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Educational Technology Plan for a K-12 SettingJulie CasacchiaJena MartinAmy McCormickEDTC 6965Youngstown State UniversityDecember 14, 2011Table of ContentsCover PageTable of ContentsOverview of the SitesStakeholdersTechnology Planning Committee MembershipOverview of the Development of the Technology PlanTechnology at the SiteBudgetSoftwareHardwareTechnology Implementation and MaintenanceProfessional DevelopmentCommunicationReferencesReflections12346681416283640424547Overview of the Physical FacilitiesThe facility for which the technology plan is written is a kindergarten through twelfth grade educational setting, where kindergarten through fourth grade is located in one building, fifth through eighth grade is located in a separate building, and ninth through twelfth grades plus the administration offices are located in a third building. The elementary school, grades k-4, has approximately 300 students enrolled and 25 teachers. This building has one computer lab, which has 25 stations of desktop computers. Also located in the computer lab are a Smart Board, a projector, and a laptop for the technology teacher to use. Each teacher in the building is equipped with a laptop, projector, and sound system in their individual classrooms. Teachers have the flexibility of reserving any of three iPad carts, containing 20 iPads each, or one netbook cart, containing 30 computers, all of which are stored in a central location. In the teacher’s lounge, there are two copy machines which are available for all of the staff to use. The principal has her own desktop computer and printer with scanning capabilities. She also has a laptop and iPad. The building secretary has her own desktop computer and a fax and copy machine in her office. The special education department has four TAP?its, which are interactive screens that special needs students can use in order to complete their lessons. Other assistive technology the special education department uses is headphones for students to take individual tests, and a sound system with microphone system, which helps hearing impaired students to hear lessons better. The middle school, grades 5-8, has approximately 250 students enrolled and 20 teachers. This building has two computer labs. The fifth and sixth grade lab has 20 stations of desktop computers and a printer. The seventh and eighth grade computer lab also has 20 stations of computers and two printers. Both computer labs have a laptop and a projector for the teacher to use. Eleven teachers have desktops in their individual classrooms and nine teachers have laptops. The fifth and sixth grade wing has two netbook carts, each containing eight netbook computers, to share for their lessons. Of the 20 teachers in the building, 15 have a projector and 10 have a Smart Board. The principal of the building has a laptop, iPad, and printer in his office and his secretary has her own desktop computer with a printer and a fax machine. There are three copiers in a teacher resource room in the middle of the school where all staff members have equal access. Also located in the middle school is the school wide server, which houses all of the stored data for students and staff. The high school, grades 9-12, has approximately 350 students enrolled and 27 teachers. This building has two computer labs which each have 20 desktop stations for the students to use. Both computer labs also have a mounted projector, a teacher station with a laptop, and a printer. Students also have access, throughout the school day, to 15 desktop computers and a printer in the library. A separate room, which is connected to the language arts department, contains six laptop computers that are utilized by the journalism students at the high school. Each teacher in the high school has a desktop computer 15 of the 27 also have a laptop in their room, and five have a Smart Board. In the main office, the principal and secretary both have a desktop and share a printer. There is also a fax machine in the main office. In the teacher’s lounge there are two copiers for staff use. The superintendent’s office, which is also located in the high school, has a laptop, iPad, and printer in his office. His secretary has her own desktop with a printer. The treasurer, whose office is attached to the superintendent’s office, has a netbook, desktop, printer, and fax machine. Throughout all of the buildings, there are several wireless access points so students and staff can be in any location throughout the building and obtain access to the internet. Each of the three buildings also has three wiring closets, where the switches are located. StakeholdersStakeholders in this district include parents, community members, teachers, staff, and students. Each of these groups of individuals is greatly affected by the technology utilized in and offered by the school district. Our district, with a wealth of technology and involved stakeholders, is able to improve the educational experiences for our children.Parents are affected by how the technology plan impacts the education of their children and the communication of all parties involved. This set of stakeholders can use the district technology to help access student information such as grades, progress, behavioral information, and schedules. They also will have access to email and voice mail to contact teachers and other staff members. Parents must recognize they are subject to the same technology regulations that apply to students.Students are significantly affected daily by our technology plan. This