west hartford public schoolswhps.sharpschool.net/userfiles/servers/server_2241129... · 2012. 3....

West Hartford Public Schools

Key Findings and Recommendations Report

Submitted by:

Center for Educational Leadership and Technology (CELT) 65 W Boston Post Road

Suite 200 Marlborough, MA 01752

Tel. (508) 624-4474

January 10, 2012

West Hartford Public Schools Chapter 1: Introduction


2011 Center for Educational Leadership and Technology (CELT) Page 1

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1.0 Study Design

“If we take time to reflect together on who we are and who we choose to become, we will be led to territory where change originates.”

—Margaret Wheatley, Myron Kellner-Rogers

1.1 Purpose of the Assessment

For the West Hartford Public Schools (WHPS), technology planning is the culmination of a series of strategic steps that have been undertaken in the school district. WHPS is in the process of developing a strategic plan and seeks to align their technology goals to this plan. To clearly define the starting point, the school district seeks assistance with assessing the use of technology throughout the district so that they may better understand and address how technology can make a difference in the effective and efficient operation of the schools and the central office.

The Center for Educational Leadership and Technology (CELT), a nationally recognized IT architect and learning/business systems integrator with headquarters in Massachusetts and several regional offices throughout the United States, will conduct the technology assessment and planning effort. Under the supervision of Superintendent, Dr. Karen List, the project team will be guided by advice and assistance from Tom Moore, Assistant Superintendent for Administration; Jeri Van Leer, Supervisor, Library Media Services and Information Technology; and Pat Drago, Supervisor, Technical Education and Information Technology.

The overall goal for the study is to ensure the alignment of West Hartford’s information technology system with the school district’s vision and goals for teaching and learning in the 21st century. In order to achieve this objective, the study has been divided into three phases. During the first phase, the CELT team will work with school district staff to perform comprehensive information gathering that focuses on the diverse needs of learners and decision makers throughout the WHPS. Using site visitations, focus groups, key stakeholder interviews, document reviews, surveys, inventories, and other strategies, an accurate profile of the current status and impact of technology in schools will be developed. The second stage will address key findings derived from the information gathered and offer research and experience-based recommendations that deal with important learning and administrative issues. The third stage of the planning process will focus on the development of a five-year, web-based technology blueprint that offers guidelines in such areas as curriculum integration, professional development, communications and network infrastructure, decision support, staffing, security, maintenance, implementation, and funding.




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This planning effort will assist school and school district staff in identifying new ways to help schools provide every student with the most appropriate learning technology resources and contemporary learning opportunities. It will also make information available to assist the Board of Education leadership in making timely, informed, student-centered decisions. The outcomes of the project will underscore the major benefits of information technology for students, parents, and teachers as well as document the potential impact of 21st century technology skills on economic development.

1.2 Organizational Structure for the Project

The Center for Educational Leadership and Technology, in collaboration with West Hartford Public Schools (WHPS) personnel, developed the following organizational design to conduct this study. Figure 1 shows the project organizational chart. Figure 2 shows the composition of the project review teams.




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Figure 1. Project Organization Structure




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Figure 2. Project Review Teams




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1.3 Information Planning Model

CELT uses a planning model validated by the United States Department of Education. The planning process entails a set of integrated data collection and analysis techniques that enable CELT to present information and findings systematically and validate them through interactive processes with key stakeholders. Figure 3 below displays the flow of the planning process from the initial stages of the technology audit and needs analysis, through installation and training.

Detailed

Implementation

Plans, Budget,

and Funding

Strategy

Design Specifications

and Procurement

* Implementation,Training, and Support

Needs

Analysis

Curriculum and

Business Audit

Strategic

Technology

Design

Decisions and

Framework

IT Program

Recommendations

Organizational

Structure

* Includes Pilot, Demonstration, and Strategies

Revisions

and

Modifications

Assess Impact on

Learning for Students,

Staff, and Community

Monitoring

and

Evaluation

Information

Technology Blueprint

District Vision and

Strategic Plan

Detailed

Implementation

Plans, Budget,

and Funding

Strategy


and Procurement


Needs

Analysis

Curriculum and

Business Audit

Strategic

Technology

Design

Decisions and

Framework

IT Program

Recommendations

Organizational

Structure

* Includes Pilot, Demonstration, and Broadscale (full) ImplementationStrategies

Revisions

and

Modifications

Assess Impact on



Monitoring

and

Evaluation

Information


District Vision and

Strategic Plan

Phase 1

Phase 2

Phase 3

Detailed

Implementation

Plans, Budget,

and Funding

Strategy


and Procurement


Needs

Analysis

Curriculum and

Business Audit

Strategic

Technology

Design

Decisions and

Framework

IT Program

Recommendations

Organizational

Structure

* Includes Pilot, Demonstration, and Strategies

Revisions

and

Modifications

Assess Impact on



Monitoring

and

Evaluation

Information


District Vision and

Strategic Plan

Detailed

Implementation

Plans, Budget,

and Funding

Strategy


and Procurement


Needs

Analysis

Curriculum and

Business Audit

Strategic

Technology

Design

Decisions and

Framework

IT Program

Recommendations

Organizational

Structure

* Includes Pilot, Demonstration, and Broadscale (full) ImplementationStrategies

Revisions

and

Modifications

Assess Impact on



Monitoring

and

Evaluation

Information


District Vision and

Strategic Plan

Phase 1

Phase 2

Phase 3

Figure 3. IT Architectural Approach from Planning to Implementation Results




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1.4 Research Methodology

Overview

CELT subscribes to a methodological approach that combines both qualitative and quantitative elements. By synthesizing the two, CELT conducted an assessment of the information technology needs in WHPS that was comprehensive in both breadth and depth. The breadth was attained through quantitative measures designed to gain a generalized understanding of information technology across the school district. Depth was achieved through a variety of qualitative methods that included conducting focus-group sessions, interviewing key stakeholders, reviewing WHPS documents, and performing site visitations. These components served to provide a detailed view of the information technology needs of certain individuals, groups, schools, and departments. The combination of these methodologies provided a broad overview of information technology needs while offering an understanding of the diversity of individual voices within the district.

Quantitative Methods

The quantitative portion of the audit consisted primarily of document and inventory review, analysis of previous planning documents, and results from recent school district surveys.

Document and Inventory Review – Numerous existing documents were obtained from the district to provide recent background on the availability and use of technology. The CELT team reviewed these documents to provide additional data, as well as clarification on current status. (See Appendix A on pages 9-13)

Upon collection, an analysis of quantitative data resulted in the generation of an extensive set of descriptive data.

Qualitative Methods

Qualitative data were gathered using a variety of approaches listed below:

Key Stakeholder Interviews—Over 10 in-depth interviews were conducted with numerous leaders in the WHPS education community and the municipality, including board members, the superintendent, assistant superintendents, directors, town manager, and department heads. Interviewees responsible for areas such as district administration, human resources, professional development, finance, curriculum and assessment, Board of Education, management, and technology support services responded to questions as they related to their specific




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roles within the school district. These interviews allowed further identification and understanding of each individual’s opinion regarding the implementation and use of technology.

