for a three to five year plan for a budget to implement the
Technology Plan.
3. Special bond issuance and approvals, if applicable
Should it become necessary to do a major overhaul of the computer network
services, a special technology bond may be proposed. An extensive study will be
performed before such a bond issue is requested.
4. Other funding sources
a. Grants
Create a grant writing committee comprised of teachers, Technology
Coordinator, and the Instructional Technology Trainer. Establish a process
for applying for grants that meet the needs of acquiring equipment and
integrating technology into the classroom.
b. Erate discounts
Each year we apply for erate discount funding for cellular phone services,
pagers, cable TV, and long distance phone services. In addition, we receive e
rate discounts for charges for our access to the Internet. All applications for
discounts are processed by our BOCES.
C. Ongoing planning and review
1. Plan review and revision plans
The Wayne Central School District Technology Plan will be reviewed annually
by the District Technology Committee. A progress report will be reviewed and
the implementation of the next steps of the plan considered. At that time,
adjustments and changes to the plan will be recommended. If necessary, the
changes will be submitted to administrative council and the Board of Education
for approval.
2001 Technology Plan.doc Page 31
2. Technology program monitoring and evaluation process
A separate subcommittee of the Technology Committee will be established to
collect data and evaluate the progress of the implementation of the plan and assess
it compared to technology implementations in similar school districts. The
findings of the committee will be submitted to the administrative council for
further recommendations. The committee will include teachers and
administrators who are not part of the Technology Committee.
Evaluation of the technology plan should include the following strategies:
•
Simple observation, both positive and negative, by students and teachers who
use technology.
•
Interviews
•
Informal meetings with teachers and students.
•
Written survey
Questions should include
•
How has the implementation of the technology plan impacted student
performance?
•
What is the key indicator of success for each component of the plan?
•
How will accountability for implementation be assessed?
•
What is the level of technology proficiency gained by students, teachers, and
staff?
3. Technology projects for future consideration
As Technology infiltrates the classroom and teachers use technology as part of
their instruction, new ways of using technology will evolve. A number of
projects have been proposed for future investigation. These projects can possibly
be implemented through this plan. Only a teacher’s imagination and willingness
are needed to accomplish any of these projects. They are listed here for future
consideration as this technology plan is evaluated and changed.
Ideas for future technology projects
•
Distance Learning
•
Palm Pilot projects
•
Wireless portable labs (Science computer lab with appropriate probes, meters,
attachments, and software. English: student writing, senior papers)
•
Professional development online
•
Streaming video
2001 Technology Plan.doc Page 32
•
Security cameras and/or tethered computers
•
Homework/parent contact hotline (phone or webbased)
•
Teacher/District shared purchase plan for computers and printers
•
Voice recognition software— to assist students who have limited handwriting
skills.
•
Seamless integration of technology, teachers and students use technology as
part of their normal routine
•
Smart boards for instruction
•
3year technology course(Radio, communication)—webcasting, journalism,
video, graphic arts
•
Computers—A+ or N+ certification courses for HS students
•
Library—electronic books (textbooks)
•
Restructure—Computer Teaching Assistants under Instructional Technology
Trainer
•
Virtual private network—staff can work on school work anywhere on any
computer, even at home
•
Goal—extinction of paperwork.
•
Fiber optic to Freewill—improve network access to all district resources
•
Tiein to Walworth Public Library and Ontario Public library
•
Students can link to school network from home or public libraries
•
Online forms for maintenance requests, technical support, staff development
registration
•
Additional satellite receivers on main campus for distance learning
2001 Technology Plan.doc Page 33 Appemdox 1
Technology Assessment Inventory
Planned Future Acquisitions
Computer
labs Classrooms
Library or
Media Center
Admin
Office
Other
Locations Year 1 Year 2 Year 3
Computers (list by type)
A. Desktop 486 36 22
B. Pentium 100/133/166 214 26 24 10
C. Pentium 200 110 25 27 7
D. Pentium 300 75 30 40 12 6
E. Pentium 400+ 52 30 15
F. Pentium 500+ 24 10 67 210 160
G, Dreamwriter portable
computer 105
H. Sun workstations 4
I. Multimedia presentation stations 8 160 5 7 50
J. Laptop computer 87 19 8 20 20 40
Number of Computers listed
above that are Internet ready all all all all all
Number of Computers listed
above that are equipped for
multimedia
8 160 5 7
2001 Technology Plan.doc Page 34 Appemdox 1
Planned Future Acquisitions
Computer
labs Classrooms
Library or
Media Center
Admin
Office
Other
Locations Year 1 Year 2 Year 3
Peripheral Devices
A. Printers 27 346 14 36 18 50 50 50
B. Scanners 5 5 5 3 1 5 5 5
C. Modems (below 28.8 Kbps) 2
D. Modems (28.8 Kbps or above) 100
E. Assistive/ Adaptive Devices 6
F. Digital Cameras 5 2 16 1 10 5 5
G. TV Monitors 10 223 5 5 6 50 50 50
H. VCRs/ Laser Disk Players 6 62 5 4 10 40 40 40
I. Projection Devices 8 12 4 2 4 5 5 5
J. Video Cameras 6 4 6 5 5 5
K. Link system 6
L. Midi Keyboard 4 13
M. Zip drives 2 10 4
N. CD writer 4 1 10 5 5
O. CD Towers/Servers 5 5
2001 Technology Plan.doc Page 35 Appemdox 1
Planned Future Acquisitions
Computer
labs Classrooms
Library or
Media Center
Admin
Office
Other
Locations Year 1 Year 2 Year 3
Software (list by type)
A. Application (MS Office : Word,
Excel, Access, PowerPoint,
Publisher)
all all all all all Upgrades as needed
B. Productivity Tools all all all all Upgrades as needed
C. Grading package all Upgrades as needed
D. Reading software (Accelerated
Reader, STAR)
Primary,
Elem, MS
Primary,
Elem, MS
Primary, Elem,
MS Upgrades as needed
E. Listening software (Earobics I &
II) Primary Upgrades as needed
F. Music software Music lab
Music
classrooms Upgrades as needed
G. Plato (Math) HS Math HS Math HS Math Upgrades as needed
H. Encyclopedia all all all all Upgrades as needed
I. Adobe Acrobat Reader all all all all all Upgrades as needed
J. Internet Explorer all all all all all Upgrades as needed
2001 Technology Plan.doc Page 36 Appemdox 1
Planned Future Acquisitions
Computer
labs Classrooms
Library or
Media Center
Admin
Office
Other
Locations Year 1 Year 2 Year 3
K. Foreign language programs HS, MS HS, MS HS, MS Upgrades as needed
L. Hyperstudio
Primary,
Elem, MS
Primary,
Elem, MS
Primary, Elem,
MS Upgrades as needed
M. Graphic organizer (Inspiration) all all all Upgrades as needed
N. Creativity (Kidpix, Adobe
Photoshop, Illustrator, MS
Publisher)
all all all Upgrades as needed
O. Keyboarding all Upgrades as needed
P. Geography, History HS, MS HS, MS HS, MS Upgrades as needed
Q. Tenth Planet Math
Primary,
Elem.