includes their exposure to any technology that the instructor utilizes, what the teachers expect the students to use in and out of the classroom, and how well it functions and is up to date. They may also use the district technology to access grades, contact or submit work to staff members, access their schedule, and locate district activity information. Students must sign and abide by the technology use regulations set forth in the Acceptable Use Policy.Staff members are greatly affected by the technology plan since they use it for documenting attendance, researching classroom materials, creating lessons, recording grades, communicating with parents and other staff, and having students relying on the use of that technology in the classroom. They, too, have to abide by Acceptable Use Policy and help enforce those regulations in the classroom with their munity members will be stakeholders as well. This may occur when they attend meetings or rent portions of our facilities or through the impact the district technology has on children or staff they know. The district homepage also has a wealth of valuable information that applies to community members. We count on these individuals to support our activities, so the website is a major source of information for sports, fundraisers, plays, concerts, and achievements. The district has some partnerships for technology integration. These partnerships are per license agreements. Some include ProgressBook, Microsoft Office, Adobe CS4, and Inspiration. These partnerships are used for keeping grades and records, use of word processing and other software for the stakeholders, and for instructional purposes. Other applications that are not partnerships include engineering and informational technology online instructional software, the Internet, and Smart Boards and their related technology.Technology Planning Committee MembershipThe technology committee consists of various individuals who work throughout the district in order to make thorough decisions regarding the utilization and purchasing of technology. Our Director of Technology, who is in charge of the committee, plans meetings every month to receive updates and solicit opinions from the rest of the committee. One board member is on the committee and delivers a report to the rest of the board members as to the purchases being suggested and made. A board member’s presence on the committee is a crucial considering the five board members are responsible for approving the budget and, therefore, have a lot of control over what technology changes and purchases are approved. One building principal and the superintendent are also involved in the technology committee and represent the other administrators. The treasurer is also involved in the committee because she is able to provide the budget amount allocated to technology purchases and maintenance. Lastly, at least one teacher representative from each building and a high school student attend the meetings. With this committee composition, each building and specialized area of the district is represented. This configuration provides a perspective from each aspect of the school and allows for well informed decisions to be made. Overview of the Development of the Technology PlanThe committee for developing the technology plan should consist of a diverse membership that is knowledgeable in technology and its related uses, costs, and maintenance. Members on the technology planning committee should include, at a minimum, the individuals listed below.Director of TechnologyTechnology SupportTreasurerInstructional IntegrationistAssistive Technology/Special Needs CoordinatorBoard MemberSuperintendentPrincipalTeacherStudentCommunity MemberApprovers for the plan:TreasurerDirector of TechnologySuperintendentThere are many elements to the plan including the technology available, technology that is desired and how to acquire it, costs involved in all aspects of the technology, involved stakeholders, methods of communication, maintenance to technology, acceptable use policies, software, hardware, implementation of new technology, composition and responsibilities of the technology planning committee, and what technology is available at the site.Our technology plan will be in effect for 3 years, with a continual planning phase beginning after the plan has been in place for two years. Modifications can be made at anytime and updated. The plan should not be in effect for longer than the allotted time, as technology is ever changing and we must respond to those changes to remain effective. The International Society for Technology in Education National Educational Technology Standards (ISTE NETS) and Ohio Standards (State and local) govern the technology plan and use of technology. Therefore, the district technology planning and use must align with these national, state, and local standards.Technology at the SiteHistory of Technology Use for InstructionEducation changed forever the day the first computer entered a school building. Teachers were used to textbooks, chalkboards, dittos, and filmstrips. Quickly, their world began to change and they had to change with it. Fortunately, in our district, we have teachers who embrace new ideas and do not believe in failure. In the beginning, computers were basically used for their word processing capabilities and sometimes for keeping grades. When the Internet entered the picture, however, an overwhelming amount of new resources were available at teachers’ fingertips. As soon as we opened the first computer lab in our district, our teachers were fighting for