Focus Groups— Five topical focus groups allowed members of the school community to offer their views on numerous issues and topics. In each of the sessions, twelve to fifteen stakeholders gathered to provide perspectives on the current status of technology and future objectives based upon their own unique experiences. Included in focus groups were principals, technology support staff, counselors, student support personnel, teachers from various grade levels, clerical and support staff, administrators, central office staff, parents, and students.

Site Visits— Ten site visits were conducted across the school district including both high schools, all three middle schools, four elementary schools, and the public library. These inquiry-based visits were designed to generate information from several perspectives regarding the use of administrative applications and communications infrastructure in the main office, schools, and classrooms. Investigators collected information from each building on available technology, network response time, administrative uses of technology, staff development, and technical support.

This extensive collection of qualitative data offered valuable information from a wide sampling of both individuals and groups of individuals who have a stake in WHPS’ technology decision making. Although the quantitative data obtained from audit reports and other sources uncovers patterns that initiate the formulation of recommendations, the extensive qualitative data provide a critical perspective for CELT staff, ensuring that forthcoming recommendations and implementation approaches are both applicable and useful to all stakeholders.

1.5 Document Structure

The remainder of this document describes a set of initial key findings and preliminary recommendations for the following areas:

Curriculum and Assessment

Teaching and Learning Technologies

Learning Environments and School Facilities

IT Organizational Development and Staffing

Staff Development and Human Resources Management

Standards, Procurement, Maintenance, and Asset Management

Policies, Procedure, Security, and Safety




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District-, School-, and Program-Level Planning

Administrative and Productivity Systems

Decision Support and Accountability Systems

Communications and Network Infrastructure

Community/Home Access and Participation

IT Monitoring, Evaluation Programs, and Implementation Strategies

Budget, Funding Sources, and Total Cost of Ownership (TCO)




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Appendix A: Documents Reviewed

The following documents were used in preparing this document.

1991 BOE Mainframe - LAN Transition Plan.ppt

1992 Technology Strategic Plan.ppt

1995 A BOE Technology Integration Update.ppt

1995 B Middle School Technology Project.ppt

1997 TEL-ED-97 Natl Conf - Smith Elem Technology Model.ppt

2010 Secondary WHPS subscriptions.doc

2010-2011_LM Curriculum Grades PreK-5-DRAFT 2011.docx

2011-12 Board of Education CIP.pdf

2011-12BudgetBook.pdf

2011-12ExecutiveSummary.pdf

2011-12highlights.pdf

5-year plan 2007-2012 with revisions 6-30-08.doc

About the Film Library.doc

Administrative Applications Summary WHPS.docx

Administrative_Guidelines_LMC_TOC2-REPAIRED.doc

Administrative Guidelines for Use of Technology.pdf

AYP results Sep 21, 2010.pdf

Blueprint for Internet Elementary.doc

Blueprint for Internet Secondary.doc

Cafesystem.PDF

CEU Highlights.pdf

CIP_Proposed_2012-2023.pdf

Citing Sources-Creating a NoodleBib Account.doc

Classroom of the Future 1-2004.ppt

CMT, CAPT results Sep 21, 2010.pdf

Communication and Network Infrastructure Summary.docx

Computer InventoryFEB2011.xlsx

Conard SDP 2010-11 final.docx

Content Area Software Secondary.docx

Copyright and Fair Use.doc

CSI Calendar 10-11 FINAL 6-4-10.pdf




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CSI Guidelines for 2008-2009.doc

CSI Guidelines for 2009-2010.doc

Curriculum Vertical Team 5th Year Presentation and Indicators

cyber compass bookmark1.pdf

Decision Support and Accountability Systems summary.docx

Designing Effective Assignments 2010.doc

DIP 2010-11 MASTER DRAFT 12.21.10.pdf

District Master Job Shadow-Internship List CELT.xls

Duffy Development Plan for Continuous Improvement 2008-11 updated 03.31.11.doc

Elementary School Network Software.pdf

Elementary Testing Calendar 2010-2011- 6-3.pdf

Erate2008.PDF

Erate2009.PDF

Erate2010.PDF

erate2011.PDF

eReader Questions to ask before purchase.pdf

ES Aiken 2010.pdf

ES Braeburn 2010.pdf

ES Bugbee 2010.pdf

ES Charter Oak 2010.pdf

ES Duffy 2010.pdf

ES Morley 2010.pdf

ES Norfeldt 2010.pdf

ES Smith 2010.pdf

ES Webster Hill 2010.pdf

ES Whiting Lane 2010.pdf

ES Wolcott 2010.pdf

Explanation of the Purpose and Philosophy of CSI.pdf

Fd Svcs - CafeTechSurvey511 completed.doc

Five Year Curriculum Review and Renewal Plan

Form I NT-Assessment.doc

Form I PGO.doc

Form II Obs.Sum.Form.doc

Form III NT-Assessment.doc

Form III-PGO.doc

Form IV NT-Assessment.doc




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Form IV-PGO.doc

GECDL Brochure p1.pdf

GECDL Brochure p2.pdf

grade_1___internet_awareness_and.pdf

grade_2_internet_safety_and_awar.pdf

grade_3_internet_awareness_and_s.pdf

grade_4__internet_awareness_and.pdf

grade_5 internet awareness.pdf

Hall HS School Development Plan - Goal Two.doc

Hall HS School Development Plan goal one.doc

High School ap, sat - Oct 5, 2010.pdf

High School Network Software.pdf

HS Conard 2010.pdf

HS Hall 2010.pdf

iCONN Flyer 2010.pdf

Info Tech Specialist.doc

Info. Tech. & Repair Spec..doc

Information Technology Department.pdf

Internet Safety Vocabulary k-5 .doc

IT Assistant Part-Time.doc

IT Budget 2010-11 Dept GridREV.xls

IT Central Budget 2011-12.xlsx

ITBUDGET0910.xls

Job Description-Lori Siriano.doc

K-5 Student Guidelines for Educational Technology.pdf

kindergarten_internet_awareness.pdf

KPM obj. setting memo.doc

Limitations on the Use of Films in the Classroom.doc

LM Curriculum_Grades 6-12 -DRAFT 2011.docx

media contacts for 10-11.doc

Middle School Network Software.pdf

MS Bristow 2010.pdf

MS King Philip 2010.pdf

Network Administrator.doc

Network Coordinator.doc

new mission2010 final1.pdf




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NT Rec.Form.doc

Objective Assignment Sheet_ NT-Assessment p.33.doc

Objective Assignment Sheet_PGO p.34.doc

PC Quick Key Guide.doc

PC Quick Overveiw.doc

PLACE.pdf

Prof. Dev-Curriculm.doc

Program Budget 2010-2011.pdf

Recognition of Religious Holidays 6-30-08.doc

Rubric for Rigorous and Relevant Curriculum

Sample CMT Reports.pdf

School Development Plan WHITING LANE 1.18.11.doc

Secondary Testing Calendar 2010-2011.pdf

SIP 2010-11 BRAEBURN DRAFT.doc

SIP 2010-11 BRISTOW DRAFT.doc

STUDENT PERSONAL INFORMATION WEB RELEASE - sample.doc

StudentResponseSystems.pdf

Superintendent'sbudgetpresentation2011-12.pdf

Supervisory Guide for Internet and Computer Usage.pdf

Systems Analyst.doc

Teacher Evaluation Program Document.doc

Teacher Job Application.PDF

teachersguide.pdf

Technology Assistant-TEMP.doc

Technology Competencies and Procedures Final 9-2006.doc

Technology Grant Proposals - summary.docx

Textbook Procedures.doc

Timeline2011-12.pdf

Townwide CSI Series.pdf

Welcome to Your Desktop-elem.doc

Welcome to Your Desktop-secondary.doc

WH Police Dept Grade 5 Lesson 2009.doc

WHPS - Example of Demarcation GIGe.jpg

WHPS AT Referral Process 08.doc

WHPS Computer Standard Systems 3-1-2011.pdf

WHPS eReaders 3-1-2011.pdf




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WHPS Guidelines for Publishing Student Information.doc