Primary,
Elem. Primary, Elem. Upgrades as needed
R. AntiVirus all all all all all Upgrades as needed
S. MS Outlook (Email) all all all all all Upgrades as needed
2001 Technology Plan.doc Page 37 Appemdox 1
Planned Future Acquisitions
Computer
labs Classrooms
Library or
Media Center
Admin
Office
Other
Locations Year 1 Year 2 Year 3
Network Equipment
A. Hubs 6
B. Routers 2
C. Servers 2 2 4 4 1 1 1
D, Switches 87 10 5 5
Telecommunications Links
A. Full or fractional T1 2
B. ISDN 0
C. Dedicated cable/ microwave 1
D. Satellite Dishes 1
Introduced (basic components of skill practiced with teacher assistance)
Developing
Proficient
2001 Technology Plan.doc Page 38 Appemdox 2
Student Competency Goals:
1. Computer terminology & use
K
1
2
3
4
5
6
7
8
9
10
11
12
Identify basic computer components: monitor, keyboard, disk drive, printer
Discuss acceptable behavior guidelines for working near a computer
Demonstrate proper startup/shut down procedure
Explain the different locations of software (disk, CDROM, network)
Demonstrate proper care of diskettes, CD’s
Select appropriate software for a task
Explain the function of each piece of hardware
Demonstrate the ability to use information on a screen to operate a program
Identify computer system components: input, output, memory, processing device
Demonstrate proper care of hardware and software
Explain computer terms: network drive, c:/drive, a:/drive, file management
Demonstrate and explain how/why to create a backup file
Select appropriate hardware for a task
Demonstrate awareness of computer components & how they work
Student Competency Goals:
2. Social implications
Identify the computer as a tool for work & play
Demonstrate respect for the computer work of others
Explain the rights of an individual to ownership of his/her work
Identify the ways technology has changed the lives of people
Explain the copyright law
Identify the ways technology has impacted society
Discuss privacy issues & reasons for security measures (passwords, key locks, copyright
laws)
Explain consequences of breaking copyright laws
Identify ways telecomputing promotes a global community
Identify the role of technology in a variety of careers/subject areas
Identify technological skills required for various careers
Demonstrate proper computer lab etiquette
Introduced (basic components of skill practiced with teacher assistance)
Developing
Proficient
2001 Technology Plan.doc Page 39 Appemdox 2
Student Competency Goals:
3. Keyboarding
K
1
2
3
4
5
6
7
8
9
10
11
12
Identify & demonstrate: keyboard letters, numbers, space bar, enter key
Identify & demonstrate: shift, delete and arrow keys
Identify & demonstrate: period, comma, apostrophe, quotation marks, question mark, and
caps lock
Demonstrate correct hand position over right/left side of the keyboard and home row
Demonstrate proper reaches for key strokes
Demonstrate proper body position
Demonstrate proper finger position
Demonstrate “eyes on copy” instead of keyboard
Demonstrate proper touch typing techniques
Student Competency Goals:
4. Research Skills
Demonstrate use of library online catalog to find information
Demonstrate the ability to search for a given topic and print out information
Demonstrate the ability to use the Internet as a resource
Demonstrate the ability to efficiently search for information using a variety of CDROMs
and the Internet
Demonstrate the ability to discriminate between reliable sources and opinion sources
Demonstrate the ability to retrieve information from a variety of sources (CDROMs,
onlinecatalogs, Internet) to complete a specific task
Introduced (basic components of skill practiced with teacher assistance)
Developing
Proficient
2001 Technology Plan.doc Page 40 Appemdox 2
Student Competency Goals:
5. Word/Desktop Publishing
K
1
2
3
4
5
6
7
8
9
10
11
12
Define the term “word processing”
Enter ideas about a topic on the computer
Define word processing terms: cursor, load, save, print
Demonstrate proof reading techniques on the computer
Demonstrate proper spacing ( 2 spaces after period, 1 space after comma)
Demonstrate the use of the tab key to mark paragraphs in a document
Demonstrate “wrap around” procedure and proper use of enter key
Demonstrate ways to enhance text: bold, underline, italic, font
Demonstrate effective use of spell check
Insert meaningful pictures from clip art
Apply proper rules for spacing and indentation
Insert graphics from a variety of sources
Demonstrate the ability to cut, copy, and paste for editing
Demonstrate the ability to use a “wizard”
Demonstrate the commands for single and double spacing
Demonstrate effective use of grammar check
Demonstrate the ability to use text justification (left, center, right)
Demonstrate the ability to create, format, edit/revise documents in all subject areas
Student Competency Goals:
6. Telecommunications
Define and identify telecommunication in the community
Identify examples of telecommunication links (satellites, fax, telephone, modem, network)
Send and retrieve email in the district
Send and retrieve global email
Demonstrate the ability to use the Internet to gather information from various web sites
Explain the proper use of the Internet (not surfing or chat rooms)
Explain application procedure for Internet Driver’s license
Demonstrate the ability to gather and exchange information using email, Internet and other
online services
Introduced (basic components of skill practiced with teacher assistance)
Developing
Proficient
2001 Technology Plan.doc Page 41 Appemdox 2
Student Competency Goals:
7. Multimedia/Graphic Applications
K
1
2
3
4
5
6
7
8
9
10
11
12
Show awareness that computers produce pictures and pictures tell a story
Identify the difference between graphics and text
Demonstrate the ability to add or create graphics and place text in a document
Use software to create publications – e.g. newsletters, brochures, flyers, posters
Use meaningful selection of graphics appropriate to the document
Demonstrate the ability to apply borders, fonts, and text using publishing software
Use presentation software to create group slide shows (Kid Pix, PowerPoint)
Use presentation software to create individual slide shows (PowerPoint, HyperStudio)
Demonstrate the ability to use digital camera to personalize presentations
Demonstrate the ability to use a scanner to personalize presentations
Demonstrate the ability to manipulate and import data using various sources to produce
multimedia presentations
Student Competency Goals:
8. Databases
Define database terms: field, sort, arrange, file
Enter data into a predesigned database
Demonstrate the ability to search & sort data using an existing database
Demonstrate the ability to use existing databases for desired information given 1 or 2
criteria (using “and” “or” when necessary)
Create and design projectspecific databases
Demonstrate the ability to sort, search, and manipulate data for a specific task
Demonstrate the ability to create an integrated application (mail merge)
Student Competency Goals:
9. Spreadsheets
K
1
2
3
4
5
6
7
8
9
10
11
12
Define spreadsheet terms: row, column, cell
Demonstrate the ability to enter data from a subject area into a predesigned spreadsheet
Create graphs using the chart wizard following a handmade visual (bar graph)
Demonstrate the ability to setup a spreadsheet
Demonstrate the ability to incorporate the use of calculations
Use a spreadsheet to edit data and explain the results of the changes (averages, grades)
Demonstrate the ability to display data in a variety of charts and graphs
Demonstrate the ability to graph, calculate, sort, and interpret information independently
for a specific task
Appendix 3
Software Evaluation form Page 42
Wayne Central School District Software Evaluation Form
Instructional software is chosen to support and enhance the instructional process in the classroom. Software which is
selected should support district grade level or curriculum objectives and be aligned with New York State standards. Before
software is adopted by the district, it should be evaluated by grade level teachers at the elementary level or by curriculum
departments at the secondary level.
Follow the process outlined below to make a recommendation for software adoption.
1. Select software that supports and enhances the goals of your curriculum.
2. Obtain a preview copy of the software program. A requisition must be written and approved by the principal and
technology coordinator.
3. At least three people from your grade level or department should thoroughly evaluate the software.
4. Each evaluator will fill out the form attached describing the software and its potential educational value. Include
hardware specifications and any additional peripheral information.
5. Turn in your recommendation for adoption if the software can meet your needs.
6. The Software Selection Committee will review the recommendations. Software that is approved will be purchased
according to the recommendation of the reviewer (i.e. single copy, lab pack, site license, district license).
Fill in form completely:
Teacher’s Name ____________________________________Date
____________________________
Subject or grade level __________________________________
Program Title: ______________________________________________________________________
Catalog Name ____________________________________Catalog number _____________________
Vendor Name ______________________________________
Vendor Address:
____________________________________________________________________
Vendor Phone: __________________________________ Vendor Fax: ________________________
Required Hardware: ________________________________________________3.5” disk _________
Platform: Windows 95 98 2000___________________ CDROM ________
Required RAM _________________ Required Hard Drive Space ___________________
Is a network version available? _______________ Site license? ________ Lab pack? ____________
If it is a network version, do you want to share files? Yes / No
Districtwide Buildingwide Departmentwide My classroom only
How many copies needed? __________ Where will the software be installed? __________________
Reference the New York State Standard(s) this software will address __________________________
__________________________________________________________________________________
Appendix 3
Software Evaluation form Page 43
(Complete evaluation table on reverse side.)
Evaluation questions Yes No N/A
1. Is the documentation thorough and easy to understand?
2. Are there supporting materials or teachers’ guides?
3. Are navigation prompts clearly displayed?
4. Are the commands simple to use and consistent?
5. Are there help screens that are easy to access and clear to use?
6. Can you exit from every screen?
7. Can you retrace your steps?
8. Can you print the results?
9. Can you pick exactly what you want to print?
10. Is all program information accurate?
11. Is the content unique (not in print or otherwise accessible)?
12. Are the intellectual level and content appropriate for your grade level?
13. Are there multiple skill levels within the program?
14. Is the content free of any bias (gender, race, religion, political, etc.)?
15. Will this support or enhance the curriculum?
16. Will it be useful in more than one area of the curriculum?
17. Is this a drill and practice program?
18. Does this program stimulate the student’s imagination and curiosity?
19. Does this program include an interactive component?
20. Does it monitor and record student progress?
21. Are the graphics, color, and sound well done and meaningful?
22. Does the program have built in Internet links?
Additional comments:
Evaluator’s recommendation to purchase (yes or no) _____________
Return this completed form to the Technology Coordinator.
Appendix 4
Internet Use Agreement.doc Page 44
Wayne Central School District
Ontario Center, New York 14520
Terms and Conditions for Use of Internet and Networked Resources
Please read the following carefully before signing this document.
