technology plan · 2019-01-24 · listening, reading, and speaking skills. use word processing to...
TRANSCRIPT
NORTH TONAWANDA CITY SCHOOL DISTRICT
TECHNOLOGY PLAN
Three Year Action Plan 2007 - 2009
District Contact:
Jane DiVirgilio Technology Coordinator
(716)807-3629 [email protected]
Technology Plan Page 2
TABLE OF CONTENTS:
Technology Committee 3
Mission 4
Vision 4
Goals 5
Goal 1: Student Outcomes 6
Goal 2: Integration 8
Goal 3: Information Management 12
Goal 4: Access 13
Goal 5: Staff Development 17
Goal 6: Staffing 19
Goal 7: Software 20
Goal 8: Program Implementation 21
Action Plan 22
Hardware Schedule 30
Cost Summary 31
Appendices:
Appendix A: Inventory of Equipment and Services 32
Appendix B: Acceptable Use Policy (AUP) 36
Appendix C: Internet Content Filtering Policy 39
Appendix D: Technology Survey 41
Appendix E: NETS for Students 46
Appendix F: Excerpts from the Professional Development Plan 47
Appendix G: District Letter of Support 49
Appendix H: Technology Evaluation Rubric 50
Technology Plan Page 3
TECHNOLOGY COMMITTEE
Jack Agugliaro
High School, Remedial Reading Teacher
Carol Brenner
Elementary & Middle Schools,
Computer Skills Teaching Assistant
Linda Buchholtz
Elementary & High Schools,
Computer Skills Teaching Assistant
Shannon Carr
High School, English Teacher
Cheryl Davignon
Spruce, Gifted & Talented Teacher
Irene Desminis
Meadow, Elementary Teacher
Debbie DiBernardo
Spruce, Elementary Teacher
Jane DiVirgilio
District Technology Coordinator
Jim Fisher
High School, Principal
Cyd Green
Elementary & Middle Schools,
Computer Skills Teaching Assistant
Bonnie Hathaway
Gilmore, Special Education Teacher
Mike Iodice
High School, Business Teacher
Teresa Lamparelli
High School, Foreign Language Teacher
Peg Maroney
Elementary Schools
Computer Skills Teaching Assistant
Bill Markarian
Middle School, Gifted & Talented Teacher
Marian Maziarz
Elementary & High Schools,
Computer Skills Teaching Assistant
Artie McAuliffe
Instructional Technology Manager
Cindy Patrum
Middle School, Science Teacher
Loray Sorto
High School, Business Teacher
Consultant:
Ronald Nowak
WNYRIC, Technical Support
Technology Plan Page 4
MISSION
To fully implement and integrate the use of current and future technologies with the intent
of increasing student learning, enhancing the teaching process, and improving the
operations of the school district.
VISION
� provide all with an equal opportunity to achieve success
� develop technological skills that are necessary to succeed
Student � promote higher levels of critical and creative thinking
Dimensions � cultivate problem solving skills
� provide access to electronic educational resources
� use technology in an ethical way
� improve communications with peers, experts, and others in the community
� encourage and support joint curriculum development and sharing
� improve the delivery of lessons
Teacher � provide access to electronic educational resources
Dimensions � provide an early intervention tool for monitoring and improving student achievement
� automate the administrative aspects of the job
� facilitate greater interaction between parents, teachers, and administrators
� use technology to further professional growth and collaboration
� improve access to accurate and timely student data and reports
� enhance communications among teachers, administrators, parents, and
Administrative community members
Dimensions � strengthen the efficiency and accuracy of management operations by converting
paperwork to automated processes
� provide access to electronic educational resources
Technology Plan Page 5
GOALS
1. Empower all students to acquire technological knowledge, skills, and attitudes that are necessary to
become independent, life-long learners and to participate fully as informed, productive members of
society.
2. Enhance teaching and learning across all grade levels and content areas and support the New York
State Learning Standards.
3. Increase productivity and improve communications for the instructional and administrative
management of data.
4. Improve access to technological resources in classrooms, libraries, labs, and offices.
5. Provide extensive staff development in technology to support curricular, instructional, and
administrative functions.
6. Provide adequate support for technology users and for timely repair and maintenance of equipment.
7. Promote the use of effective educational software and on-line resources.
8. Evaluate and report the progress of the Technology Plan to ensure its successful implementation.
Technology Plan Page 6
GOAL 1: STUDENT OUTCOMES
Empower all students to acquire technological knowledge, skills, and
attitudes that are necessary to become independent, life-long learners and
to participate fully as informed, productive members of society.
The following is a guide for developing technological skills from kindergarten through grade twelve. The
skills developed at each level will serve as a building block for the next level. Mastery of these skills
ensures that graduates of the North Tonawanda City School District will adapt to, understand, and utilize the
technology they will encounter as adult citizens and employees.
By the end of grade five, students will be able to:
• properly handle computer hardware and software.
• develop keyboarding skills appropriate to their ages and abilities.
• complete written assignments using word processing software and simple editing capabilities.
• search and retrieve information using a variety of research tools (CD-ROM disks, software
databases, Internet).
• develop graphs and maps to illustrate concepts in math, science, and social studies.
• use selected software to practice concepts being learned in math, science, social studies, and
language arts.
• complete written research reports, which will include a cover page and works cited.
By the end of grade eight, students will be able to:
• complete a written interdisciplinary project that will include a cover page, table of contents, and
works cited.
• develop a flat-field database to manage information.
• create a multimedia presentation that incorporates pictures, audio, graphics, and text.
• use spreadsheets and charts to analyze the effects of changing factors in a formula for problem
solving.
• search and retrieve information on the Internet.
• demonstrate mastery of keyboarding skills and techniques.
• develop the skills necessary to determine the validity of internet resources.
By the end of grade twelve, students will be able to:
• develop a relational database for the purposes of organizing data.
• complete written research reports which include a cover page, table of contents, footnotes or
endnotes, and works cited.
Technology Plan Page 7
GOAL 1: STUDENT OUTCOMES, Continued
• develop class presentations or web pages on important current issues using a combination of media:
video, text, illustrations, voice, sound effects, music, etc.
• search and retrieve information from a variety of research tools (including the Internet) and employ
the best technology to communicate this information to others.
• use technology to share information with others.