WHPS IEP Develop and Assist Tech memo.doc

WHPS Interactive WhiteBoards 3-23-2011.pdf

WHPS major tech vendors.docx

WHPS Online Resources.pdf

WHPS Technology Peripherals list 3-23-2011.pdf

WHPS Website - Newsletter samples.docx

WHPS website & student names.doc

WHPS WeeklyPerformanceData.xls

WHPS-Financial Information System Survey completed.doc

WHPS-Library Information System Survey completed.doc

WHPSNetMap.ppt

WHPSPerformanceData.xls

WHPS-SIS Attendance Accounting Survey completed.docx

WHPS-SIS Grade Reporting Survey completed.docx

WHPS-SIS Needs Assessment Survey completed.docx

WHPSSwitchInv - 2011.xls

WHPSTechEdPlan2009-12.pdf

WHPSTechEdPlan2009-12.pdf

www.cybercompass.org.pdf




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Appendix B: Acronym List

The following acronyms are used in this document.

AD – Active Directory

AUP – Acceptable Use Policy

BoE – Board of Education

BYOT – Bring Your Own Technology

CAPT – Connecticut Academic Performance Test

CaTS – Communication and Technology Services (Department)

CCSS – Common Core State Standards

CIP – Capital Improvement Projects

CELT – Center for Educational Leadership and Technology

CEN – Connecticut Education Network

CEUs – Continuing Education Units

CI – Configuration Item

CMT – Connecticut Mastery Tests

CoSN – Consortium for School Networking

CPDC – Curriculum and Professional Development Council

CDLM – Curriculum Development and Learning Management

CREC – Capital Region Education Council

CSI – Curriculum-Specific Initiatives

CTE – Career and Technical Education

CTREAP – Connecticut Regional Applicant and Placement Program

DBO – Digital Backoffice

DNS –Domain Name System

DHCP – Dynamic Host Configuration Protocol

ERP – Enterprise Resource Planning

ESOL – English for Speakers of Other Languages

HR – Human Resources

HVAC – Heating, Ventilation, and Air Conditioning

ICT – Information and Communication Technology Literacy

IEP – Individualized Education Plan

IIS – Internet Information Service

IP— Internet Protocol

ITRC – Information and Technology Resource Coordinator




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ITIL – Information Technology Infrastructure Library

LMC – Library Media Center

LAN – Local Area Network

LMS – Library Media Specialist

MAN – Metropolitan Area Network

MFN – Metropolitan Fiber Network

NETS·T – National Educational Technology Standards for Teachers

NISP – Network and Information Security plan

NMS – Network Management System

NOC – Network Operations Center

POE – Power-over-Ethernet

POTS – Plain Old Telephone Service

PMO – Project Management Office

PMOC – Project Management Oversight Committee

RFP – Request for Proposals

QuEST – Question Understand Explore Search Think (Gifted and Talented Program)

ROI – Return on Investment

SC – Standard Connector

SERC – Special Education Resource Center

SIF – School Interoperability Frameworks

SIS – Student Information System

SLD – Schools and Libraries Division

SMTP – Simple Network Management Protocol

TAs – Teaching Assistants

TCO – Total Cost of Ownership

VoIP – Voice over Internet Protocol

WHPS – West Hartford Public Schools

WAN – Wide Area Network

WLAN – Wireless Local Area Network

West Hartford Public Schools Chapter 2: Curriculum and Assessment


© 2011 Center for Educational Leadership and Technology (CELT) Page 8 FINAL DRAFT

2.0 Curriculum and Assessment

“Better learning will not come from finding better ways for the teacher to instruct but from giving the learner better opportunities to construct.”

—Seymour Papert, Professor Emeritus, MIT Media Lab

The Curriculum and Assessment chapter focuses on the role of technology resources to enhance the delivery of curriculum content and the attainment of student outcomes, and supports assessment of student achievement. The integration of scientifically researched teaching and learning technologies into the curriculum enables students and teachers to learn in ways not available without these resources. To maximize the potential of these resources, all students must attain and demonstrate mastery of prescribed technology standards. The introduction, practice, and mastery of these standards must be woven throughout the grade levels and across all disciplines.

Technology resources will be deployed to assist teachers with the development and delivery of assessments, the organization and analysis of assessment data, and the delivery of instruction that matches the learning needs of aggregated and disaggregated groups of learners. Instructional management tools are required to link content and standards with assessments, student academic achievement, and teaching and learning resources.

The subtopics within this chapter include:

Student Technology Standards

Curriculum and Technology Integration

Student Assessment, Reporting, and Evaluation

Curriculum Development and Learning Management





Key Findings Initial Recommendations Comments

2.1 Student Technology Standards

Technology Competencies

1. The Connecticut Commission for Educational Technology has developed student computer technology standards of learning for grades PK–4, 5–8, and 9–12. The standards focus on six areas: Basic Operations and Concepts; Social, Ethical, and Human Issues; Technology Productivity Tools; Technology Communications Tools; Technology Research Tools; and Technology Problem-Solving and Decision-Making Tools. The current standards are at least 12 years old.

As a school district, WHPS has adopted the Connecticut Student Technology Competencies and NET*S standards. Also, WHPS has a working draft of K–5 Student Guidelines for Educational Technology. Although the guidelines are organized in the six-part structure described above, they appear quite dated as they refer to “diskettes.”

Note: CT adopted the Common Core State Standards (CCSS) in July of 2010. Technology competencies are integrated within the CCSS. It is not clear when the state or school district will fully embrace these standards.

a. Update Student Expectations for Educational Technology and increase awareness of the student computer technology standards of learning for grades PK–12. Provide opportunities for students throughout the school district to practice and master them through integration with classroom instruction.

2. The evidence does not support the existence of a formal scope and sequence for student computer technology competencies. At least one school has developed its own scope and sequence.

b. Establish and disseminate a formal scope and sequence for student technology competencies, which is integrated across all content areas and includes district-wide monitoring. Integrate a technology (cont.)






2.2 Student Technology Standards (continued)

Technology Competencies (continued)

(cont.) component in project-based assessments to ensure that students demonstrate mastery.