Internet access is now available to students, teachers, and other personnel in the Wayne Central
School District (WCSD). We are very pleased to bring this access to Wayne Central and believe
the Internet offers vast, diverse and unique resources to both students and teachers. Our goal in
providing this service to teachers, students and other personnel is to promote educational
excellence in the Wayne Central Schools by facilitating resource sharing, innovation and
communication.
The Internet is an electronic highway connecting thousands of computers all over the world and
millions of individual subscribers. Students, teachers and other personnel have access to
•
Electronic mail communication with people all over the world
•
Information and news resources from many research institutions including National
Aeronautics and Space Administration (NASA), colleges, and universities
•
Public domain software and shareware of all types
•
Discussion groups on a plethora of topics ranging from Chinese culture to the
environment to music to politics
•
Many university library catalogs, the Library of congress, Colorado Alliance of Research
Libraries (CARL), Library Information Bridge for the Rochester Area (LIBRA) and
Educational Resources Information Center (ERIC), etc.
With access to computers and people all over the world also comes the availability of material
that may not be considered to be of educational value in the context of the school setting.
Communications on the Internet are not censored by the Wayne Central School District. A user
may be able to gain access to services which the District has not authorized for education
purposes. Because of these factors, it is possible that students will read, view, and hear material
on the Internet that they or their parents find inappropriate, offensive or controversial. We firmly
believe that the valuable information and interaction available on this worldwide network far
outweighs the possibility that users may procure material that is not consistent with the
educational goals of this school district.
Internet access is coordinated through a complex association of government agencies and
regional and state networks. In addition, the smooth operation of the network relies upon the
proper conduct of the end users who must adhere to strict guidelines. These guidelines are
provided here so that you are aware of the responsibilities you are about to acquire. In general,
this requires efficient, ethical, and legal utilization of the network resources. If a WCSD user
violates any of these provisions, his or her account will be terminated and future access could
possible be denied. The signature(s) at the end of this document is (are) legally binding and
indicate(s) the party (parties) who signed has (have) read the terms and conditions carefully and
understand(s) their significance.
INTERNET – Terms and conditions
1) Acceptable Use – The purpose of National Science Foundation network (NSFNET),
which is the backbone network of the Internet, is to support research and education in and
Appendix 4
Internet Use Agreement.doc Page 45
among academic institutions in the U.S. by providing access to unique resources and the
opportunity for collaborative work. The use of each account must be in support of
education and research and consistent with the educational objectives of the Wayne
Central School District. Use of other organization’s networks or computing resources
must comply with the rules appropriate for that network. Transmission of any material in
violation of any US or state regulation is prohibited. This includes, but is not limited to:
copyrighted material, threatening or obscene material, or material protected by trade
secret. Use for commercial activities by educational institutions is generally not
acceptable. Use for product advertisement or political lobbying is also prohibited.
2) Privileges – The use of Internet is a privilege, not a right, and inappropriate use will result
in cancellation of these privileges. (Each student who receives an account will be part of
a discussion with a WCSD faculty member pertaining to the proper use of the network.)
The Assistant Superintendent for Instruction, the appropriate building principal and the
Technology Coordinator (the “system administrators”) will deem what is inappropriate
use and their decision is final. Also, the system administrators may close an account at
any time as required. The administration, faculty, and staff of WCSD may request the
system administrator to deny, revoke, or suspend specific user accounts.
3) Netiquette – Each user is expected to abide by the generally accepted rules of network
etiquette. These include (but are not limited to) the following:
a. Be polite. Do not get abusive in messages to others.
b. Use appropriate language. Do not swear, use vulgarities or any other
inappropriate language. Illegal activities are strictly forbidden.
c. Do not reveal personal addresses or phone numbers of students or colleagues.
d. Note that electronic mail (email) is not guaranteed to be private. People who
operate the system do have access to mail. Messages relating to or in support of
illegal activities may be reported to the authorities.
e. Do not use the network in such a way that would disrupt the use of the network by
other users.
f. All communications and information accessible via the network should be
assumed to be private property (i.e., copyrighted).
4) No guarantees – WCSD makes no warranties of any kind, whether expressed or implied,
for the service it is providing. ECSD will not be responsible for any damages suffered by
users. This includes loss of data resulting from delays, nondeliveries, misdeliveries, or
service interruptions caused by negligence or user errors or omissions. Use of any
information obtained via WCSD is at the user’s own risk. WCSD specifically denies any
responsibility for the accuracy or quality of information obtained through its services.
5) Security – Security on any computer system is a high priority, especially when the system
involves many users. Anyone who identifies a security problem on the Internet must
notify the Assistant Superintendent for Instruction, the building principal or the
Technology Coordinator at once. Do not demonstrate the problem to other users. Do not
use another individual’s account without prior written permission from that individual.
Attempts to login to the Internet as a system administrator will result in cancellation of
user privileges. Any user identified as a security risk or having a history of problems
with other computer systems may be denied access to the Internet.
Appendix 4
Internet Use Agreement.doc Page 46
6) Vandalism – Vandalism will result in cancellation of privileges. Vandalism is defined as
any malicious attempt to harm or destroy real property, data of another user, Internet, or
any of the above listed agencies or other network s that are connected to the NSFNET
Internet backbone. This includes, but is not limited to, the uploading or creation of
computer viruses.
7) Updating of user Information – WCSD will occasionally require new registration and
account information from users to continue the service. This will typically be done
whenever a student begins his/her enrollment in another district building. A user must
notify WCSD of any changes in account information (address, etc.). Currently, there are
no user fees for this service.
8) Exception of Terms and Condition – All terms and conditions as stated in this document
are applicable to the Wayne Central School District in addition to NSFNET. These terms
and conditions reflect the entire agreement of the parties and supersede all prior oral or
written agreements and understandings of the parties. These terms and conditions shall
be governed and interpreted in accordance with the laws of the state of New York, and
the United States of America.
Revised: 5/21/97
Appendix 4
Internet Use Agreement.doc Page 47
APPLICATION FOR COMPUTER USE
User’s Name (please print:)_____________________________________________________
Home Address: _______________________________________________________________
Home Phone:________________ Parent/Guardian Name(s):________________________
Check one:
I am a ______ WCSD student and will graduate in__________.
______ WCSD teacher, teaching ________________________ in grade _____ at _____.
______ WCSD staff working as a _______________________________ at ________.
______ WCSD Community member.
I understand that my computer privileges will be revoked if I violate any of the regulations listed below.
Should I commit any such violation, I also know that school disciplinary action and/or legal action may
be taken.
I understand that my computer privileges may be revoked if I:
1) Vandalize the equipment or computer data in any way.
2) Alter computer desktops, files and/or network organization.
3) Create documents containing inappropriate language or obscene material.
4) Attempt to log on as someone other than self or “student.”
5) Demonstrate any other inappropriate computer use as deemed by the supervising adult.
User Signature:_____________________________________________ Date:____________________
Parent Signature:___________________________________________ Date:____________________
INTERNET USE
As a parent or guardian of this student, I understand that Internet access is designated for educational
purposes, but I realize that it is possible that a student will read, view, and hear material on the internet
that may be inappropriate. There is a filtering program, which will block students from inappropriate
sites. However, this is not a perfect system and the ultimate responsibility must fall on the user.
As a student, I understand that my Internet privileges may be revoked if
:
1. Proper “netiquette” is not used.*
2. Access to inappropriate sites is not reported immediately.
User Signature:_____________________________________________ Date:____________________
Parent Signature:___________________________________________ Date:____________________
*more information regarding “netiquette” and the terms and conditions of using computers and the
Internet at Wayne Central School District is in the “Computer Network and Internet Use” document in the
Student Handbook.
Revised: May 11, 1999
Appendix 5
Job Descriptions Page 48
Technology Department Job Descriptions
Technology Coordinator
The District Technology Coordinator reports to the Assistant Superintendent for Instruction. The
duties of the position include implementation and revision of the District Technology Plan,
coordination of staff development related to technology, and infusion of technology into the
instructional and management functions of the district. In addition, the Coordinator will supervise the
technician and helpdesk assistant in the acquisition, installation, maintenance and repair of hardware
and software.
Specific duties and responsibilities
:
A. Serves as chairperson on the District Technology committee and as such works with the
committee to implement and evaluate the plan and recommend revisions as necessary.
B. Collaborates with the Assistant Superintendent for Instruction and other instructional staff to
ensure that technology is appropriately used within the existing curriculum.
C. Analyzes potential problems and take corrective action using problem solving techniques when
appropriate.