Recommendations:
1. Expand the computer skills program to include grades seven and eight.
2. Review and revise the computer skills curriculum at each level.
3. Evaluate computer skills electives and consider offering topics on web authoring or career-specific
technical skills necessary to progress toward gainful employment.
4. Evaluate software employed in various computer courses to ensure appropriateness and to avoid
duplication.
Technology Plan Page 8
GOAL 2: INTEGRATION
Enhance teaching and learning across all grade levels and content
areas and support the New York State Learning Standards.
The following matrix illustrates how technology can be used to support student learning throughout the
K-12 curriculum:
Standard
How Technology Integrates
Social Studies � identify, locate, and evaluate information from online databases, information-
retrieval systems, and library and museum resources throughout the world.
� use multimedia resources to view historic events through the eyes of those
who were there through their art, pictures, writings, music and artifacts.
� develop computer-generated charts, maps, tables, and graphs to compare,
contrast, or clarify data and ideas about people, places, values, and policies.
� develop computer-generated timelines by placing important events and
developments in their correct chronological order.
� prepare multimedia presentations of research projects.
� produce written research projects.
� share information and ideas using computer links with other students
studying similar topics, issues, and problems.
� appreciate how technological change affects people, places, and regions.
Languages Other � locate a variety of online materials such as dictionaries and other reference
Than English works and authentic materials such as newspapers and magazines.
� take a virtual field trip to cities, libraries, museums, and other cultural places
throughout the world.
� connect with other classrooms to provide authentic language experiences via
e-mail.
� employ a wide range of instructional materials that may include audiovisual
and multimedia materials and computer software to improve vocabulary,
listening, reading, and speaking skills.
� experience the people, places, culture and history of other countries through a
wide range of audiovisual and multimedia materials.
� produce written research and multimedia projects.
� strengthen language skills and cultural awareness by using an interactive multi-
media language laboratory that ties music, language, literature, and art together.
Technology Plan Page 9
GOAL 2: INTEGRATION, Continued
Standard
How Technology Integrates
� use software to analyze students’ diets and support the curriculum in the
areas of fitness, nutrition, and disease prevention.
� keep electronic records of sporting events and analysis of students’ athletic
performances.
� utilize a CPR mannequin to give students instant feedback when performing
CPR.
� simulate the care of an infant by using Baby Think It Over.
� monitor students’ heart rates to coordinate with exercise and promote
physical activity.
� use multimedia resources to identify and study parts of the body.
� use a spreadsheet to develop and maintain an individual/family budget.
� locate a variety of online databases to reference information about health,
sports, careers, and other curriculum related areas.
� use technology and the media to promote positive health messages.
� employ a wide range of instructional materials that may include audiovisual
and multimedia materials and computer software to improve vocabulary,
listening, reading, and speaking skills.
� use word processing to support the writing process (pre-writing, drafting,
revising, proof-reading, publishing).
� compile a personal reading list by generating a database to reflect reading
goals and accomplishments.
� share information and ideas using computer links with other students.
� maintain an electronic portfolio that includes exemplars of students’ work for
appropriate assessment of the learners’ growth.
� research, read, analyze, and synthesize information from various online
resources.
� use charts, graphs, and diagrams to support and illustrate informational text.
� compare the video, film, or stage version of a literary work with written work
using audiovisual or multimedia resources.
� produce multimedia presentations by employing audiovisual and multimedia
resources.
Health, Physical
Education, Family
And Consumer
Sciences
English Language
Arts
Technology Plan Page 10
GOAL 2: INTEGRATION, Continued
Standard
How Technology Integrates
� identify, locate, and evaluate career information from on-line databases,
information retrieval systems, and libraries throughout the world.
� produce a research project that contains a detailed description of specific jobs
within a career option, the necessary qualifications, and the education and/or
training level necessary for employment.
� produce a resume and letters of application.
� prepare computer-generated tables and graphs comparing career-related
information (educational costs and occupational statistics).
� produce a multimedia presentation on an occupation.
� use electronic media (e-mail, Internet, fax) to communicate information.
� select, apply, and troubleshoot hardware devices and software programs in
preparation for a technical career.
� use computer hardware and design software (CAD) to create engineering
drawings.
� use a variety of technologies to learn how societal, economical, and
governmental changes effect career options.
� use multimedia resources, the Internet, on-line databases, and information
retrieval systems for mathematical analysis, scientific inquiry, and design.
� share lab data, mathematical information and technical designs via the sources
listed above using text, tables, pictures and sounds to evaluate the data and
discover positive and negative effects technology has on society.
� produce computer generated timelines to help understand and apply scientific
concepts, principles, and theories pertaining to the historical development of
ideas in science.
� produce charts and graphs for spreadsheet "what-if" applications.
� prepare multimedia presentations showing the application of technical
knowledge and skill to design, construct, use and evaluate products and
systems to satisfy human and environmental needs.
� use computer based programs to apply math, science, and technology to
other areas of learning.
� analyze and report laboratory data using word processing and spreadsheet
applications.
� simulate real-life problems related to math, science, and technology for critical
thinking and problem solving.
Career
Development &
Occupational
Studies
Mathematics,
Science &
Technology
Technology Plan Page 11
GOAL 2: INTEGRATION, Continued
Standard
How Technology Integrates
� use technologies (live, print, video, computer, etc.) to research, create,
perform or communicate about dance.
� research a broad range of career opportunities in the fields of dance, music,
theater and visual arts and how to prepare for possible entrance into those fields.
� compose, record, produce and record/playback music using current technologies.
� develop an electronic commencement portfolio showing proficiency in dance,
music, theater, or visual arts.
� see and hear world-famous performances using current technologies.
� produce multimedia presentations of projects.
� identify current technologies, published scripted materials, and print and
electronic resources available for theatrical productions.
� use theater technology (lighting, staging, sound, etc.) to create a theatrical
experience.
� create art works using draw/paint computer software.
� use a scanner, video camera, or digital camera with computer software to create
original artwork.
Recommendations:
1. Form an interdisciplinary group at each level (elementary, intermediate, commencement)
composed of representatives from all subject areas to promote technology and curriculum
integration.
2. Improve student and staff access to the Internet and telecommunications.
3. Require a technology component in all curriculum guides.
4. Provide a variety of resources that correlate with the curriculum and promote technology use.
5. Provide information about current, networked, and centralized materials through automated
libraries.