3. WHPS has a three-part technology competency high school graduation requirement, which includes students creating a.) a word processing or desktop publishing document, b.) a spreadsheet or database, and c.) a multimedia project. It appears that the rubrics have not been revised for some time. These competencies are integrated into the coursework for 9th and 10th grades and include a formal grading rubric. At least in social studies, it appears that some teachers do not use the rubric and instead sign off that the student has completed the research paper.

c. Continue to implement the technology competency requirement for high school graduation. Revise the rubrics (and require teachers to use them) to ensure that they are updated and measure current skills. Schedule periodic review cycles for the rubrics. Consider highlighting exemplars of student work on the individual school and school district websites.

Information and Communication Technology (ICT) Literacy

4. Information literacy skills are taught at all levels through the library media program. Classes focus on research at all levels and students are taught search strategies, how to cite sources, and to avoid plagiarism. NetTrekker is used as a search site at the elementary level. NoodleBib is used for citations. The health curriculum addresses Internet safety and cyberbullying.

d. Continue to implement strategies to ensure that all students completing grade eight have demonstrated ICT literacy skills.






2.3 Curriculum and Technology Integration

Integration Strategies (Scope and Sequence)

5. While there are pockets of best practice throughout the school district, technology competencies are not integrated into the curriculum in WHPS. This is likely due to the fact that not all teachers have adequate access to computers. In middle and high schools, teachers have the opportunity to sign up for time in the library media centers, where the library media specialist works with teachers to plan a technology-rich lesson and then co-teaches the lesson with the classes. Unfortunately, not all library media specialists have regular access to students. In elementary schools, while many teachers have the opportunity to sign up for time in the library media centers, the library media specialist often provides release time coverage for the classroom teacher to attend grade level or data team meetings. Opportunities for planning and co-teaching are minimal.

e. Given adequate access to student computers, classroom teachers should be able to embrace strategies modeled by the library media specialist and implement them in their own classrooms. See recommendation b: Formal Scope and Sequence.

f. As the core curriculum is updated for grades K-12, embed research/information literacy skills to ensure that all students are receiving them.

Linking Education Reforms and Technology

6. The state and school district have adopted specific technology-enhanced programs to improve instruction, including BrainPop, and Tumblebooks for K-5 students. While Discovery Education™ STREAMING is used by some middle and high school students,

g. Conduct an ongoing evaluation of school district-wide technology-enhanced programs for efficacy. Discontinue subscriptions of resources that do not meet the needs of students and teachers.






Linking Education Reforms and Technology (continued)

Continued from previous page.

Funding is at the discretion of schools and departments.


g. Standardize use of instructional resources like Discovery Education from K-12 from a district level so that students at the same grade level across the district have equal access to this resource.

Continue to evaluate new and emerging technology-enhanced programs for efficacy. Subscribe and promote the programs with the greatest value. Define the process for recommending tools for grade level adoption.

7. WHPS focuses on the curriculum that supports the CT State Standards and reinforces this through the use of academic support software such as Kidspiration (K–3), Timeliner (K–5), The Graph Club (K-5), and Inspiration (2–12).

h. Continue to evaluate new and emerging academic support software for efficacy. Define the people and processes for evaluating new and emerging technology enhanced programs. Purchase and provide professional development for the applications with the greatest value.

2.4 Student Assessment, Reporting, and Evaluation

School District Assessment Instruments

8. The school district currently administers the following student assessments:

AIMSweb Reading Benchmarking (PK–5)

Progress monitoring also in place for some students

ESOL LAS Links (K–12)

i. Continue to investigate and deploy strategies that will enable classroom teachers to conduct periodic assessments online, thus shortening the time it takes to garner results that inform instructional planning while reducing administration costs.






School District Assessment Instruments (continued)


School district-developed Interim Mathematics Assessments (K–5)

School district-developed Interim Literacy Assessments (K–5)

Connecticut Common Interim Assessments in Mathematics (6–10)

Connecticut Common Interim Assessments in Reading (6–10)

Connecticut Mastery Test (CMT) o Mathematics (Grades 3–8) o Reading (Grades 3–8) o Writing (Grades 3–8) o Science (Grades 5 and 8)

Connecticut Academic Performance Test (Grade 10: Mathematics, Science, Reading Across the Disciplines, and Writing Across the Disciplines)

Note: In 2015 CT will mandate all state testing to be online. In the spring of 2011, students requiring certain accommodations, such as a word processor, tested online.


9. Elementary teachers administer the AIMSweb assessments on paper and then manually enter the data into AIMSweb, at which time it is available immediately for analysis. Middle and high school teachers do not have a tool to conduct progress monitoring for reading and math. (cont.)

j. Review all school-based data teams and their impact upon teacher support and student achievement. Offer professional development opportunities across schools and share best practices among data teams.






School District Assessment Instruments (continued)

(cont.) State testing data is available to school administrators and counselors via the state’s secure website. The website allows data analysis. Additionally, each school has a defined data team charged with reviewing and analyzing student data and identifying opportunities for improvement. These teams are not well established at all schools; therefore, their effectiveness varies.

k. Explore the option of rolling out AIMSweb at the middle and high school level for progress monitoring for reading. The AIMSweb tool is used at these levels elsewhere in the country. Consider including middle and high school levels in the elementary rollout of the math components of AIMSweb during the 2011-2012 school year.

Classroom Assessment Models

10. Teachers in the school district do not appear to be using technology-based assessment or portfolio models. This is most likely due to the limitations of the current network. There is an interest in using blogs and wikis for assessment, but the current network would not provide the opportunity for this. It is anticipated that with SharpSchool and GoogleDocs, this will change.

l. Investigate, explore, and pilot technology-based assessment models, including electronic portfolios, to determine those best suited for primary, elementary, middle, and high school audiences. Then offer professional development opportunities and share best practices.

Technology Supported Assessment Strategies

11. In the fall of 2010, the school district implemented PowerSchool as its student information system. PowerSchool has an electronic gradebook module, which teachers began using. On April 25, 2011, the school district opened the portal for middle and high school parents as a pilot. At the time of writing, no issues were reported with its launch. Portal access for secondary students is part of the rollout schedule. (cont.)

m. As part of the PowerSchool Parent Portal rollout, conduct a parent survey to determine its effectiveness. Among other things, examine the overall percentage of parents who have created an account, the frequency and duration of parent access, and any technical problems parents encounter during their experience. (cont.)






Technology Supported Assessment Strategies (continued)

(cont.) The parent portal launch was accompanied with several supporting documents, including a letter from the Assistant Superintendent for Administration, and instructions (a) for setting up an account, (b) if you forget your username and password, and (c) for accessing information. At the elementary level, reports are still administered in paper format. Teachers are not required to use the gradebook.

(cont.) Discover which parents have never accessed the portal or who access it infrequently and determine the reasons why. Continue to disseminate information about the portal to all families who are new to the school district and those who have not used it. Implement plans to open the PowerSchool portal for the elementary school (and require teachers to use the gradebook) as well as for students.