time so their students could research everything from volcanoes and earthquakes in science to types of instruments and their sounds in music. While the students were really just doing research like they could in the library, they were learning new skills about searching for and evaluating information. With DVD players in their rooms, teachers were using video to help provide students with experiences that could never be brought into the classroom any other way. Unfortunately, at that time, students were generally shown the entire video just to see a few important scenes. It wasn’t until the Smart Board entered the picture that our teachers really began to replace traditional teaching methods with more efficient and thought provoking experiences. For example, interactive website activities replaced the chalkboard, small segments of necessary information replaced whole chapters in a text book, and time saving video clips replaced entire videos. Students have gained more learning time and have access to more quality material within that time. Our district is so fortunate to have cooperative teachers that keep the students’ best interests in mind, even when it creates more preparation time.History of and Current Technology at the Site Overall, the school district has been a leader in technology compared with other districts in the tri-county area. Beginning in 1996, the school district began to provide a desktop computer in each of the teachers’ classrooms. Those computers had word processing capabilities as well as an internet connection. Approximately 50% of teachers were hooked up to ink-jet printers in their classrooms and the other teachers printed to a printer located close to their room. Nearly 75% of teachers were using overhead projectors with hanging screens and each classroom was outfitted with wall mounted televisions to watch the daily Channel-One news broadcast. Most of these classrooms also had video cassette recorders. In 1999, a computer lab that contained 20 computers was added in the middle school building and was available to any teacher who signed up. Teachers were maintaining hard copy grade and attendance records.Starting in 2000, the district goal was to provide at least three desktop computers in each core-subject classroom so students could work on stations during class. The teachers’ old desktops were used for this purpose and new desktop computers, loaded with word processing, presentation, and spreadsheet software, were given to each teacher of core subjects. A grading program was also added for maintaining a digital grade book. Administrative employees, including the treasurer, were given laptop computers so they would be able to work from home. Advanced placement teachers and guidance counselors were also given laptop computers to work over the summer. Larger and more efficient network printers were added to the elementary and middle schools, which replaced the ink jet printers when they no longer functioned.Many technological changes took place at the High School level with the opening of their new building in 2002. Upgraded wiring and networking allowed for two new computer labs, containing 20 desktop stations each. The library was also equipped with 15 desktops for research and writing purposes. During the same time frame, the elementary school went through renovations to update the library and create a computer lab. Twenty five desktop stations were placed in the computer lab, ensuring each student would have individual computer access to the internet and educational software.In 2005, the district began to explore the use of Smart Boards. In order to evaluate the interest, one Smart Board was placed in each of the three buildings in a room that could be signed out by a teacher. Those teachers that utilized the technology the most were the recipients of the next six Smart Boards purchased in the following school year. In the past five years, the district has successfully provided a Smart Board, projector, and laptop to all elementary classroom teachers, 10 middle school teachers, and five high school teachers. Elementary classrooms with Smart Boards are also equipped with microphones and sound systems. As laptops replaced teacher desktops, the old desktops that were in the middle school computer lab were replaced with the newer desktops and the lab increased to accommodate 20 students. The 2005-2006 school year also brought about changes with the software and management systems. Teachers were no longer allowed to bring in trial versions of software or educational software they purchased on their own. All software had to be approved and installed by the newly hired technology director. Also, any software that was no longer compatible with the school technology was uninstalled and the disks were destroyed. Office secretaries, guidance employees, and teachers all began piloting a program that was utilized for taking morning attendance and maintaining a digital grade book. Academic interims and report cards were able to be printed rather than being hand written. During this time, DVD players were purchased, allowing for at least one DVD player to be shared by each grade level. Within the last three years, three iPad carts with a total of 60 iPads, and a cart with 30 netbooks were added to the elementary school. Stored in a central location, these materials are available on a sign-out basis for any grade level. Also at the elementary, four TAP?its were added to the special education department classroom. A second computer lab, available for sign out by teachers, was added in the middle