6. Identify critical needs areas where technology would contribute significantly to the achievement of
objectives and effective learning.
7. Assist instructional staff with developing classroom web pages that link to resources, worksheets,
and quizzes.
The Arts
Technology Plan Page 12
GOAL 3: INFORMATION MANAGEMENT
Increase productivity and improve communications for the
instructional and administrative management of data.
Just as technology is seen as a tool to improve the learning process, it also is seen as a way to improve the
administrative functions of our schools. Technology will be used to improve the efficiency and timeliness of
administrative operations, including information management, data transfer, fiscal accountability, resource
allocation, and communications.
Recommendations:
1. Automate all libraries throughout the district.
2. Standardize on the following management applications:
• Student Scheduling
• Grade Reporting
• Attendance
• Demographic Data
• Library Automation - Mandarin
• Productivity - Microsoft Office - Word, Excel, Access, PowerPoint
• NYS Standardized Test Scores Reporting - PCLEAP
3. Explore ways to improve the operating and reporting processes in the following areas:
transportation, discipline, athletic/activity eligibility, electronic portfolios, and health information.
Technology Plan Page 13
GOAL 4: ACCESS
Improve access to technological resources in classrooms,
libraries, labs, and offices.
An inventory was conducted to determine the current and future status of telecom services, hardware,
software, and local area and wide area networks. (See Appendix A)
Based on this analysis, the following defines the hardware configuration needs that must be met to improve
student and staff access to technological resources.
Elementary Level
1. Classrooms:
• maintain state-of-the-art equipment for networked teacher workstations.
• four networked student workstations that will be used to remediate, reinforce, and extend learning
objectives.
2. Libraries:
• an electronic catalog that is connected to all networked workstations at the school site and to all
libraries in the Western New York area through the union catalog.
• a networked circulation workstation and a librarian workstation that will be used for management
of the library’s resources.
• four networked student workstations that will be used as research tools (access to electronic
catalog, Internet, CD-ROMs).
3. Offices:
• maintain state-of-the-art equipment for the principals and clerical staff.
4. Labs:
• maintain a networked classroom lab of workstations that will be used for implementation of the
computer skills curriculum and for use by classroom teachers for large group instruction.
Middle School Level
1. Classrooms:
• maintain state-of-the-art equipment for networked teacher workstations.
• two to four networked student workstations that will be used to remediate, reinforce, and extend
learning objectives.
Technology Plan Page 14
GOAL 4: ACCESS, Continued
2. Library:
• maintain state-of-the-art student workstations that will be used as research tools (access to
electronic catalog, Internet, CD-ROMs).
3. Offices:
• maintain state-of-the-art equipment for the principals, clerical staff, and guidance counselors.
4. Lab:
• maintain state-of-the-art workstations that will be used for developing computer skills and for use
by classroom teachers for large group instruction.
High School Level
1. Classrooms:
• maintain state-of-the-art equipment for networked teacher workstations.
• two to four networked student workstations that will be used to remediate, reinforce, and extend
learning objectives.
2. Library:
• maintain state-of-the-art student workstations that will be used as research tools (access to
electronic catalog, Internet, CD-ROMs).
3. Offices:
• maintain state-of-the-art equipment for the principals, clerical staff, and guidance counselors.
4. Labs:
• maintain six state-of-the-art classroom labs: four that will be used for developing computer skills
and two for use by classroom teachers for large group instruction.
Administration Building
• maintain state-of-the-art networked workstations for administrators and clerks.
Technology Plan Page 15
GOAL 4: ACCESS, Continued
Networking Environment
Current:
The following is a general description of the current networking environment:
• all buildings within the district are connected with optical fiber to the High School-Meadow
Complex, thus creating the equivalent of a large campus-wide network.
• the High School-Meadow Complex is the central hub with a direct connect via a gigabit
broadband line to Erie I BOCES.
• the elementary and middle schools each have a local area network operating at 100 mbps. This
LAN is accessible to all office staff, school library staff, computer labs, and classrooms.
• the High School has a local area network operating at 1000 mbps with 8 remote closets. This
LAN is accessible to all office staff, school library staff, computer labs, and classrooms.
Future Needs:
The district has the following networking goals:
• install additional electronics in all schools that will provide gigabyte connections to all
equipment.
Technology Plan Page 16
GOAL 4: ACCESS, Continued
Maintenance/Replacement/Technical Support
Maintenance:
• Current contracts: Our district contracts with the WNYRIC for maintenance on all file servers,
switches, and routers. Additionally, repair coupons are purchased for administrative online
computer units and printers. A local contractor repairs all other equipment.
• Future contracts: As the needs of our District increase, appropriate maintenance agreements will
be put in place.
Replacement:
• The district’s computers and peripherals are replaced on a rotating basis at least every five years.
The equipment in the data closets is evaluated periodically by a staff member of Erie I BOCES
and replaced/upgraded as needed.
Technical Support:
• Appropriate staffing ensures timely repair and support for all technology users. See Goal 6:
Staffing, page 20, for a more detailed explanation of needs.
• AUP and Filtering Policies: (See Appendix B and C)
Recommendations:
1. Provide state-of-the-art equipment to students, teachers, administrators, and office staff to
maximize student learning and staff productivity.
2. Upgrade the electronics at each school site.
3. Provide appropriate funds for maintenance, repair, and technical support.
4. Explore before and after school opportunities to increase student access.
5. Provide a networked server for storage of password protected student data.
6. Provide a networked server for storage of password protected teacher data.
Technology Plan Page 17
GOAL 5: STAFF DEVELOPMENT
Provide extensive staff development in technology to support
curricular, instructional, and administrative functions.
Staff development is widely recognized as one of the most important elements contributing to the success of
technology implementations. It is a continuous process that will include awareness activities, training for
novice through experienced users, and monitoring/mentoring.
Current:
During the 2006-2007 school year, all staff completed a survey that included a self-evaluation of skills and
usage. (See Appendix D) As a result of this survey, the district has hired a part-time Professional Staff
Developer focusing on technology integration into the curriculum. The following is a list of the current
Technology Staff Development Workshops:
� general computer operations—hardware components, file saving and retrieval, network logon
procedures, and use of mouse
� word processing
� telecommunications training—Internet basics and e-mail
� teacher utility applications—grade reporting, PDP Timekeeper, IEP Direct and accessing student
databases
� experts within the district are identified and provided with in-depth training to prepare them to become
turnkey trainers.