2.5 Curriculum Development and Learning Management

Curriculum Improvement Planning

12. WHPS is currently in the process of conducting a major revision to its curriculum mapping.

n. Identify a site for online collaboration to facilitate curriculum development.

12. WHPS is not using technology systems and/or curriculum databases to support the curriculum improvement process within the school district.

As previously mentioned, WHPS subscribes to the “Model of Continuous Improvement” and updates the curriculum on a scheduled review cycle. Currently, the curriculum is only disseminated to teachers in print form. An online curriculum repository is in development. It will house .PDF versions of the curriculum documents.

n. Conduct a needs assessment and, based on the results, define the process and requirements for a curriculum management system. This system would house lesson plans and resources to ensure consistency throughout the school district. This is most critical for transient students who migrate between schools during the year.






Instructional Improvement Systems

13. WHPS has at least two electronic resources to guide instruction through the use of data: AIMSweb and Pearson Inform. This past year WHPS implemented the elementary reading portion of AIMSweb, a benchmark and progress monitoring system. Teachers collect student data and then manually enter online for immediate data analysis. The school district plans to pilot the elementary math portion in the 2011-2012 school year. In response to principals’ request for a data analysis tool, the school district purchased Pearson INFORM, which integrates with PowerSchool. It does not appear that the school district and schools are maximizing the full value of INFORM and possibly AIMSweb too. Both resources appear to be underutilized.

o. Form a task force of users and stakeholders to list the issues that appear to be limitations of the systems. Contact vendors to determine whether these are features or limitations. Enroll users in training as necessary.

In the interim a decision has been made to discontinue Pearson Inform.

West Hartford Public Schools Chapter 3: Teaching and Learning Technologies



3.0 Teaching and Learning Technologies

“Teachers and students are transforming what can be done in schools by using technology to access primary resources, expose our students to a variety of perspectives, and enhance the overall learning experience through multimedia, simulations, and interactive software.”

—Introductory letter by Rod Paige, Secretary, U.S. Department of Education in: Toward a New Golden Age in American Education, National Education Technology Plan 2004

The Teaching and Learning Technologies chapter focuses on the types of technology-based teaching and learning resources available to West Hartford Public Schools (WHPS) teachers, students, and community members. Specifically, instructional software applications and subscription services available throughout the school district are reviewed. Access and equity are also analyzed from the perspective of technology-based solutions to provide equitable access to teaching and learning resources for all WHPS students. The role and potential of information and technology resource centers (library/media) is also reviewed. The role and potential of information and technology resource centers (library media) in providing current research resources and developing information and communication technology skills is included.

The subtopics within this section include:

Instructional Applications and Digital Content

Technology Utilization

Special Populations

Information and Technology Resource Centers (Libraries/Media Resource Centers, LMCs)




3. Teaching and Learning Technologies


3.1 Instructional Applications and Digital Content

Classroom Applications and Digital Resources

1. Microsoft Office 2003, 2007, or 2010 is installed on every computer in WHPS, but not necessarily the compatibility module. Additional instructional applications are defined by grade level (PK–5, 6-8, and 9–12). There is an extensive list of software available on the elementary network, which is installed upon request.

The PK–5 software titles include:

The Graph Club

Kidspiration

Scholastic’s Reading Counts!

Type to Learn

The 6–8 software titles include:

Photo Story

Type to Learn

The 9–12 software titles include:

Photo Story

Picasa

The software inventory is disseminated via the school district website and in the new teacher orientation packet. During the 2010-2011 school year, an assessment was conducted to determine which applications teachers use and which applications they would like to receive professional development on.

a. Expand dissemination of software resources by implementing a web-based instructional clearinghouse with all of the resources for instructional use that includes the ability:

to search by multiple variables (title, grade level, subject area);

to add comments (when a resource is most effective, issues, learning style);

to be used by both teachers and

administrators.

Such a system will assist vertical teams in their planning efforts.

Ensure that software that is listed is compatible with the current version of the operating system.

b. Establish a cycle to review and update the software inventory. After examining recently collected data on software usage, begin to discontinue use of outdated software or titles that do not support instructional goals. Examine any gaps in the inventory and use the knowledge to research and purchase appropriate titles.

c. To reduce frustration between users of various versions of Microsoft Office, install the compatibility module on all computers. Establish a long-term plan for upgrading all versions.






3.1 Instructional Applications and Digital Content (continued)

Classroom Applications and Digital Resources (continued)

2. It is unclear when the software inventory was last updated. It contains several applications, which will no longer be published, such as Graph Masters by Tom Snyder Productions. Other out-of-date software titles include HyperStudio and Bailey’s Book House. These titles may not be consistent with current versions of the operating system.

(See previous recommendations.)

3. The use of MS Office in support of state standards and school district curriculum is evident through work examples across the district. The availability of multiple versions (2003, 2007, and 2010) makes file-sharing difficult. The extent of use of the elementary titles is unclear.

d. Continue to investigate and encourage the use of technology software to support the state standards. Conduct a survey of curriculum specialists to help determine the value and level of use of elementary software titles across the 11 elementary schools.

4. It is not clear what technology resources are included with school district textbooks. Some additional digital resources have been purchased with textbooks, but the files are quite large and difficult to download on their school district network. One example is StoryTown, which is web-accessible. During the 2011-2012 school year, WHPS is piloting e-texts for social studies.

e. Research technology resources provided with textbooks (mathematics, reading, science, social studies, etc). Ensure that these resources are installed on appropriate computers, and include these resources on the list of software available at elementary, middle, and high school. After network upgrades are conducted in the summer of 2011, re-explore the use of electronic textbooks and resources. Closely monitor the social studies pilot for usability issues.







Classroom Applications and Digital Resources (continued)

(continued from previous page)

(continued from previous page)

Also, establish and adopt the policy that, at the minimum, new textbook procurement should include the electronic supplement and, in some cases, reduce the number of hard copies and purchase electronic versions.

Teaching Strategies Using Web-based Instructional Resources

5. The school district subscribes to NetTrekker, BrainPop, and Tumblebooks for PK–5, Discovery Education Science for 6–8, and Discovery Education for 9-12. Additionally, some schools subscribe to United Streaming. These resources are available via the school district website, which suggests that students get a password from their school librarian. Students do not appear to have access from home.

Downloading videos is bandwidth intensive, causing teachers to download before or after school hours.

In addition, the state has purchased a number of databases and subscriptions for research.

The town library attempts to ensure equity across the school district by coordinating with schools so that as they have resources available when schools are using them.

f. Continue to promote the use and integration of web-based instructional resources, such as NetTrekker (for elementary schools), Discovery Education Streaming, and BrainPop. Encourage home use of these valuable resources by disseminating passwords to students. Conduct ongoing exploration of additional subscription services. Conduct a survey of curriculum specialists to help determine the value and level of use of elementary subscription services across the 11 elementary schools.







Teaching Strategies Using Web-based Instructional Resources (continued)

6. Teachers reported frustration with the amount of time to load and play videos from United Steaming. This is inevitably causing some teachers to discontinue its use.

g. After issues related to Internet speed have been addressed, “relaunch” United Streaming Science to 6–8 and United Streaming to 9–12. Provide opportunities for teachers to share resources and integration strategies. Consider upgrading to the full subscription for middle school and providing this valuable resource to PK–5 students.