school, providing an additional 20 computers. Two netbook carts, with eight computers each, were added to the fifth and sixth grade wing at the middle school, allowing for student use within the classroom setting. High school journalism students were provided with six new laptops to utilize when working on the newspaper. Management systems changed, allowing for daily and period-based attendance, parent contact information, scheduling information, and parent access to grades. District communications were improved through the addition of an IP telephony phone system capable of sending messages to all families or employees of the district at the same time. Voice mail extensions were provided for all staff members and the phones were removed from individual classrooms. New compatible phones were placed in the main office, principal’s office, nurse’s office, guidance office, and teacher’s lounge of each building. All of the older Channel One television sets were removed from the classroom and disposed of by the custodial department.Next year, plans include the addition of seven more Smart Boards in the middle school and five more Smart Boards at the High School. Each cafeteria will begin to maintain accounts for each student to maintain more accurate records and move students through the cafeteria lines more quickly. New clock and public address systems will be added to the elementary and middle schools, ensuring consistency of clocks and more accurate classroom contacts. Each teacher will also be supplied with their own walkie-talkie to be utilized for grade level and office communications, as well as for emergency situations. Software purchases are being considered for tutorial purposes at the middle school level and for diverse learner achievement.Technology for Diverse LearnersAlong with the other gains in technology, the district has recognized the need for specific technologies to assist our diverse learners and has acted upon that need. Understanding that the scope of diverse learners ranges from students in the traditional classroom setting that need minor modifications to students in multiple-handicapped classes that have very specific technological needs, the district solicited input from the classroom teachers, members of the special education department, and the county educational service center. From that point, some previous technology investments were determined to be meeting the needs of our diverse learners, while other purchases needed to be considered for the future.Numerous pieces of technology within the elementary classrooms help reach varying types of learners with diverse needs. The Smart Board allows for large visual images, manipulation through touch, and the ability for the teacher to store images of the screen to review material with students when necessary. Speaker systems and microphones allow for the teachers to gain the attention of easily distracted students as well as ensuring all students are able to hear the lessons. Netbook and iPad availability for each classroom allows for students to work on educational programs at their own pace without experiencing the pressure of other students working at a faster pace. In addition, the computer lab has headphones at each computer station to help students focus on their work and hear it clearly without being distracted by the activities of other students. Through these technologies, many more students can be reached than in a classroom that lacks these resources. Unfortunately, the middle school and high school classrooms are not all equipped with Smart Boards yet and none of them have the speaker systems. Headphones are also lacking in their computer labs. One portable microphone and speaker is available at the High School and is not currently used.Special needs students have a main classroom in each building and are mainstreamed when possible. In the special needs classroom at the elementary, the students work on the Touch Accessible Platform Interactive Technology, or TAP?it, which is a resource similar to a Smart Board. Benefits of the TAP?it include the ability to tilt the screen and its motorized adjustment so it can accommodate students in wheelchairs or with other mobility devices. Its large, hardened screen allows for enlarged icons that can accommodate students who lack fine motor skills and cannot gently touch the screen. In addition, the screen can also distinguish between a student's arm that is resting on the screen compared to a touch that is selecting an option on the screen. Many special needs students need to lean on the board while they work, making this an excellent adaptation to similar technologies. The TAP?it low-glare, matte screen’s color, brightness, and text can easily be changed to fit the needs of the student. TAP?it is an excellent resource that allows students who are unable to work on a desktop computer to explore the amazing learning software and activities made available through computers. All four of these machines are currently at the elementary. However, we anticipate one of them needing to move to the middle school next year.Strengths and Weaknesses While very proud of the progress we have made as a district with the availability and accessibility of the technology to the students and staff members, there are always strengths and weaknesses to any program. Accessibility is one of our strong features. Students use Smart Boards, iPads, netbooks, and desk tops starting in kindergarten and they continue to have access to much of that technology throughout their education. Developing capable and confident