Future Needs:
Based on the survey, the following staff development needs will be addressed:
� the integration of spreadsheets, graphics, programs, presentation tools, databases, and web page
authoring into the curriculum.
� telecommunications training - browsing and search strategies, book marking web sites, Internet
security issues, ethics, netiquette, bulletin boards, discussion groups, educational blogs, wikis, and
podcasts
� using electronic portfolios.
� training on a variety of educational software packages covering the full range of grades and skill
levels in all subjects.
� turnkey trainers will provide in-district workshops and facilitate technology integration.
� feedback from previous workshops will be used to modify instruction for staff.
� technology integration - how to use technology to meet the New York State Learning Standards of
Higher Achievement, how to reach students with diverse learning styles, and address the ISTE
National Educational Technology Standards for Students (See Appendix E)
Technology Plan Page 18
GOAL 5: STAFF DEVELOPMENT, Continued
Over the course of Implementation Years 1-3, the Technology Coordinator, the Assistant Superintendent for
Curriculum, and the Professional Development Planning Team will determine staff development priorities
based on curricular goals and staff needs. (See Appendices F and G for Excerpts from the Professional
Development Plan, and District Letter of Support, respectively)
Our professional development model will provide multiple opportunities for teachers to get involved with
technology, including:
� attendance at professional seminars and conferences - offered by the Western NY Regional
Information Center, Orleans-Niagara BOCES, and the Teacher Center
� attendance at district sponsored workshops - instructed by turnkey trainers and other in-house staff
� access to technology books, videos, software, online resources, and other instructional materials.
� on-site assistance offered by trained technology mentors, teaching assistants, and Technology
Integrator.
� observations of exemplary examples of technology teaching/learning in other schools during release
time.
� collaboration time where teachers can team to design, implement, and complete a project.
� participation in support groups at individual school sites.
Recommendations:
1. Recognize the desirability of technology skills in effective job performance when considering job
candidates and when evaluating staff.
2. Establish guidelines and specifications for teacher training.
3. Develop a site-based network of peer support to ensure that professional development is readily
available and ongoing.
4. Acquire quality training videos, software, and manuals for use by staff.
5. Form user groups and join online listservs as sources of continuing support.
Technology Plan Page 19
GOAL 6: STAFFING
Provide adequate support for technology users and for timely repair and
maintenance of equipment.
Recommendations:
1. Provide the following staff to ensure daily building-level support for technology users:
Level
Required Staff
Primary Job Focus
Elementary Five teaching assistants, one per site Instructing students; assisting
Additional staff needed: the classroom teacher in the
1 teaching assistant computer lab; technical support.
Middle School One teaching assistant Collaborating with subject area
Additional staff needed: teachers to integrate technology
.6 teaching assistant into the curriculum; technical
support.
High School One teaching assistant Collaborating with subject area
Additional staff needed: teachers to integrate technology
.4 teaching assistant into the curriculum; technical
support.
District Technology Coordinator, Providing program coordination;
Technology Integrator staff training; technical support
Additional staff needed: throughout the district.
.6 Technology Integrator
Three network support staff Provide hardware, software and
Additional staff needed: network support.
2 network support staff
Hardware repair: Providing hardware repairs
Continue to contract with outside throughout the district.
vendors and the WNYRIC for services
2. Continually train technology staff to provide technical support and maintenance on equipment.
Technology Plan Page 20
GOAL 7: SOFTWARE
Promote the use of effective educational software and on-line resources.
Recommendations:
1. Establish district-adopted criteria and standards of excellence for software selection. Software that
will be extensively used should be previewed or researched against these criteria.
2. Involve more instructional staff in researching, evaluating, and piloting software to ensure that
selections are aligned with curricular needs.
3. Catalog software, manuals, and related materials through automated library media centers and
make them easily available to teachers and students.
4. Formulate a policy regarding adherence to software copyright laws and distribute this information
to all staff.
Technology Plan Page 21
GOAL 8: PROGRAM IMPLEMENTATION
Evaluate and report the progress of the Technology Plan to
ensure its successful implementation.
Recommendations:
1. Maintain an ongoing Technology Committee consisting of teachers, administrators, support staff,
parents, students, and community members.
2. Monitor and evaluate student progress and the effectiveness of the technology program:
� the status of the Technology Plan will be evaluated each year.
� rubrics will be adopted that evaluate the status of the District’s technology implementation
status. (See Appendix H as an example of a rubric)
� at the beginning of each school year, the Technology Committee will meet and subcommittees
will be formed to monitor certain aspects of the plan. These subcommittees will collect
information during the course of the year relative to their assigned areas. This information will
be gathered through observations, qualitative interviews of teachers, surveys of teachers and
students, and quantitative data. From this information, recommendations for what to change,
continue, and discontinue will be reported to the Technology Committee each June.
� at the end of each school year, the Technology Committee will develop a formative analysis to
determine how to correct the course of action. This analysis will be made available to the
Board of Education and they will determine how to adjust for changes or address unmet goals.
3. Take the following steps to report the progress of the Technology Plan:
� the Technology Plan will be published on the website.
� the minutes of the Technology Committee meetings will be posted in each building and on the
website.
� a yearly evaluation by the Technology Committee will be made available to principals, faculty,
parent groups, and the Board of Education.
Technology Plan Page 22
ACTION PLAN
Empower all students to acquire technological knowledge, skills, and attitudes that are necessary to become independent, life-long learners
and to participate fully as informed, productive members of society.
Goal 1: Student Outcomes
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Expand the computer skills program to
include grade seven and grade eight
Technology Coordinator and
Technology Committee
June 2010 Completed curriculum guides
Review and revise the computer skills
curriculum at each level
Technology Coordinator and
Technology Committee
June 2009 Completed curriculum guides for
each level
Evaluate computer skills electives and
consider offering topics on web authoring
or career-specific technical skills
Business Department June 2009 Completed program review with
stated needs and
recommendations
Evaluate software employed in various
computer courses to ensure
appropriateness and to avoid duplication
Teachers will
be instructed in
key evaluation
criteria
Business Department June 2010
Software recommendations for
various computer courses
Technology Plan Page 23
ACTION PLAN
Enhance teaching and learning across all grade levels and content areas and support the New York State Learning Standards.