D. Promotes the use of technology and facilities to the members of the community and local
businesses with the Superintendent of Schools.
E. Assists in the communication of the District Technology Plan.
F. Works with the Instructional Technology Trainer to coordinate staff training activities in the
use of hardware, software, integration, and the network.
G. Acts as a trainer and coordinates other trainers within the district to provide staff development
activities both during the school day and evenings.
H. Serves as a resource and troubleshooter to district personnel.
I. Assesses current hardware and software for further use within the District Technology Plan,
reallocating and/or making recommendations for surplusing when appropriate.
J. Overseas the development and maintenance of an inventory of all current and future district
technology equipment and software, and provides for their secure and appropriate placement.
K. Recommends for acquisition specific types of hardware and software to meet curricular and
management needs while staying current with the latest applications and research regarding
uses of technology.
L. Shares in the duties of systems administrator for the district network. Establishes and
maintains security standards and protection for all hardware and software.
M. Develops and maintains the technology budget with the Assistant Superintendent for Business.
N. Serves as a liaison between the district and BOCES and/or other outside vendors.
Qualifications:
Exhibits and maintains good communication and human relation skills; has the ability to analyze,
direct, organize and manage people and systems; holds or is eligible for NYS teacher or school district
administrator certification or has comparable successful administrative training and experience in a
business, technical or industrial setting; has a working general knowledge of curriculum; understand
the importance of the interface between technology and curriculum; has experience using technology
in a classroom or similar setting; has knowledge and experience with computer hardware, software and
networks.
Appendix 5
Job Descriptions Page 49
Instructional Technology Trainer
The Instructional Technology Trainer is an 11month employee who focuses on the staff development
needs of the faculty in the area of integration of technology into the instructional program of the
district. This individual reports to the Assistant Superintendent for Instruction.
Specific Duties:
1. Works with individual teachers in their classrooms on the full integration of technology into the
instructional plan. This includes lesson planning, problemsolving, modeling of instructional
strategies, and instructional coaching related to technology.
2. Teaches inservice courses to faculty on a wide range of topics.
3. Disseminates research and literature to faculty on instructional technology.
4. Publishes regular newsletters on instructional technology.
5. Works with the full technology team in the district to assure proper maximization of learning
through the technology infrastructure.
6. Remains current in the field by reading research and literature, attending conferences and
workshops, and networking.
7. Conducts annual staff development needs assessment related to instructional technology and
develops technology staff development plan with Technology Coordinator and the Assistant
Superintendent for Instruction.
8. Serve on the district technology committee.
9. Works with administrative and instructional teams to effectively infuse technology into the
instructional program.
10. Other duties as assigned by the Assistant Superintendent for Instruction.
Qualifications:
Instructional experience, knowledge of wide range of software solutions, adept at using a variety of
technology hardware and peripherals, and experience with presenting to adult audiences.
Teaching Assistant assigned to the Computer Lab
The Teaching Assistant assigned to the computer lab maintains the computer lab in a school. The
assistant assists all students a faculty with computer equipment and software program. The assistant
answers questions, provides oneonone computer instruction, supports teachers working with students
using computers. The assistant works with teachers and administrators to integrate computers into
their curriculum. They assist teachers in finding appropriate software to support teacher instruction.
Typical Work Activities:
1. Keep and clean and inviting lab environment.
2. Establish lab rules
3. Oversee that lab rules are being followed at all times.
4. Establish correct procedures for operating the computers, printers, and software.
5. Establish and maintain a schedule for classes and/or teachers to use the lab.
Appendix 5
Job Descriptions Page 50
6. Keep schedules flexible to accommodate whole class lessons as well as small groups and
individuals.
7. Ensure that the lab runs smoothly during and after school hours.
8. Promote the use of the computer lab by faculty and students.
9. Collaborate with and assist teachers with lessons in the lab.
10. Research appropriate Internet sites for student use.
11. Encourage a productive and fun work environment for all staff and students.
12. Teach short mini courses according to staff needs.
Qualifications:
Extensive experience with computers; ability to install software on computers; ability to troubleshoot
problems with computers and printers; ability to follow instructions by phone to install or repair
computer problems; ability to train teachers and students to use software; ability to research resources
on the Internet; experience with computer networks is a plus!
Appendix 5
Job Descriptions Page 51
Technology Support Department
Each of the positions in the Technology Support Department is classified as a Civil Service job.
Computer Technician
The Computer Technician is responsible for designing, administering and participating in the
maintenance, repair, and operation of computer networks. Work involves the installation of the
network equipment and analyzing hardware and software network problems. The employee works
under the general supervision of the Technology Coordinator. The employee may supervise a team or
team project.
Typical Duties:
1. Assists in planning, installing, and maintaining local area networks.
2. Installs, configures and maintains network file servers.
3. Maintains web and email servers.
4. Installs network software on servers and configures network clients.
5. Analyzes and takes corrective action to resolve network problems involving computers and
data communications hardware and software using appropriate analyzing tools.
6. Tests new computer hardware and software.
7. Consults with users and technical staff regarding the purchase of computer hardware, software,
network servers, and network hardware.
8. Maintains uptodate knowledge of new trends and technology for computer hardware,
software, and networking.
9. Researches, evaluates and documents solutions to technology needs.
10. Informs and trains users and technical staff.
Qualifications:
Thorough knowledge of personal computers; good knowledge of logical operations of computer and
data communication devices; working knowledge of data processing methodology and techniques;
ability to define and recommend computer hardware and software; ability to detect and resolve severe
computer breakdowns and problems; good knowledge of file servers, routers, and switches; ability to
create and implement network design and installation of all hardware and software; ability to work
with users; dependability and good judgment; ability to work as part of a team and assume a leadership
role.
Appendix 5
Job Descriptions Page 52
Computer Services Assistant
The Computer Services Assistant is responsible for diagnosing and repairing problems associated with
hardware, software, and network connectivity. The Technician develops and implements preventative
maintenance for equipment and installs hardware and software. Other duties involve the coordination
of any repairs that are done by others and the coordination and maintenance of other related
equipment.
Typical Work Activities:
1. Maintains all hardware and peripheral equipment, including PC’s, printers, network,
and cabling.
2. Installs and configures hardware/software as per departmental requirements
3. Maintains accurate inventory records on all equipment
4. Explains revisions in software packages
5. Designs network cable plans for network installation and/or modifications
6. Installs cables
7. Diagnoses and repairs problems associated with hardware, software and/or the network
8. Develops and implements schedules to provide preventative maintenance
9. Cleans and inspects equipment.
10. Analyzes potential problems and takes corrective action.
11. Serves as a resource and troubleshooter to departmental personnel.
Qualifications
Good knowledge of the use and operations of computers and technology systems and related peripheral
equipment; good knowledge of the application of computer and technology systems; ability to install,
adapt, and maintain software to existing applications; ability to diagnose, evaluate, troubleshoot, and
repair problems and take proper action; ability to work well with others.
Appendix 5
Job Descriptions Page 53
Teaching Assistant Assigned to the Help Desk
The Teaching Assistant assigned to the Help Desk is the initial contact for information technology
users seeking technical support by answering questions, resolving routine hardware and software
problems and performing a variety of other activities related to user support. The work is performed
under the general supervision of the Technology Coordinator and Computer Technician. The Help
Desk Assistant may provide training and/or tutoring to network users on network software
applications.
Typical Work Activities:
1. Answers incoming help desk calls and provides assistance by phone if possible.
2. Determines whether problems are caused by hardware, software, communication devices, or
user error.
3. Instruct users on proper methods for data manipulation. Software applications or hardware
operation.
4. Refers problems that cannot be resolved to technical staff and tracks service requests to
completion.
5. Takes requests for assistance or hardware malfunction reports and posts them on a task list for
computer technicians.
6. Answers questions about how to use different types of software and hardware.
7. Sets up new user login accounts and email accounts
8. Follows up on calls and reports on the status of calls.
9. Conducts inservice training for staff in the use of software.
10. Posts new equipment inventory to database and updates as needed.
Qualifications:
Good knowledge of operation of computer hardware, software, peripheral and communication devices;
good knowledge of software testing procedures and debugging techniques; ability to carry out oral and
written instructions; ability to read, understand, and interpret technical and procedural manuals; ability
to explain the use and capability of computer hardware, software, peripherals and communication
devices; ability to instruct users in software and hardware operations; ability to establish and maintain
effective working relationships; ability to positively react to calls for computer software and hardware
assistance.