7. The school district purchased and provides Edublogs training for all teachers. Some teachers create their classroom webpages using Edublog, while others haven’t used it since their initial training.

It is unclear if the school district requires teachers to maintain a web presence, either in the form of a teacher webpage or blog.

Note: The school district is converting its website to SharpSchool in the summer of 2011. SharpSchool includes Web 2.0 resources, such as blogs, wikis, and podcasts.

h. At the school district level, determine if teachers are required to maintain a web presence it the form of a blog or webpage. When the school district converts its website to SharpSchool in 2011, offer teacher training for its Web 2.0 resources including blogs. Depending on whether the SharpSchool blogging feature is meeting the needs of teachers, consider discontinue use and support of Edublogs. It may be appropriate to support both tools.

8. Teachers expressed an interest in exploring Web 2.0 resources. The school district does not allow access to social networking sites such as Facebook or MySpace. Other than restricting the sites, it is unclear if the school district has guidelines and/or policies in place to guide this exploration.

i. Develop a district-wide team to investigate Web 2.0 resources and their practical application within the classroom, including sharing best practices and teacher and student resources. Disseminate findings to teachers throughout the school district and support with professional development offerings.







Instructional Resources Selection Guidelines

9. The school district does not appear to have a holistic procurement procedure in place for securing school district, school, curriculum, grade, or classroom-level technology resources. The school district’s Department of Instruction and Curriculum does not always communicate with Information Technology to verify that technology resources purchased with instructional monies (such as textbooks with supplemental CDs) integrate with current hardware or infrastructure. Furthermore, schools do not always seek IT support before purchasing technology items with outside monies such as PTA funds or grants.

j. Assemble a group with representation from Information Technology, Instruction, and Curriculum and school administrators to address, develop, and formally endorse comprehensive guidelines for technology procurement procedures and purchasing for the school district and for individual schools. Ensure that each area contributes its knowledge in order to make informed decisions that impact the larger school district goals. Ensure that school purchases, includes those with funds from grants and PTAs follow the procurement guidelines. This will ensure compatibility.

10. Students within school and across the school district do not have the same access to technology resources. These discrepancies exist due to a number of reasons, including site-based management, which allows schools to make purchasing and distribution decisions; unclear school district distribution decisions; the age of the school; school district department oversight, and unequal grant funding (some schools/classes apply and receive grant funding, while others do not). In addition, some federal programs provide access to equipment with specific use and guidelines.

k. Develop minimum technology configurations and equitable distribution strategies for all instructional spaces throughout the school district, including but not limited to:

instructional levels (PK–2, 3-5, 6–8, & 9–12)

content area and curriculum area

specialty configurations such as art, music, physical education, science labs, world language labs, business education labs, engineering labs, and video production studios

adaptive assistive environments

library/media facilities







Instructional Resources Selection Guidelines (continued)

11. It is unclear if the school district has a target student-to-computer ratio. Based on February 2011 statistics, the school district has a 2:1 ratio; this figure includes computers that are 5 years or older.

l. Examine student-to-computer ratios by age of computer. This data will be invaluable when budgeting for the computer refresh program. See Recommendation a. in Chapter 4.

3.2 Technology Utilization

Access, Equity, and Critical Mass

Quality of Internet Access from the Classroom

12. While all of the schools and classrooms are connected to the Internet, students within school and across the school district do not have the same quality of access to the Internet. Access can be limited by physical space, such as specific areas within a building, or by the computer’s hardware specifications. Wireless is not present throughout all schools.

m. Refer to Initial Recommendations in Chapter 12: Communications and Network Infrastructure.

13. Although the school district is upgrading all schools to fiber optics in the summer of 2011, Internet speed will continue to be hindered by aging hardware and infrastructure. The current connectivity is unreliable and does not support video streaming.

n. Refer to Initial Recommendations in Chapter 12: Communications and Network Infrastructure.

14. Teachers use the Help Desk to report issues regarding Internet connection and consistency issues at the classroom level.

o. Continue use of the Help Desk to report and track issues related to Internet connection and connectivity.






Appropriate Utilization and Abuse Guidelines

15. The school district provides an Internet filtering system, which many describe as overly restrictive. Input from the Department of Instruction and Curriculum is not solicited prior to blocking websites. Instructional staff does have a procedure to recommend changes and access to specific sites.

p. Disseminate information about Internet filtering to the Department of Instruction and Curriculum to seek their input regarding restricting access to sites. Update policy to ensure an easy process for teachers to request access to currently filtered websites.

Training on safe Internet skills and protocols is in place via the Health curriculum. In addition, students and staff do not sign an Acceptable Use Policy (AUP), which appears to be outdated. Instead, parents may “opt out” for their students regarding Internet access.

q. Continue training on safe Internet skills and protocols while updating the Acceptable Use Policy. Require an annual signature for the AUP for students and staff.

16. The school district does not provide teachers with specific tools to detect plagiarism and other copyright violations. One reported problem with www.turnitin.com was that students added white quotation marks around text to avoid it being flagged as plagiarized.

r. Begin efforts to locate tools to detect plagiarism. Offer professional development opportunities for teachers to learn how to access and detect plagiarism, as well as how to restructure assignments to deter the use of “copy and paste” to complete research.

http://www.turnitin.com/






3.3 Special Populations

Special Education, Students at Risk, Title 1, Early Childhood Education, Bilingual, ESL, and LEP, Gifted and Talented, Students Seeking Careers in the Field of Technical Education

17. The school district owns a variety of hardware and software to address the needs of students in the special education department. PK–12 special education specific software includes Co:Writer, Write-Outloud, and BoardMaker. The evidence is inconclusive if these resources are meeting the needs of this group. Additional SPED resources can be obtained from the Special Education Resource Center (SERC) and Capital Region Education Council (CREC).

s. Continue to identify resources and strategies at all grade levels to ensure that special education students are provided with the resources and preparation required to achieve AYP. Ensure that resources are reviewed by committees which include teachers of students of special populations.

Special Education, Students at Risk, Title 1, Early Childhood Education, Bilingual, ESL, and LEP, Gifted and Talented, Students Seeking Careers in the Field of Technical Education

18. The school district also owns PK–12 English for Speakers of Other Languages (ESOL) software, including Let’s Go English Language Learning.

t. While continuing to identify resources and strategies at all grade levels, leverage existing resources to ensure that ESOL students are provided with the resources and preparation required to achieve AYP; for example, the those within NetTrekker.

3.4 Special Populations (continued)

19. Students identified as Talented & Gifted (QuEST) have additional resources within their school. They report using technology frequently.

u. Continue to expand on the resources that are available to support these programs through partnerships and grants.

20. CTE offers a variety of technology resources to students, including CTE courses at the middle and high schools.

No recommendation required.