Goal 2: Integration
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Form an interdisciplinary group at each
level to promote technology and
curriculum integration
Assistant Superintendent for
Curriculum and Technology
Coordinator
June 2008 Groups created and meetings
held on a monthly basis
Improve student and staff access to the
Internet and telecommunications
Provide in-
district
workshops on
Internet basics
and e-mail
Technology Coordinator June 2010 All labs, libraries, and classrooms
equipped with at least six
networked workstation
Require a technology component in all
curriculum guides
Assistant Superintendent for
Curriculum
June 2010 Revised curriculum guides
Provide a variety of resources that
correlate with the curriculum and promote
technology use
Reviewers will
be instructed on
NYS Standards
Assistant Superintendent for
Curriculum and Technology
Coordinator
June 2010 Resources readily available to
staff
Provide information about current,
networked, and centralized materials
through automated libraries
Library Media Specialists June 2010 Resources readily available to
staff
Identify critical needs areas where
technology would contribute significantly
to the achievement of objectives and
effective learning
Assistant Superintendent for
Curriculum
June 2010 An evaluation of District learning
priorities
Assist instructional staff with developing
classroom web pages that link to
resources, worksheets, and quizzes
Provide in-
district
workshops on
the creation of
web pages
Technology Committee June 2010 Published web pages
Technology Plan Page 24
ACTION PLAN
Increase productivity and improve communications for the instructional and administrative management of data.
Goal 3: Information Management
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Automate all libraries throughout the
district
Mandarin
training for
elementary
library media
specialists
Technology Coordinator and
Library Media Specialists
June 2010 All libraries are automated
Standardize on management applications Provide in-
district
workshops
Technology Coordinator June 2009 Trained staff utilizing
applications
Explore ways to improve the operating
and reporting processes in the following
areas: transportation, discipline,
athletic/activity eligibility, electronic
portfolios, and health information
Technology Coordinator June 2010 Completed recommendation sent
to central office administration
Technology Plan Page 25
ACTION PLAN
Improve access to technological resources in classrooms, libraries, labs, and offices.
Goal 4: Access
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Provide state-of-the-art equipment to
students, teachers, administrators, and
office staff to maximize student learning
and staff productivity
Board of Education and
Technology Coordinator
June 2010 Installed workstations and
software in each lab, library,
classroom, and office
Update the electronics at each school site WNYRIC and
Technology Coordinator
June 2010 Gigabyte backbone installed at
each site
Provide appropriate funds for
maintenance, repair, and technical support
Board of Education Ongoing Appropriate funds available
Explore before and after school
opportunities to increase student access
Technology Coordinator and
Technology Committee
June 2008 Developed a plan for increased
student access
Provide a networked server for storage of
password protected student data
Technology Coordinator and
Technology Committee
June 2009 Server was installed for student
use
Provide a networked server for storage of
password protected teacher data
Technology Coordinator and
Technology Committee
June 2009 Server was installed for teacher
use
Technology Plan Page 26
ACTION PLAN
Provide extensive staff development in technology to support curricular, instructional, and administrative functions.
Goal 5: Staff Development
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Recognize the desirability of technology
skills in effective job performance when
considering job candidates and when
evaluating staff
Assistant Superintendent for
Curriculum and Technology
Coordinator
June 2008 Evaluation of job candidates
includes technology skills as a
factor
Establish guidelines and specifications for
teacher training
Staff needs
evaluated,
workshops on
core
competencies
provided
Technology Coordinator and
Technology Committee
June 2008 Training in place
Develop a site-based network of peer
support to ensure that professional
development is readily available and
ongoing
Technology Coordinator and
Technology Committee
June 2009 Turnkey trainers and technology
mentors in place
Acquire quality training videos, software,
and manuals for use by staff
Technology Coordinator and
Technology Committee
June 2008 Materials readily accessible to
staff
Form user groups and join online listservs
as sources of continuing support
Provide in-
district
workshops on
telecommunicat
ion topics
Technology Coordinator June 2008 User groups formed and
accessible to all staff
Technology Plan Page 27
ACTION PLAN
Provide adequate support for technology users and for timely repair and maintenance of equipment.
Goal 6: Staffing
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Provide adequate staff to ensure daily
building-level support for technology
users
Board of Education and
Assistant Superintendent for
Curriculum
June 2010 Additional staff hired and trained
Continually train technology staff to
provide technical support and
maintenance on equipment
Provide in-
district
workshops on
support to
technology staff
Technology Coordinator June 2010 Reduced computer down time
Technology Plan Page 28
ACTION PLAN
Promote the use of effective educational software and on-line resources.
Goal 7: Software
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Establish district-adopted criteria and
standards of excellence for software
selection. Software that will be
extensively used should be previewed or
researched against these criteria
Technology Coordinator and
Technology Committee
June 2008 Software standards developed
Involve more instructional staff in
researching, evaluating, and piloting
software to ensure that selections are
aligned with curricular needs
Teachers will
be instructed on
key evaluation
criteria
Technology Coordinator and
Assistant Superintendent for
Curriculum
June 2010 More staff involved in the
planning process
Catalog software, manuals, and related
materials through automated library media
centers and make them easily available to
teachers and students
Library Media Specialists June 2010 Materials readily accessible to
staff
Formulate a policy regarding adherence to
software copyright laws and distribute this
information to all staff
Technology Committee June 2008 Policy adopted by Board
Technology Plan Page 29
ACTION PLAN
Evaluate and report the progress of the Technology Plan to ensure its successful implementation.