Appendix 6
Technology Staff Development Plan Page 54
Technology Staff Development –Training Plan
One of the district’s goals is to provide our teaching staff the opportunity to develop the
professional and instructional technology skills that will enable them to use technology as a teaching,
learning and management tool with access to hardware and software. These skills will contribute to the
development of lifelong learning in both our students and professional staff.
Our professional growth plan allows for the teacher to select one or two target areas for improvement.
Each target should be curriculum centered, enabling the teacher to integrate technology into his or her
own lessons. The individual growth plan is created in collaboration with the principal, curriculum
director, department chairperson, technology coordinator, and/or media specialist. The teacher is
expected to learn enough to move to level 3 or 4 of their target area and then demonstrate the knowledge
and skills they have learned. During the yearend evaluation, teachers will provide evidence of success
through an assessment portfolio, which may include:
•
Descriptions of units taught in your classroom having both technology objectives and content
objectives.
•
Assessment tools used with students on these projects.
•
Personal journal reflections including observations on what does and does not work well.
Some skilled teachers may choose to be peer educators instead of or in addition to working on an
improvement goal and teach classes on specific technology skills. Others may volunteer to be peer
mentors working closely with teachers when asked while still working on their own goal.
Training sessions will occur during the summer, after school, evenings, Saturdays, during release
time, and on staff development days during the year. In all, teachers should spend enough time during the
year to improve their technology integration skills to reach level 3 or 4 of the goal they have selected.
We also plan to evaluate and track teacher progress which will in turn drive the focus of our staff
development, keeping it aligned with the needs of our professional staff and focused on student learning.
A database will be created and maintained for this purpose. The results of all technology assessments will
be entered there as well as shared with the individual teacher to facilitate their acquisition of skills.
Appendix 6
Technology Staff Development Plan Page 55
Technology Staff Development Timeline
In an effort to clarify the needs for staff development in technology, the District Technology
Committee has created the following timeline for implementation of the staff development portion of the
district technology plan. The execution of the timeline begins in late spring and repeats each year
thereafter.
Time Task Responsible person(s)
Spring Create technology staff development survey based
on teacher technology skills rubrics
Instructional Technology
Trainer
Create database to store results of survey Instructional Technology
Trainer, Technology
Coordinator
Administer survey prior to yearend teacher
evaluation
Instructional Technology
Trainer
Interpret results. Give results back to teacher before
yearend evaluation.
Instructional Technology
Trainer, Technology
Coordinator
Yearend
evaluation
1. Teacher plans what they want to accomplish,
consults with staff/expert and writes goal for
technology improvement for next school year. 2.
Teacher sends goal to Instructional Technology
Trainer.
3. Teacher writes a growth plan including some or
all of the following steps:
•
Attend class
•
Work with experienced teacher
•
Visit other classes
•
Write plan for lesson integrating technology
•
Teach the lesson
•
Show evidence of success
Teacher
Goal is added to technology staff development
database.
Instructional Technology
Trainer
Summer/Fall/W
inter
Teacher works on improving technology skills in
chosen goal.
Teacher
Midyear Teacher meets with mentor, team leader, or
department chair for progress report
Teacher and mentor/team
leader/department chair
Early Spring Plan for next year. Conduct new survey. Compile
new survey results. Repeat steps starting at top of
this chart.
Instructional Technology
Trainer
Yearend
evaluation
Evaluation by demonstration or portfolio of
teacher’s instructional technology goal success.
Report sent to Instructional Technology Trainer.
Principal
Appendix 6
Technology Staff Development Plan Page 56
Technology Skills
Basic Computer Operation Skills:
I. Basic computer operation
II. File management
III. Word processing
IV. Spreadsheet use
V. Database use
VI. Graphics use
VII. Multimedia use
VIII. Network use
IX. Student Assessment
X. Ethical use understanding
XI. Internet Basics
XII. Email and electronic mailing lists
XIII. The World Wide Web
XIV. Search tools
XV. Netiquette, online ethics, and current issues surrounding use in K12 schools
Technology Integration Skills:
I. Instructional software use
II. Using technology to improve student writing
III. Information literacy skills using secondary sources
IV. Information literacy skills using primary sources
V. Modification of instructional delivery
VI. Assessment of student performance
VII. Individualization of instruction and educational program
VIII. Adaptive technologies
IX. Professional growth and communication
X. Research and evaluation of technology use
XI. Video Techniques
XII. File Management – Obtaining, decompressing and using files
XIII. Multimedia – RealTime and push technologies
XIV. Web page & web site construction
XV. Learning opportunities using the Internet
Appendix 6
Technology Staff Development Plan Page 57
Basic Computer Operation Skills Rubrics
I. Basic computer operation
Level 1: I do not use a computer.
Level 2:
I can use the computer to run a few specific, preloaded programs. It has little effect on either my
work or home life. I am somewhat anxious I might damage the machine or its programs.
Level 3:
I can setup my computer and some peripheral devices, load software, print, and use most of the
operating system tools like the Windows Explorer, the Find command, and the Recycling bin. I can
format a floppy disk. I know when it is appropriate to use right click and keyboard short cuts. I can
use CTRLALTDELETE to unfreeze a computer. I know how to properly shut down a computer.
Level 4:
I can run two programs simultaneously, and have several windows open at the same time. I can
customize the look and sounds of my computer. I use techniques like shiftclicking to work with
multiple files. I look for programs and techniques to maximize my operating system. I feel confident
enough to teach others some basic operations.
II. File Management
Level 1: I do not save any documents I create using the computer.
Level 2:
I save documents I've created but I cannot choose where they are saved. I do not backup my files.
Level 3:
I save documents I've created to a floppy disk or my hard drive. I have a filing system for organizing
my files, and can locate files quickly and reliably. I backup my files to floppy disk or other storage
device on a regular basis.
Level 4:
I save documents I've created to my network drive. I have a filing system for organizing my files, and
can locate files quickly and reliably. I backup my files to floppy disk or other storage device on a
regular basis.
III. Word Processing
Level 1: I do not use a word processor, nor can I identify any uses or features it might have which would
benefit the way I work.
Level 2:
I occasionally use the word processor for simple documents that I know I will modify and use again.
I generally find it easier to hand write or type most written work I do.
Level 3:
I use the word processor for nearly all my written professional work: memos, tests, worksheets, and
home communication. I can edit, spell check, and change the format of a document. I can preview
and print my work. I feel my work looks professional.
Level 4:
I use the word processor not only for my work, but have used it with students to help them improve
their own communication skills.
IV. Spreadsheet Use
Level 1: I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit
the way I work.
Level 2:
I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet
which adds a column of numbers.
Level 3:
I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell
references. I can change the format of the spreadsheets by changing column widths and text style. I
can use the spreadsheet to make a simple graph or chart.
Level 4:
I use the spreadsheet not only for my work, but have used it with students to help them improve their
own data keeping and analysis skills.
Appendix 6
Technology Staff Development Plan Page 58
V. Database use
Level 1: I do not use a database, nor can I identify any uses or features it might have which would benefit the
way I work.
Level 2:
I understand the use of a database and can locate information within one that has been premade. I
can add or delete data in a database.
Level 3:
I use databases for personal application. I can create an original database defining fields and
creating layouts. I can find, sort and print information in layouts that are clear and useful to me.
Level 4:
I can use formulas with my database to create summaries of numerical data. I can use database
information to mail merge in a word processing document. I use the database not only for my work,
but have used it with students to help them improve their own data keeping and analysis skills.
VI. Graphics use
Level 1: I do not use graphics in my word processing or presentations, nor can I identify any uses or features
they might have which would benefit the way I work.
Level 2:
I can open and create simple pictures with the painting and drawing programs. I can use programs
like
Microsoft Paint, Image Composer,
or
PhotoDraw
.
Level 3:
I use both premade clip art and simple original graphics in my wordprocessed documents and
presentation. I can edit clip art, change its size, and place it on a page. I can purposefully use most of
the drawing tools, and can group and ungroup objects. I can use the clipboard to take graphics from
one application for use in another. The use of graphics in my work helps clarify or amplify my
message.
Level 4:
I use graphics not only for my work, but have used it with students to help them improve their own
communications. I can use graphics and the word processor to create professional looking
documents.
VII. Multimedia use
Level 1: I do not use multimedia (PowerPoint, HyperStudio), nor can I identify any uses or features it might
have which would benefit the way I work.
Level 2:
I can navigate through a premade multimedia program.
Level 3:
I can create my own multimedia presentations for information presentation. These presentations
include navigation buttons, sounds, transitions, animations, graphics, and text fields. I can use an
LCD projection device or a Gateway Destination Computer to display the presentation to a class.
Level 4:
I use multimedia with students who are making their own presentations.