Information and Technology Resource Centers (Libraries/Media Resource Centers, (LMCs))

Library Management Systems

21. Each LMC has its own library system (Athena, version 9.3) and server to support its catalog of holdings. Athena was initially purchased in 2002 and last updated in 2004. A central/district-wide unified catalog does not exist. This decentralized system prohibits access across schools and from home and other community locations. The district has designated Destiny as Athena’s replacement.

v. Conduct a library management needs assessment and develop plans to procure, install, and support a new district-wide library management system which contains modern modules enabling textbook inventory, home access, and school district level library management.

Library Management Systems

22. Students have online access to Britannica School Edition, Tumblebooks, and BrainPop (PK–5). These resources are available from school. It is unclear if home access is distributed to students, which would require that students get a password from their school library media specialist.

w. Continue to encourage student access to online library resources from school. If not already in place, disseminate information on how to access the resources from home. Monitor the use of resources to determine the extent of use.

Role of the LMC & Research/Information Literacy

23. The library media specialist supports Information and Technology Skills for students through whole group lessons as well as disseminating resources to teachers. Depending on the school, grade level, and subject area, LMS classes are sometimes co-taught with the classroom teacher.

x. Continue to provide the infrastructure for LMSs to promote Information and Technology Skills for students and support building teachers. While strengthening the skills of the group as a whole, pay special attention to developing a minimum baseline set of skills for all specialists.






The LMS is viewed in many (but not all) schools as an integral technology resource. This is most likely due to the fact that not all library media specialists have the same set of strong skills.

24. The school district provides one certified LMC staff member for each elementary and middle school. High schools have two certificated library media specialists. Additionally, some schools are assigned an additional assistant. Schools with an assistant provide expanded services to students and staff.

No recommendation required.

West Hartford Public Schools Chapter 4: Learning Environments and School Facilities



4.0 Learning Environments and School Facilities

“The technology, that has so dramatically changed the world outside our schools, is not changing the learning and teaching environment within them.”

—Executive Summary in Toward a New Golden Age in American Education National Education Technology Plan 2004

The Learning Environments and School Facilities chapter focuses on the many types of learning environments that can be configured, reconfigured, and moved to achieve ubiquitous access to learning resources for all students. These environments address the needs of teachers, school-based administrators, students, and even community members via remote access and virtual learning environments. The second topic included in this chapter addresses the technology support systems within the school facilities that ensure clean, safe, and environmentally friendly buildings in which teaching and learning can take place. With growth in the school district, the issues associated with new construction and school retrofits are also addressed.


Technology-Enhanced Learning Environments

School and District Administrative Management Environments

School Facilities





Key Findings Initial Recommendations Solution-Oriented Comments

4.1 Technology-Enhanced Learning Environments

Classroom Technology Configuration

1. Many, if not all, classroom configurations consist of a teacher workstation (mostly desktops) and a printer (many inkjets). Depending on school-based management, additional student computers can range from 0 to 6. Many computers in elementary classrooms consist of machines that are between 3 to 6 years old. Most workstations are whiteboxes (i.e., nonbrand machines), which run on a Windows platform. Some of the technology education labs were running Apple computers.

a. Research, develop, deploy, and maintain a short- and long-term instructional technology refresh program that increases school district inventories of modern computing devices to levels required for integration of technology into daily practice. This refresh program will help to ensure that the technology in WHPS schools more closely aligns with home computing resources and supports hands-on, project-based, authentic, and engaged learning.

Define classroom resources to create developmentally appropriate technology-enhanced learning environment prototypes for each school facility type (elementary, middle, high school). These prototypes should address computing devices, software, file sharing servers, and peripherals (digital cameras, printers, scanners, digital video cameras, projection capacity, whiteboards, etc.). Include prototypes for specialist spaces (art, physical education, music) and large group areas (cafeteria, auditorium, and conference rooms). These standards should incorporate “models of flexibility” for the technology in each configuration.






Classroom Technology Configuration (continued)

2. Most classroom computers are connected to the network via wired connections. A few schools have wireless access. It was not evident if schools with wireless access and wireless hardware prefer one connection method over the other.

b. Develop a pilot mobility program in the schools with full wireless coverage. Provide training to users on wireless access in these schools. Conduct an end-user survey to assess wireless access.

Computer Lab Environments

3. Schools have between 1-7 computer labs. Some labs are specifically designated for department or subject area, such as technology education or foreign language. Some of the elementary labs are located within the library media center (LMC).

Schools have at least one lab available for individual teacher sign-out. Approximately half of these labs have electronically maintained schedules on a shared network drive.

There is some concern growing regarding how the school district will conduct the 2015 online state exam.

c. As funding becomes available to purchase additional equipment, consider the purchase of laptop carts or minilabs in order to make this resource available to more users. These resources can also be used during the 2015 state exam that will be offered online. Consider delivery of software applications over the network/browser to reduce the need for images in computer labs.

4. The responsibility for staffing and managing school computer labs varies from school to school and among different grade levels. At the middle and high school levels, there is sometimes a teacher assigned to this role who also teaches computer applications. In the elementary level, the labs are located within the library media center.

No recommendation at this time.






Ubiquitous Access to Computing Resources

5. There does not appear to be any school district initiatives to provide one-to-one student computing.

d. Explore adding a bring-your-own-technology program in conjunction with the pilot mobility program. Consider this at high schools first, followed by the middle schools.

6. There is no school district initiative to provide on-demand access to computing devices for the classroom.

e. Explore initiatives to provide access to computing devices as needed for learning in the regular classroom. Carefully monitor and evaluate the implementation to determine the feasibility of developing the plan into a school district-wide initiative.

7. Some schools have laptop carts and use them as mobile labs. Some of these mobile labs are quite outdated (more than 4 years old) and are not used frequently due to the many technical problems encountered when using them.

f. Consider new deployment models for end-user devices. Explore new solutions such as the tablet computers.

Blended Technologies

8. Schools reported having a variety of technologies, including student response systems (clickers), digital video cameras, digital cameras, and probes).

The use of blended technology resources within school facilities to provide maximum access and flexibility of use to a diverse collection of learning resources were not observed. Teachers reported having access to, but are not necessarily using, the technology. Teachers reported that because the technology often fails, it can impede student learning. The teacher must always have a backup plan when trying to integrate technologies.

g. Determine the appropriate technologies that are needed to support 21st century instruction across the school district and develop a plan to acquire and equitably distribute this to schools. Include training for teachers in the effective use and integration of these technologies, including electronic response systems.






Peripherals

9. Many classrooms had printers, either inkjet or laserjet. The distribution of projection devices and interactive whiteboards varies across the school district. It is not clear how they are distributed from the central office. There are at least 5 different models across the school district, including SMART, Promethean, and Ebeam. Where interactive whiteboards are available, teachers report integrating this technology into their lesson plans.

Refer to Initial Recommendations a. and g.

Library/Media Center

10. Many LMCs are located within the school facility, making access from the outside impossible during non-school hours. Just the same, both LMCs at the high school are open after school hours for student use. Public library branches are open late. Many students and parents use these resources.

h. Encourage students and parents to continue to use public library resources when school ones are not available.