Goal 8: Program Implementation
Actions needed to achieve goal
Staff
Development
Person(s)
Responsible
Date each
action will be
completed
Indication of Success
Maintain an ongoing Technology
Committee consisting of teachers,
administrators, support staff, parents,
students, and community members
Technology Coordinator and
Technology Committee
June 2008 Technology Committee meetings
held quarterly
Monitor and evaluate student progress and
the effectiveness of the technology
program
Technology Coordinator and
Technology Committee
June 2010 Adopted rubrics that measure
program effectiveness
Report the progress of the Technology
Plan
Technology Coordinator and
Technology Committee
June 2009 Students, district staff, parents,
and Board members are informed
of the progress of the plan
Technology Plan Page 30
HARDWARE SCHEDULE
(3 Year Plan)
AREA
2007-2008
2008-2009
2009-2010
Elementary Classrooms
Drake
Ohio
Gilmore and Spruce
Middle School Classrooms
Middle School Teachers
High School Classrooms
High School Teachers
Library Media Centers
Middle School
Gilmore, Ohio and Spruce
Meadow and Drake
Computer Labs
HS Room 121
and Spruce Lab
HS Room 122 and 123
Business Labs
Middle School
General Lab
Administration
Offices—10 units
Offices—10 units
Offices—10 units
Technology Plan Page 31
COST SUMMARY
(3 Year Plan)
COST
2007-2008
2008-2009
2009-2010
Infrastructure
96,500
60,700
35,000
Hardware
Classrooms
Library Media Centers
Computer Labs
Administration
35,000
30,000
85,000
10,000
105,000
15,000
50,000
10,000
130,000
10,000
30,000
10,000
Staffing
2 Teaching Assistants
1 Keyboarding Teacher
.6 Technology Integrator
2 Network Support Staff
46,000
64,000
46,000
26,000
80,000
80,000
Curriculum
7,500
7,500
7,500
Software
36,208
39,830
43,811
Professional Development
29,000
29,000
29,000
Furniture
40,000
25,000
20,000
District Supplies
15,000
15,000
15,000
Repair
5,000
5,000
5,000
TOTAL
499,208
514,030
415,311
Technology Plan Page 32
INVENTORY OF EQUIPMENT AND SERVICES
Administration Building
Equipment, Software and
Services
Computer
Labs
Classrooms
Library
Media
Centers
Admin
Offices
Other
Locations
Planned Acquisitions
2007 -
2008
2008 -
2009
2009 -
2010
Computers
Desktops
Laptops
Number of computers listed
above that are internet ready
31
7
38
5
1
6
5
2
7
5
2
7
Peripheral Devices
Printers
Scanners
Projectors
Telephone Lines
21
2
2
60
3
0
0
0
0
0
1
0
2
0
0
0
Software
Microsoft Office XP
PerCom
On-line Applications
X
X
X
X
X
X
X
X
X
X
X
X
Network Equipment
Hubs
Switches
Servers
Rooms Wired for Internet
5
1
1
28
0
0
0
0
0
0
0
0
0
0
0
0
Appendix A
Technology Plan Page 33
INVENTORY OF EQUIPMENT AND SERVICES
High School
Equipment, Software and
Services
Computer
Labs
Classrooms
Library
Media
Centers
Admin
Offices
Other
Locations
Planned Acquisitions
2007 -
2008
2008 -
2009
2009 -
2010
Computers
Desktops
Laptops
Number of computers listed
above that are internet ready
142
1
143
153
0
153
30
0
30
61
5
66
80
2
82
30
0
30
120
2
122
5
2
7
Peripheral Devices
Printers
Scanners
Projectors
Telephone Lines
10
2
6
8
79
15
10
176
4
2
2
5
15
2
1
50
8
2
0
20
3
0
2
0
2
0
2
0
2
0
2
0
Software
Microsoft Office XP
PerCom
English Content Area
Foreign Language Content Area
Math and Science Content Area
Health, PE, and FACS Content Area
Social Studies Content Area
Career Development Content Area
Art Content Area
AutoCAD
Java
On-line Applications
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Network Equipment
Hubs
Switches
Servers
Rooms Wired for Internet
0
11
3
100
0
2
0
0
0
3
1
0
0
5
1
0
Technology Plan Page 34
INVENTORY OF EQUIPMENT AND SERVICES
Middle School
Equipment, Software and
Services
Computer
Labs
Classrooms
Library
Media
Centers
Admin
Offices
Other
Locations
Planned Acquisitions
2007 -
2008
2008 -
2009
2009 -
2010
Computers
Desktops
Laptops
Number of computers listed
above that are internet ready
32
0
32
134
0
94
30
0
30
17
0
17
20
2
22
30
1
31
5
1
6
100
2
102
Peripheral Devices
Printers
Scanners
Projectors
Telephone Lines
2
1
2
1
20
2
0
71
2
1
2
4
15
2
1
25
8
2
1
10
3
0
2
0
2
0
2
0
2
0
2
0
Software
Microsoft Office XP
PerCom
English Content Area
Foreign Language Content Area
Math and Science Content Area
Health, PE, and FACS Content Area
Social Studies Content Area
Career Development Content Area
Art Content Area
On-line Applications
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Network Equipment
Hubs
Switches
Servers
Rooms Wired for Internet
0
7
0
75
0
2
0
0
0
2
0
0
0
0
0
0
Technology Plan Page 35
INVENTORY OF EQUIPMENT AND SERVICES
Elementary Schools
Equipment, Software and
Services
Computer
Labs
Classrooms
Library
Media
Centers
Admin
Offices
Other
Locations
Planned Acquisitions
2007 -
2008
2008 -
2009
2009 -
2010
Computers
Desktops
Laptops
Number of computers listed
above that are internet ready
142
1
143
466
0
322
30
0
30
61
5
66
80
7
82
67
5
72
52
3
55
82
2
84
Peripheral Devices
Printers
Scanners
Projectors
Telephone Lines
10
3
5
5
201
15
0
262
10
2
10
10
15
2
1
50
10
7
2
50
5
0
2
0
5
0
2
0
5
0
2
0
Software
Microsoft Office XP
PerCom
Student Writing Center
Reading Content Area
Math and Science Content Area
Health, PE, and FACS Content Area
Social Studies Content Area
Art Content Area
On-line Applications
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Network Equipment
Hubs
Switches
Servers
Rooms Wired for Internet
0
11
0
172
0
5
0
0
0
3
1
0
0
2
1
0
Technology Plan Page 36
Appendix B
Technology Plan Page 37
Technology Plan Page 38
Technology Plan Page 39
Appendix C
Technology Plan Page 40
Technology Plan Page 41
Technology Survey Administered September 2006
1. Position Total Percent
Teacher, Teaching Assistant,
Classroom Assistant 358 83%
Administrator 11 3%
Library Media Specialist 5 1%
Guidance 10 2%
Support Staff and Other 46 11%
Total Respondents 430
2. Building Total Percent
High School 157 37%
Middle School 72 17%
Drake Elementary 47 11%
Gilmore Elementary 48 11%
Meadow Elementary 47 11%
Ohio Elementary 49 11%
Spruce Elementary 56 13%
Grant School 5 1%
District Office 11 3%
Total Respondents 430
3. If you are a teacher, teacher assistant, or classroom assistant, Total Percent
please select the primary grade levels taught.