VIII. Network use
Level 1: I do not understand how networks work, nor can I identify any personal or professional uses for
networks.
Level 2:
I understand that there is a large amount of information available to me as a teacher that can be
accessed through networks, including the Internet. With help, I can use the resources on the network
in our building
Level 3:
I use the networks to access professional and personal information from a variety of sources
including networked CDROM reference materials, online library catalogs, the ERIC database, and
the World Wide Web. I have an email account that I use on a regular basis.
Level 4:
Using telecommunications, I can download files and programs from remote computers. I use
telecommunications with my students.
Appendix 6
Technology Staff Development Plan Page 59
IX. Student assessment
Level 1: I do not use the computer for student assessment.
Level 2:
I understand that there are ways I can keep track of student progress using the computer. I keep some
student produced materials on the computer, and write evaluations of student work and notes to
parents with the word processor.
Level 3:
I effectively use an electronic grade book to keep track of student data and/or I keep portfolios of
student produced materials on the computer. I use the electronic data during parent/teacher
conferences.
Level 4:
I rely on the computer to keep track of outcomes and objectives individual students have mastered. I
use that information in determining assignments, teaching strategies, and groupings.
X. Ethical use understanding
Level 1: I am not aware of any ethical issues surrounding computer use.
Level 2:
I know that some copyright restrictions apply to computer software. I know that I must protect my
password, and should restrict access by others to my account.
Level 3:
I clearly understand the difference between freeware, shareware, and commercial software and the
fees involved in the use of each. I know the programs for which the district or my building holds a
site license. I understand the school board policy on the use of copyrighted materials. I demonstrate
ethical usage of all software and let my students know my personal stand on legal and moral issues
involving technology. I know and enforce the school's technology policies and guidelines, including
its Computer and Internet Acceptable Use Policy. I have a personal philosophy I can articulate
regarding the use of technology in education.
Level 4:
I am aware of other controversial aspects of technology use including data privacy, equitable access,
and free speech issues. I can speak to a variety of technology issues at my professional association
meetings, to parent groups, and to the general community.
XI. Internet basics
Level 1: I do not understand how the Internet works, nor can I identify any personal or professional uses for
the Internet.
Level 2:
I can identify some personal or professional uses for networks, and understand they have a value to
my students and me. I've read some articles about the Internet in the popular press. I can directly use
network access to a library catalog or CDROM.
Level 3:
I can describe the Internet and how it can be useful personally and professionally. I can describe the
history of the Internet, recognize its international character, and know to a degree the extent of its
resources. I have personal access to the Internet that allows me to receive and send email, download
files, and access the World Wide Web.
Level 4:
I use networks on a daily basis to access and communicate information. I can serve as an active
participant in a school or organizational planning group, giving advice and providing information
about networks. I can recommend several ways of obtaining Internet access to others.
Appendix 6
Technology Staff Development Plan Page 60
XII. Email and electronic mailing lists
Level 1: I do not use email.
Level 2:
I understand the concept of email and can explain some administrative and educational uses for it.
Level 3:
I use email regularly and can:
•
read and delete messages
•
send, forward and reply to messages to
•
send and receive attachments
•
use electronic mailing lists and understand the professional uses of them
•
enroll in professional electronic mailing lists
Level 4:
I can send group mailings. I use activities that require email in my teaching.
XIII. The World Wide Web
Level 1: I do not use the World Wide Web.
Level 2:
I am aware that the World Wide Web is a means of sharing information on the Internet. I can browse
the Web for recreational purposes.
Level 3:
I can use a Web browser like Microsoft Internet Explorer or Netscape Navigator to find information
on the World Wide Web, and can list some of the Web's unique features. I can explain the terms:
hypertext, URL, http, and html. I can write URLs to share information locations with others. I can
use Web search engines to locate subject specific information and can create bookmarks to Web sites
of educational value.
Level 4:
I can configure my web browser with a variety of helper applications. I can speak to the security
issues of online commerce and data privacy.
XIV. Search tools
Level 1: I cannot locate any information on the Internet.
Level 2:
I can occasionally locate useful information on the Internet by browsing or through remembered
sources.
Level 3:
I can conduct an efficient search of Internet resources using directories like Yahoo or search engines
like Alta Vista, Excite, Lycos, or Infoseek. I can use advanced search commands to specify and limit
the number of hits I get. I can state some guidelines for evaluating the information I find on the
Internet and can write a bibliographic citation for information found.
Level 4:
I use Internet search tools not only for my work, but have used it with students to help them improve
their own research skills.
Appendix 6
Technology Staff Development Plan Page 61
XV. Netiquette, online ethics, and current issues surrounding use in K12 schools
Level 1: I am not aware of any ethics or proprieties regarding the Internet nor am I aware of any issues dealing
with Internet use in a school setting.
Level 2:
I understand a few rules that my students and I should follow when using the Internet. I understand
that the Internet is sometimes a controversial resource which many educators and parents do not
understand.
Level 3:
I am aware that electronic communication is a new communications medium that may require new
sensitivities. I can identify print and online resources that speak to current Internet issues like:
•
censorship/site blocking software
•
copyright
•
legal and illegal uses
•
data privacy
•
security
I can list some of the critical components of a good Acceptable Use Policy and know and use our
district's.
Level 4:
I can use my knowledge of the Internet to write good school policies and activities that help students
develop good judgment and good information skills.
Appendix 6
Technology Staff Development Plan Page 62
Technology Integration Skills Rubrics
I. Instructional Software Use
Level 1: I do not use instructional software as a part of my instructional program, and I am not aware of any
titles that might help my students meet their learning goals.
Level 2:
I use a few computer programs as an instructional supplement, as a reward, or with children with
special needs.
Level 3:
I use several programs (e.g., drill and practice, simulations, and tutorials) chosen by my department
or grade level to help all my students meet specific learning objectives. The software allows me to
teach and/or reinforce concepts more effectively than traditional methods. When it is available, I use
the software’s management system to help assess individual student performance. I use the school’s
integrated learning system in a purposeful way.
Level 4:
I seek out new programs for evaluation and adoption. I know sources of software reviews and keep
current on developments in computer technologies through professional reading and conference
attendance. I share my findings with other professionals
II. Using technology to improve student writing
Level 1:
I am not familiar with any technologies that would allow me to help my students improve their
writing skills.
Level 2:
I ask that the final draft of some student writing assignments be wordprocessed. I do not expect or
encourage my students to compose or edit using the computer.
Level 3:
I help students use the computer in all phases of the writing process from brainstorming to concept
mapping to editing. This includes the use of idea generators, portable computers, outlining tools,
spelling and grammar checkers, and desktop publishing tools. I use technology to help students share
their work with a wide reading audience.
Level 4:
I store portfolios of my students’ work electronically. I share successful units with others through
print and electronic publishing and through conference presentations and workshops. I look for
specific technology tools to help my students improve their writing skills.
III. Information literacy skills using secondary sources
Level 1:
I am not familiar with the term
information literacy
, and I do not know why such skills are important.
Level 2:
As a part of my curriculum, I have library research projects, and I support the library skills taught by
the media specialist. I am aware that electronic resources are available to my students.
Level 3:
My curriculum includes at least two information literacy projects, teamtaught with the media
specialist. I understand the Big6™ (www.big6.com
) information literacy process or a similar
information literacy process, and I design student projects so that they require higherlevel thinking
skills, use and cite electronic information sources, require the use of computer productivity software,
and are authentically assessed.
Level 4:
I am actively involved in curriculum planning teams and advocate for multidisciplinary units and
activities that require information literacy skills. I share successful units with others through print and
electronic publishing and through conference presentations and workshops.
Appendix 6
Technology Staff Development Plan Page 63
IV. Information literacy skills using primary sources
Level 1:
When asking students to do research, I expect them to only use secondary resources such as books,
magazines, or reference materials.
Level 2:
As part of my curriculum, I have some units that require the collection and use of original data. I
generally can predict the outcome of such experiments.
Level 3:
My curriculum includes at least two information literacy projects that require the collection of
original data to answer a genuine question. I may use tools to collect data (e.g., computerized probes
and sensors, online surveys, interviews, or digitized sources of historical records) and tools to record,
organize, and communicate the data (e.g., databases and spreadsheets).
Level 4:
I am actively involved in curriculum planning teams and advocate for multidisciplinary units and
activities that require information literacy skills. I share successful units through print, electronic
publishing, conference presentations, and workshops.
V. Modification of instructional delivery
Level 1:
I have one or two effective methods of delivering content to my students. I do not use technology that
requires that I change my instructional methodology.
Level 2:
I have tried units or projects that have a technology component, but I primarily use teacherdirected,
whole group instruction.