11. School LMCs are allocated monies to purchase instructional materials. Each LMC’s staff determines its own budget and purchases educational content. One LMS reported purchasing USB extensions because USB ports on the front of the computer were broken. Another LMS reported that she no longer purchases print reference books and only purchases digital reference resources.

i. Provide an opportunity during LMS school district meetings to discuss school purchases and the decision to purchase print versus digital books for students. Determine the monies that are spent on technology supplies and resources. Work with the Department of Information Technology to provide them.






eLearning/Distance/Virtual Learning Resources

12. Some students have an opportunity to experience online learning tools and online collaboration, but this is not the standard across the district. Students are not completing online coursework. WHPS has not determined that online courses are a goal.

j. Define the infrastructure, resources, staffing, and skills needed to develop, nurture, and advance online learning opportunities for students and teachers, which would enable them to become more independent learners and participate in global collaboration.

4.2 School and District Administrative Technology Environments

School District-level Administrative Suites

13. Administrators are provided with workstations and network logins. It is unclear if there is a refresh policy. Administrative computers are supported via the school district’s Help Desk.

k. Develop a refresh policy with respect to administrative computers. Obtain funding to support the policy.

School Office Suites

14. All administrative computers are loaded with Microsoft Office. All administrators have access to email, which is used for communication with staff and colleagues.

Refer to Initial Recommendation m.

Teacher Computing Resources

15. Most, if not all, teachers have a desktop computer located in their classroom. The software installed on the computer includes Microsoft Office and email. Additional software varies from school to school and can even vary within school because individual teachers can request available software licenses to be installed on specific computers.

No recommendation at this time.






4.3 School Facilities

Building Wiring

16. Building wiring is a mix of various generations of standards. Generally the cabling is a minimum of Category 5.

See Chapter 12 for detailed recommendations.

Electrical Power

17. Recent energy initiatives have resulted in energy consumption reductions by West Hartford. Generally, there appears to be adequate power. For the most part, computer labs were installed with good power management. There was evidence of power strips and routing of extension cords.

l. Inspect and eliminate/replace outdated power strips. Reroute power where appropriate to avoid potential issues.

HVAC (Heating, Ventilation, and Air Conditioning

18. Most, if not all data closets had separate split HVAC systems to keep them at a constant temperature.

m. Continue to provide proper HVAC in all data closets. Assure these are operating effectively.

19. The facilities department has begun to incorporate building automation and control for the HVAC system. This system is still based on older analog telephone lines for management.

n. Continue to update the building automation systems to give facilities maximum real-time control of the building facilities/classrooms to assure comfort for all occupants. This is fully described in the convergence project in Chapter 12.

School Security Systems

20. School entrances were locked and visitors were required to press a button to be allowed into the facility.

See Chapter 8 for detailed recommendations.






Lighting Control & Classroom Ergonomics

21. Lighting controls varied from classroom to classroom. There was evidence that lighting was not considered and changed as LCD projectors were installed. Most room lighting was controlled by manual switches.

o. Make certain that lighting controls are reviewed as part of the change management process. This will assure that teachers have the ability to switch the lighting to allow for the best visual experience for the students.

New Construction and Retrofits

22. The most recent school construction/retrofit in the school district resulted in several non-standard technology investments.

p. Develop a classroom standard for all new and retrofit projects as part of the standards committee (Chapter 7). The standard classroom technology design must represent the model that the school district supports and is the target for all schools to align their technology purchases.

West Hartford Public Schools Chapter 5: IT Organizational Development and Staffing



5.0 IT Organizational Development and Staffing

“Concentration on technology to the exclusion of human factors is a prescription for failure under the conditions of innovation diffusion.”

―Kim Dooley

The IT Organizational Development and Staffing chapter focuses on IT organizational effectiveness. It includes leadership, governance, business alignment, staff proficiencies, and the leveraging of all IT resources across the school district. It is important to set school district-wide guidelines and identify funding strategies to ensure that all instructional, administrative, and support staff, as well as the students they serve, are provided with reliable support services to maintain and repair technology resources as well as coordinate upgrades and procurement. Reliable technology support services are essential if all teachers and instructional staff are to incorporate appropriate technology resources into the teaching and learning process.


Organization and Staffing

IT Career and Program Development

Technical and End-User Support Model




5. IT Organizational Development and Staffing


5.1 Organization and Staffing

Organizational Structure

1. After 12 years of service, the long-term technology director left WHPS in 2010. The supervisors of library media services and technology education, both of whom have worked closely with IT in the school district, are assuming the responsibilities of this role. This situation has been in place for less than one year. During this time, WHPS has been researching and planning the goal-setting and restructuring of IT. In addition, they are also managing the responsibilities of their assigned departments.

a. Restructure the IT Department into the department of Communication, and Technology Services (CaTS).

b. Redefine the role of Director to lead this department as a customer-focused service provider focused on meeting the educational technology needs of schools and departments.

2. The IT Department consists of:

Two implementation coordinators (acting) responsible for technology planning, IT purchasing and deployment, project management, budget, and E-rate.

One professional development and curriculum coordinator responsible for end-user training, introducing new classroom technologies, and integrating technology into the curriculum.

Two network coordinators responsible for network administration, student information system, and other applications, as well as server management and email system.

One systems analyst.

Six-and-a-half IT specialists (school level).

c. Define the services to be provided by CaTS as dictated by an assessment of how IT services can help others meet the school district’s strategic goals.

d. Identify the staffing needs based on the updated IT services as well as the contemporary requirements for the senior IT positions and skills needed to do the job.

Continue to assign IT specialists to specific schools so they continue to be involved in understanding the program needs and achievement goals of their respective schools.

Assign senior IT staff members to 1 or 2 designated departments/divisions within WHPS to serve as the suborganization’s IT liaison. This will




5. IT Organizational Development and Staffing


5.1 Organization and Staffing (continued)

Organizational Structure (continued)

Continued from previous page:

One-and-a-half technology and electronic repair specialists responsible for the repair of desktop and laptop computers as well as printers.

Two clerical/administrative support staff.

An organizational chart is included in Appendix A.

Continued from previous page:

involve attending division/department planning and review meetings.

Within each school, establish a research, information, communications, and technology team that consists of the principal, library media specialist, IT specialist, classroom teacher, and 1 or 2 other school-based staff.

3. Though not defined as such in the organizational chart, the IT specialists often refer to themselves as Tech 1s and the network administrators and systems analyst are known as Tech 2s. While the qualifications outlined in the job descriptions are similar, this creates a feeling of tiered hierarchy that is not necessarily justified.

e. Continue to work to address the issues created by the perceived roles but not authentic role relationships.

IT Staff Technology Competencies

4. Job descriptions are available for all positions but have not been reviewed or revised on a regular basis. They describe the general responsibilities and qualifications for each position, but do not describe the types of skills or qualifications that are needed or the rubric used to measure/monitor performance.

f. Revise job descriptions to reflect the comprehensive responsibilities of each position.

g. Identify the proficiencies (skills, knowledge, and behavioral attributes) required for all employment tasks for each IT staff member.

h. Update the IT staff evaluation process/criteria based on predetermined rubrics aligned to each of the