PreK - 2 63 17%
3 - 5 96 26%
6 - 8 69 19%
9 - 12 136 37%
Total Respondents 364
4. How would you classify yourself? Total Percent
One who is using technology
and is able to help others
apply it. 194 45%
Appendix D
Technology Plan Page 42
One who would like to use
technology more but haven't
been able to. 209 49%
One who is still not convinced
that technology is of great
value. 14 3%
One who would prefer to
retire before having to use
technology. 13 3%
Total Respondents 430
5. If you are a teacher, teacher assistant, or classroom assistant, Total Percent
please select the department (subject area) taught.
All subjects (e. g. primary,
elementary, etc.) 101 27%
Art 10 3%
Business, Computers 9 2%
English 32 9%
Foreign Language 17 5%
Gifted Program 5 1%
Health 2 1%
Home and Careers 5 1%
Mathematics 29 8%
Music 14 4%
Physical Education 15 4%
Remedial Reading/Math 19 5%
Science 31 8%
Social Studies 31 8%
Special Education 59 16%
Speech 9 2%
Technology 5 1%
Other, please specify 15 4%
Total Respondents 368
(skipped this question) 62
6. Please select all the ways you use a computer. Total Percent
Word Processing 399 93%
Grade Book 156 37%
Technology Plan Page 43
Preparing instructional
materials (activity sheets,
puzzles, etc.) 316 74%
Preparing a presentation 186 44%
Navigating the Internet 348 81%
E-mail 389 91%
Instant Messaging 108 25%
Database/Spreadsheets for
records (addresses, phone
numbers, etc.) 190 44%
Blogs, wikis, and/or podcasts 18 4%
Webpage design 33 8%
Other, please specify 27 6%
Total Respondents 427
(skipped this question) 3
7. Are you familiar with the New York State Technology Standards? Total Percent
Yes 156 36%
No 274 64%
Total Respondents 430
8. Are you familiar with various teaching techniques that utilize technology? Total Percent
Yes 236 55%
No 194 45%
Total Respondents 430
9. What type of computer do you own? Total Percent
PC compatible 378 88%
Mac or Apple 56 13%
Game System (Nintendo,
Xbox, etc.) 53 12%
None 20 5%
Total Respondents 430
10. At school do you have access to all the technology hardware you need? Total Percent
Yes 193 45%
Technology Plan Page 44
I do not know what I need. 143 33%
If no, please elaborate 94 22%
Total Respondents 430
11. At school, do you have access to all the instructional software Total Percent
(including Internet sites) you need?
Yes 213 50%
I do not know what I need. 144 33%
If no, please elaborate 73 17%
Total Respondents 430
12. How would you describe the results of prior technology training Total Percent
sponsored by the district?
Beneficial - I would like it to
continue as it has been done
in the past. 161 37%
Mixed - some sessions have
helped and others have been a
waste of time. 147 34%
Of little value - the process
needs to be changed. 32 7%
I have not participated in
district-sponsored training. 90 21%
Total Respondents 430
13. Please select your preference from low to high on how you would be willing to receive computer training.
0 1 2 3 Response
Total
Response
Average
Staff development day 4% (16) 5% (22) 20% (83) 71% (294) 415 2.6
Release time half day 7% (27) 11% (43) 23% (90) 60% (236) 396 2.4
Release time full day 15% (57) 15% (57) 19% (70) 51% (192) 376 2.1
During an after-school faculty meeting 44% (158) 19% (68) 18% (66) 20% (71) 363 1.1
Before school sessions 66% (236) 19% (67) 8% (28) 8% (29) 360 0.6
Saturday sessions 78% (281) 8% (30) 7% (24) 7% (24) 359 0.4
Evening sessions 58% (214) 17% (61) 13% (48) 12% (44) 367 0.8
During department meetings 28% (103) 17% (61) 24% (89) 31% (112) 365 1.6
Summer sessions 39% (146) 14% (50) 24% (90) 23% (84) 370 1.3
During breaks (February or April) 77% (265) 12% (43) 6% (22) 5% (16) 346 0.4
Technology Plan Page 45
Mentoring by other staff who are
informed 16% (61) 17% (64) 33% (126) 34% (127) 378 1.8
Online training 34% (123) 21% (75) 23% (85) 22% (82) 365 1.3
Not at all 88% (245) 7% (19) 3% (9) 2% (7) 280 0.2
Total Respondents 430
14. Do you feel there is adequate technology support staff in your building to handle technical problems
and to cover the computer lab(s)? Total Percent
Yes 282 66%
If no, how can we do better? 148 34%
Total Respondents 430
15.
***Optional*** If you would like us to contact you concerning any technology issues, please feel free to
leave your name and building information. Also, any further comments or suggestions for technology
workshops would be greatly appreciated.
View responses to this question
Total Respondents 66
(skipped this question) 364
Technology Plan Page 46
NETS for Students
Technology Foundation Standards for All Students
The technology foundation standards for students are divided into six broad categories. Standards within each
category are to be introduced, reinforced, and mastered by students. These categories provide a framework for
linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can
use these standards and profiles as guidelines for planning technology-based activities in which students achieve
success in learning, communication, and life skills.
Technology Foundation Standards for Students
1. Basic operations and concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.
2. Social, ethical, and human issues
• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration,
personal pursuits, and productivity.
3. Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare
publications, and produce other creative works.
4. Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other
audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple
audiences.
5. Technology research tools
• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the
appropriateness for specific tasks.
6. Technology problem-solving and decision-making tools
• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.
Appendix E
Technology Plan Page 47
Appendix F
Technology Plan Page 48
Technology Plan Page 49
Appendix G
Technology Plan Page 50
Technology Evaluation Rubric
Indicators 1 2 3 4
Vision
Development
Awareness
No technology plan exists. A technology plan is being
developed with staff and
community input.
A technology plan exists and
efforts are being made to
build staff, student, and
broader community
awareness.
Staff, community, and
students help inform and
implement components of
the technology plan.
Technology Needs Assessment
Students
Parents and Community
Staff
No needs assessment
methods are conducted at
the school site.
Staff is surveyed to
determine hardware needs in
their classrooms.