Level 3:
I use a variety of instructional delivery methods and student grouping strategies routinely throughout
the year. I can design activities and approaches that both best fit the learning objectives and the
technology available to me. I can use small groups working cooperatively or in rotation to take
advantage of studenttoequipment ratios of greater than one to one.
Level 4:
I continuously try new approaches suggested by research or observation to discover the most
effective means of using technology to engage my students and meet curricular goals. I work with a
team of fellow teachers either face to face or online to create, modify, and improve my practices in
instructional delivery.
VI. Assessment of student performance
Level 1: I evaluate my students using objective tests only.
Level 2:
I evaluate some student performances or projects using subjective criteria. I save some student work
for cumulative folders and parent conferences. I print copies of electronic work such as word
processed documents, graphics, and presentations for cumulative folders and parent conferences.
Level 3:
I use a wide range of assessments to evaluate student projects and performances. I can use technology
to help create assessment tools such as checklists, rubrics, and benchmarks that help students assess
their own performances and allow me to objectively determine the quality of student work. I ask
students to keep both a physical and electronic portfolio of their work. I have a computerized means
of aggregating performance data for my class that I use to modify my teaching activities and
strategies.
Level 4:
I continuously try new approaches suggested by research or observation to discover the most
effective means of using technology to help assess student learning. I work with a team of fellow
teachers in person or virtually to create, modify, and improve my assessment practices.
Appendix 6
Technology Staff Development Plan Page 64
VII. Individualization of instruction and educational program
Level 1:
I modify my curriculum or instructional methods only for students with identified special needs.
Level 2:
I occasionally give students the choice of assignments in my class, but all class members (unless they
are in special education) must meet the same learning objectives within the same time frame. Skill
remediation is done during summer school or informally during or after school.
Level 3:
With the assistance of the student, parents, and appropriate specialists, I create a learning plan for
each of my students. I track the accomplishment of learning goals in the plan using a computerized
tool. I use this tool during parent conferences and for school or state reporting.
Level 4:
I provide suggestions about the content and design of the individualized computerized planning and
report tools.
VIII. Adaptive technologies
Level 1:
I am not aware of how technology can help students with physical or mental limitations.
Level 2:
I work with students who may bring with them special devices that allow them to work and
communicate in the classroom.
Level 3:
I use technology when appropriate to help students with special learning needs. This includes detailed
IEPs and specialized communications devices.
Level 4:
I provide professional growth opportunities for other teachers in the use of adaptive technologies.
IX. Professional growth and communication
Level 1:
I do not use electronic resources for professional growth or communication.
Level 2:
I can find lesson plans and some research in online databases. I correspond with parents and other
teachers using email.
Level 3:
I use the Internet and other online resources to obtain research, teaching materials, and information
related to the content of my classes. I read electronic newsletters and journals to keep current on
educational practices. I participate in electronic discussion groups and chat rooms related to my area
of education. I use a computerized presentation program when giving workshops or speaking at
conferences. I take part in distance learning opportunities using technology.
Level 4:
I organize professional growth opportunities for other teachers and feel comfortable teaching other
staff members how to use technology.
X. Research and evaluation of technology use
Level 1:
I have not attempted to determine whether the use of instructional technology has made a difference
in my students’ learning or classroom climate.
Level 2:
I gather, use, and share with other teachers in my building anecdotal information and observations
about student use of technology in my classroom.
Level 3:
I use action research and aggregated data to accurately determine whether the technology and
methodology I am using affects how well my students learn and the school climate.
Level 4:
I participate in formal studies of the effects of technology on student learning conducted by
professional groups and academics. I have designed such studies as part of my own professional
education. I report electronically and in print the findings of my research to other professionals.
Appendix 6
Technology Staff Development Plan Page 65
XI. Video technologies
Level 1:
I have no knowledge of video technologies.
Level 2:
I know that there are a variety of video resources available to me, but I seldom access them in my
classroom.
Level 3:
I am aware of Cable in the Classroom programming and have obtained programming and support
materials to use in my classroom. I use educational videos in VHS and/or DVD format when
appropriate. With help, I can access video files and videoondemand programming for use in my
classroom.
Level 4:
I know how to find, collect, and use video technology. I use these resources with my students to
improve their communication skills.
XII. File Management – Obtaining, decompressing and using files
Level 1:
I cannot retrieve files from remote computers.
Level 2:
I know that documents and computer programs that are useful to my students and me are stored on
computers throughout the world. I cannot retrieve these files.
Level 3:
I can transfer files and programs from remote locations to my computer, and can use programs or
plugins that help me do this. I can extract compressed files, and know some utilities that help me
view graphics and play sounds and movies. I understand the nature and danger of computer viruses,
and know how to minimize my risk of contracting a computer virus.
Level 4:
I use information I have retrieved as a resource for and with my students. I understand the concept of
a network server, and the functions it can serve in an organization. I can use an ftp client to upload
files to a server.
XIII. Multimedia – RealTime and push technologies
Level 1:
I use only static documents and files I retrieve from the Internet.
Level 2:
I have some information sent to me on a regular basis through email and I check some sites on a
regular basis for information.
Level 3:
I use chatrooms and customized news and information feeds. I can listen to audio streamed from the
web. I know the hardware and software requirements for webbased videoconferencing.
Level 4:
I can use realtime applications to design a "virtual" classroom or interactive learning experience. My
students use videoconferencing for communication with experts and project collaboration with other
students.
XIV. Web page & web site construction
Level 1:
I cannot create a page that can be viewed with a web browser.
Level 2:
I know how to save text I've created as an html file with a command in my word processor. I know a
few, simple html commands.
Level 3:
Using handcoded html or a web page authoring tool, I can:
•
view web pages as a source documents
•
create a formatted web page that uses background color, font styles and alignment, graphics,
and tables
•
include links to other parts of my document or other Internet sites in my page
•
know basic guidelines for good web page construction and the district's web policies
Level 4:
I can use the web as an interface to databases. When appropriate, I can register my pages with search
engine sites. I can help write web creation policies for design, content, and use.
Appendix 6
Technology Staff Development Plan Page 66
XV. Learning opportunities using the Internet
Level 1:
I am not aware of any ways the Internet can be used with students in my classroom.
Level 2:
I occasionally allow my students to use the Internet to find information.
Level 3:
I know a variety of projects and activities that effectively use the Internet to instruct and involve
students. I know a source for collaborative projects, can direct students to online tutorials and
learning resources, and encourage a variety of keypal activities.
Level 4:
I can design and implement an Internet project or maintain an educational Internet site.
Appendix 6
Technology Staff Development Plan Page 67
Teacher Growth Plan for Instructional Technology
Teacher: Building: Start Date:
Goal(s):
1.
2.
End Date:
Consultants:
!
Principal
!
Department
Chair
!
Technology Coordinator
!
Instructional Technology
Trainer
!
Media Specialist
!
Other: Staff Dev
Committee
The teacher developed this growth plan with consultation from the above named persons. Each growth
plan is individual in nature but should include the following: training, assessment of student learning,
instructional unit with application of educational technology, evaluation, research and background. The
teacher may also wish to include any of the following activities to help them reach their goal: personal
journal entries, attend classes/workshops, work with an experienced teacher, visit other classrooms, etc.
Strategy 1:
Strategy 2:
Strategy 3:
Strategy 4:
Strategy 5:
______________________________________________ ________________
Teacher Date
______________________________________________ ________________
Administrator Date
Appendix 6
Technology Staff Development Plan Page 68
Instructional Technology Growth Portfolio and Assessment
Teacher: Building: Start Date: _____
End Date: _____
Your portfolio might include:
•
Descriptions of units taught in your classroom having both technology objectives and content
objectives.
•
Assessment tools used with students on these projects.
•
Personal journal reflections including observations on what does and does not work well.
Evidence of Growth Checklist:
(To be determined by the teacher and consultants)
Appendix 6
Technology Staff Development Plan
Page 69
Technology Growth Plan Checklist for Administrators
Building: Year: Administrator:
Date
Teacher’s name
Goal(s)
Classes needed:
** Please return this completed form to the Instructional Technology Trainer.
Appendix 6
Technology Staff Development Plan Page 70
Mike (Sample) Technology Integration SKills
0
1
2
3
4
integ_1
integ_2
integ_3
integ_4
integ_5
integ_6
integ_7
integ_8
integ_9
integ_10
integ_11
integ_12
integ_13
integ_14
integ_15
Skills
Level
2001 Survey
Technology Integration Skills:
1. Instructional software use
2. Using technology to improve student writing
3. Information literacy skills using secondary sources
4. Information literacy skills using primary sources
5. Modification of instructional delivery
6. Assessment of student performance
7. Individualization of instruction and educational program
8. Adaptive technologies
9. Professional growth and communication
10. Research and evaluation of technology use
11. Video Techniques
12. File Management – Obtaining, decompressing and using files
13. Multimedia – RealTime and push technologies
14. Web page & web site construction
15. Learning opportunities using the Internet
Appendix 6
Technology Staff Development Plan Page 71
Teacher Growth Plan for Instructional Technology
Teacher: Mike Building: MS Start Date: 9/00
Goal(s):
1. To improve student writing
2.