Needs for all technology user
groups are assessed, but
reporting and planning is not
broadly shared with staff and
community.
A district-wide technology
needs assessment is
completed yearly and
aligned with school-wide
improvement criteria,
plans, and progress reports.
Technology Literacy
Systemic Instruction
Varied Resources
Equitable Access
Technology literacy skills
are not taught. Technology
resources are scarce with
limited access.
Some teachers teach
technology literacy skills.
Technology resources lack
depth and are not available to
all students.
The school or district has
adopted a technology literacy
skills curriculum and many
teachers use it. Technology
resources are varied and
comprehensive with access
available to most students.
All staff systematically
integrates technology
literacy skills into
instruction. Technology
resources are
comprehensive, providing
all students with depth,
diversity and regular
access.
Parental and Community Involvement
Hands-on training
Partnerships
Access to Technology
Infrastructure
Parents and community
members are not involved
in the school.
Sporadic and infrequent
parent-community
involvement exists in the
school.
A parent-community
involvement program exists,
but does not provide regular
support for and information
about technology.
The parent-community
integrates technology
regularly through hands-on
training, information
services, and access to the
school's technology
infrastructure.
Appendix H
Technology Plan Page 51
Indicators 1 2 3 4
Curriculum Integration
Lesson Integration
Levels of Use
Frequency of Use
One or more of the
following are in evidence:
• Technology is used
as a reward for
finished work
• Students use
technology to
practice things they
already know
Technology use is rare.
One or more of the following
are in evidence:
• Technology is
sometimes used to
support a lesson
• Students use
technology for
supplemental learning
Technology is used an
average of once a month.
Two or more of the
following are in evidence:
• Teachers often
consider some
technology tools
when planning
lessons
• Student technology
use includes
information
gathering, organizing,
and publishing in a
variety of media
Technology is used weekly.
All of the following are in
evidence:
• Teachers consider a
variety of
technology tools
when planning
• Students use
technology for
information
gathering,
organizing, and
multimedia
publishing
Technology use is part of
daily classroom routines.
Funding
Multiyear budget
Partnerships
Grants
Technology funding is
sporadic and mostly from
one-time money.
Funds for integrating
technology into the school
are limited on a year-to-year
basis. No partnerships exist.
Technology funding is
supported by regular,
categorical and special
program budgets.
Partnerships are being
developed. Funding from
outside sources has been
considered.
Permanent line items exist
in regular, categorical
and/or special program
budgets. Ongoing
partnerships exist. Funding
from outside sources exists.
Innovative Practices There are few opportunities
for staff to pilot new
hardware or software
applications. No budget is
available to promote pilots.
Some opportunities are
available for staff to pilot
new hardware and software
applications. Minimal funds
are available to support
pilots.
Many opportunities are
available to pilot new
hardware and software
applications. Some funds are
regularly allocated to support
pilots.
There is a systematic plan
to pilot new hardware and
software applications.
Budget is routinely
provided to support pilots.
Technology Plan Page 52
Indicators 1 2 3 4
Professional Development
Training Technology training rarely
occurs.
Some technology training is
provided. No needs
assessment was completed.
Technology training is
provided. Needs are
determined informally, and
professional development is
based on assessment findings.
Technology training occurs
on an ongoing basis and
follow-up support exists.
All staff and partners are
routinely asked to
determine areas of need.
Paperless information system Administrative systems are
available for administrators
only.
Administrative systems are
available for administrators
and some staff. Staff has not
integrated them into regular
practice.
Administrative systems are
available for administrators
and all staff. Some paperless
systems are in place.
The daily use of the
administrative systems is
required for all staff and
student guardians. Many
paper reports are available
electronically through a
wide-area network.
Technical support No technology support is
available.
Volunteers or part-time staff
provides sporadic technical
support.
Technology support is
provided by two or more of
the following:
• School-level technical
staff
• District-level
technology
coordinator
• Technical consultants
A user group that meets
occasionally to provide onsite
technical assistance.
Technology support is
provided in a timely
manner by:
• School-level
technical staff
• District-level
technology
coordinator
A technology user group
composed of teachers,
students, parents, and
community members who
regularly provide
leadership and hands-on
assistance.
Technology Plan Page 53
Indicators 1 2 3 4
Infrastructure
Policies and Procedures No technology policies and
procedures exist.
Technology policies and
procedures are in the process
of being developed.
Technology policies and
procedures exist. Efforts are
being made to implement and
educate staff and students
about them.
Staff and students are
informed about and are
implementing technology
policies and procedures.
Software audits are
conducted annually to
ensure copyright
compliance.
Networking No network or Internet
access exists. No network
support exists.
Some networking or Internet
access is provided.
Volunteers or part-time
employees provide network
support and maintenance.
Networking and Internet
access exists in some
classrooms and libraries.
Designated school staff
support and maintain
networks.
Networking and Internet
access exist in all
classrooms and other
instructional spaces. The
district supports and
maintains networks.
Security No hardware or desktop
security is in place. No
backup procedure exists.
Desktop or hardware security
is provided sporadically.
Backup procedures are lax.
The school or district has
policies and standards for
hardware and desktop
security.
Hardware and desktop
security standards are
adopted and implemented
throughout the building(s).
Backup procedures are
strictly adhered to and
regularly monitored.
Standards for Hardware and
Software
There are no standards for
software or hardware in the
school.
Software and hardware
standards are being
developed for use in the
school.
Some standards for hardware
and/or software have been
adopted in the school.
Standards for hardware and
software are used in the
school and are reviewed
regularly for continuity
with curricular goals.
Technology Plan Page 54
Indicators 1 2 3 4
Evaluation
Meeting Needs and Goals No assessment or
evaluation strategies are in
place in the school or
district.
Some teachers assess their
students' and their own use of
technology quantitatively.
Quantitative school-wide
assessment of student and
staff use of technology is
conducted, and results are
used to refine the school-
wide technology plan.
An annual report
quantitatively and
qualitatively outlines results
from school-wide use of
technology to refine the
school improvement and
technology plans.
Learning Outcomes Outcomes from technology
uses are unidentified.
Outcomes are not directly
attributable to technology
usage.
Some indication of
technology-enhanced
learning outcomes is reported
in teacher records.
A clear correlation between
learning outcomes and
technology usage is well
documented throughout the
school or district.