End Date: 6/01
Consultants:
!
Principal X Department
Chair
!
Technology Coordinator
!
Instructional Technology
Trainer
!
Media Specialist
X Other: Staff Dev
Committee
The teacher developed this growth plan with consultation from the above named persons. Each growth plan is
individual in nature but should include the following: training, assessment of student learning, instructional unit
with application of educational technology, evaluation, research and background. The teacher may also wish to
include any of the following activities to help them reach their goal: personal journal entries, attend
classes/workshops, work with an experienced teacher, visit other classrooms, etc.
Strategy 1: Review current literature and interview one of the state’s best practices experts on
process writing and technology use.
Strategy 2: Attend a technology conference or workshop to see demonstrations of writing software.
Strategy 3: Take a class in and experiment with prewriting software (e.g., Inspiration®) on two
student writing assignments.
Strategy 4: Use individual portable computers (e.g., Dreamwriters) on two student writing
assignments.
Strategy 5: Compare the results of the technologyenhanced writing products with those using
standard writing practices.
______________________________________________ ________________
Teacher Date
______________________________________________ ________________
Administrator Date
Appendix 6
Technology Staff Development Plan Page 72
Instructional Technology Growth Portfolio and Assessment
Teacher: Mike Building: MS Start Date: _____
End Date: _____
Your portfolio might include:
•
Descriptions of units taught in your classroom having both information literacy objectives and content
objectives.
•
Assessment tools used with students on these projects.
•
Personal journal reflections on teaching information literacy skills including observations on what does
and does not work well.
Evidence of Growth Checklist:
(To be determined by the teacher and consultants)
Printouts of three articles summarizing current uses of technology.
Sample concept maps generated by students in my classes as a part of prewriting assignments.
Writing samples of individual students showing differences between handwritten work and
wordprocessed work.
A brief summary of my observations on using technology as part of the writing process.
Appendix 6
Technology Staff Development Plan Page 73
Mike (Sample) Comparison
0
1
2
3
4
integ_1
integ_2
integ_3
integ_4
integ_5
integ_6
integ_7
integ_8
integ_9
integ_10
integ_11
integ_12
integ_13
integ_14
integ_15
Technology Integration Skills
Level
2001 Survey
2002 Survey
Technology Integration Skills:
1. Instructional software use
2. Using technology to improve student writing
3. Information literacy skills using secondary sources
4. Information literacy skills using primary sources
5. Modification of instructional delivery
6. Assessment of student performance
7. Individualization of instruction and educational program
8. Adaptive technologies
9. Professional growth and communication
10. Research and evaluation of technology use
11. Video Techniques
12. File Management – Obtaining, decompressing and using files
13. Multimedia – RealTime and push technologies
14. Web page & web site construction
15. Learning opportunities using the Internet
Appendix 6
Technology Staff Development Plan Page 74
2001 Tech Plan Budget Page 75
Budget plan for 20012005: The following budget table represents spending over a five year
implementation of the Technology Plan. If the plan is implemented over three or four years, the total costs
can be reduced.
Cost per unit Number of units Number of years Total Cost Notes
Hardware
Computers (replacements) $1,500 210 5 $1,575,000
File servers (replacement) 4000 2 5 $40,000
CDRom servers (new) 3800 5 1 $19,000
Inkjet Printers (replacements) 400 40 5 $80,000
Laser printers (replacement) 3000 10 5 $150,000
Miscellaneous equipment
(DVD drive, CDRW drive, microphone, headphone, VCR,
TV monitors) 4000 1 5 $20,000
Additional 24 port switches to support video distribution
and IP phones 2800 15 1 $42,000
Hardware subtotal $1,926,000
Software
Office license 43 1100 2.5 $118,250
Note: 2.5 years represents the
cost of upgrading or renewing
licenses every two years
Command antivirus 7 1100 2.5 $19,250
Command antivirus server license 99 10 2.5 $2,475
Command antivirus exchange license 6 350 2.5 $5,250
MS Encarta 10 900 2.5 $22,500
MS Windows 35 1100 2.5 $96,250
Accelerated Reader (4 schools) upgrade 250 4 5 $5,000
Represents four school site
licenses
Star Reading upgrade 250 4 5 $5,000 Annual maintenance fee
GradeQuick 1000 2 1 $2,000
Represents two school site
licenses (OE, FE)
2001 Tech Plan Budget Page 76
Cost per unit Number of units Number of years Total Cost Notes
Grade Machine 1000 1 1 $1,000 Annual maintenance fee
Classmaster 100 1 5 $500 Annual maintenance fee
Miscellaneous grade level software 118000 1 5 $590,000
AutoCAD 5000 1 5 $25,000 Annual maintenance fee
Future Choices (Middle School) 175 1 5 $875 Annual maintenance fee
Choices (High School) 815 1 5 $4,075 Annual maintenance fee
Software subtotal $897,425
System Software
MS Server 2000 licenses 89 2 5 $890
Server 2000 Client licenses 4.7 1200 2.5 $14,100
System Software Subtotal $14,990
Additional Costs
Training (Instructional Technology Trainer) 52500 1 5 $262,500
Includes all Technology staff
development salaries
Student Information Management Program (SASI)
software and support (five schools) 45000 1 5 $225,000
Video Network 12000 5 1 $60,000
Broadcast server, one for each
building, video conferencing
SchoolCast upgrades 1000 5 5 $25,000
Time Warner Digital service 180 5 5 $4,500
Annual repair costs 33000 1 5 $165,000 Parts, mainentance, service
Conferences, mileage 10000 1 5 $50,000
Additional Costs Subtotal $792,000
Onetime Operating Costs
Fiber cable from high school to Freewill 200000 1 1 $200,000
Total onetime costs Subtotal $200,000
2001 Tech Plan Budget Page 77
Cost per unit Number of units Number of years Total Cost Notes
Annual Operating Costs
Lakenet Personnel Support 5648 1 5 $28,240 required
LakeNet Phone lines 20932 1 5 $104,660 required
LakeNet Application Support 4476 1 5 $22,380 required
Lakenet Warranty Maintenance 1830 1 5 $9,150 required
Instructional Lakenet R&D 3546 1 5 $17,730 required
Project coordination base fee 703 1 5 $3,515 required
Freewill T1 line 6000 1 5 $30,000
If fiber is installed, this fee
disappears.
Training (Tech Support) 6000 1 5 $30,000
Tech Support (salaries) 250000 1 5 $1,250,000
TechNet Subscription 450 1 5 $2,250
Server maintenance 960 10 5 $48,000
SmartNet Cisco 5500 maintenance 3600 1 5 $18,000
Cisco IP/TV server 2160 1 5 $10,800
Time Warner cable connection 150 1 5 $750
Total Annual Operating Costs Subtotal $1,575,475
Total Budget $5,405,890
2001 Tech Plan Budget Page 78
Appendix 8
2001 Tech Plan Budget Page 79
Wayne Central School District
6200 Ontario Center Road
Ontario Center, NY 14520
Phone: 3155242811
Loan Agreement for SchoolOwned Computer Equipment
Student’s Name: ___________________________________________________
The above named student requests to borrow a schoolowned Computer for the following reason:
The computer may be borrowed provided
1. A copy of this loan agreement is signed by a parent and returned to school to be kept on file.
2. Student and/or parent receives proper preinstruction on use of the computer.
3. Parent agrees to return the computer when requested if the student does not use it or no longer requires it as part of his
educational plan.
4. Parent understands that they are fully liable for damage or loss of the schoolowned computer while in the student’s care.
Date _________________________________ Parent Signature __________________________________
Address __________________________________________________
Town __________________________________ Zip ______________
This form can be returned by the student to school or mailed to the following address:
Wayne HS, MS, Freewill, Ontario Elementary, Ontario Primary
To Be Completed By Instructor
EquipmentBarcode: ________________ Serial Number: ________________________
Condition: __________________________ Case/ Power supply ________________________________
Date of preinstruction: ___________________________
Date issued: ___/___/___ Instructor’s Signature ___________________________________________
Returned: ___/___/___
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