technology users is important to our district. Technology classes begin in Kindergarten and continue as a regular special class through the eighth grade. High school students have the opportunity to take specialized classes such as web design, technology of media, and networking. Increased student interest and involvement is a benefit of the technology carts and labs. Netbook and iPad carts, along with the computer labs, allow teachers to create interactive lessons and web based activities on which each student can work on their own device. Students find research and presentations more exciting when using the technology, too. Communication is endless with the phone system, email, teacher homework pages and newsletters, and the grade book that is accessible by parents. There is no excuse for anyone in our district to be uninformed of any critical or noncritical information. Finally, our wireless access has improved greatly. This especially affects the elementary teachers who are primarily using laptops with a wireless connection. Quality lessons using a smart board need reliable internet and document storage access.Strong as we may be, our technology still has weaknesses. One area of weakness is our lack of software that meets the needs of diverse learners. So much of our software budget has gone to increasing licenses and purchasing key software, such as the complete Microsoft Office and Adobe CS4, for so many computers, that we have not purchased any specialized or instructional software in the past three years. Until recently we have not had a need for ESL technology. However, several families have moved to our district so, after evaluating resources, we are considering purchasing the ESL Let’s Go Series (3rd Edition) workbooks and CDs to try next year, as detailed on . Although, other approved resources may meet this need. We are planning on purchasing two Minspeak language representation systems to benefit two of our students in the special needs classes. Another problem area is with the number of computers in the labs and on the carts. With increased class sizes there aren’t enough resources for everyone to use at the same time. For example, there are 20 computers in the middle school labs but there are 27 or more students per class, requiring students to share computers. At times that isn’t a concern, but when they need to learn a new skill or complete an individual assignment it becomes very frustrating for the teachers and students. Professional development is also one of our weaker areas as far as providing individualized assistance for specific needs. For the future, we are striving to provide at least four topics per year that teachers can attend during their lunch or prep period along with the follow up sessions two weeks post in-service.BudgetAnnual Technology Budget(2011-2014)2011-20122012-20132013-2014Networking Hardware??? Domain Controller (File/Print Server)2,000.002,000.002,000.00 Web Server750.00750.00750.00 PoE 48 Port Gigabit Switches (Replace 3/year)2,625.002,625.002,625.00 DAS (Data Acquisition Site Purchased Services)-$18 per ADM18,000.0018,540.0019,096.00Networking Hardware Total23,375.0023,915.0024,471.00????Software/Subscription Services??? Microsoft Edu Lic/State Agreement - 70 FTE Faculty/Staff3,798.003,798.003,798.00 Symantec Antivirus Corporate $3.00 per 800 computers2,400.002,400.002,400.00 Word Power for the Minspeak350.00350.00350.00 Model Me Kids265.90265.90265.90Software/Subscription Services Total6,813.906,813.906,813.90????Purchased Services/Personnel??? Printer Maintenance/Toner1,440.001,440.001,440.00 Copier Maintenance/Toner15,000.0015,000.0015,000.00 Educational Service Center Technician11,000.0011,330.0011,670.00 Director of Technology (Salary/Benefits)85,000.0087,550.0090,176.00 Technology Assistant (Salary/Benefits)24,000.0024,720.0025,461.00Purchased Services/Personnel Total136,440.00140,040.00143,747.00????Hardware??? Audio/Visual Projector Replacement (3 per year)1,800.001,800.001,800.00 Projector Replacement Bulbs (10 per year)1,650.001,650.001,650.00 Classroom Amplification Sound Systems (3 per year)2,500.002,500.002,500.00 Desktop Replacement (10 per year at $400)4,000.004,000.004,000.00 Laptop Replacement (10 per year at $550)5,500.005,500.005,500.00 iPad Replacement (2 per year at $500)1,000.001,000.001,000.00 Replacement Laptop Batteries800.00800.00800.00 Backup tapes for tape drives/External Hard drives for off-site server backup500.00400.00200.00 Minspeak device (1)7,895.007,895.007,895.00 Misc. Computer Parts for Repairs6,000.006,000.006,000.00 Consumables4,000.004,000.004,000.00Hardware Total35,645.0035,545.0035,345.00????IT Professional Development??? State Technology Conference Group of 4740.00750.00760.00 CompuServe Workshops for IT updates/training2,000.002,000.002,000.00 Train the Trainer Sessions0.000.000.00IT Professional Development Total2,740.002,750.002,760.00????Total Technology Annual Budget205,013.90209,063.90213,136.90JustificationMany of the items in the budget are for maintenance on the items we already have installed and working in the district. Some of the amounts allotted are estimates based on how many items we may need to purchase in a year’s time. For example, we may not need to replace 10 laptops per year; we may have more or less depending on the individual school year. Other amounts, such as the salaries for the Director of Technology and the Technology Assistant, have a 3% increase throughout the course of our budget. We have allotted that amount of money to make sure we have all of our costs covered and we will not run out of money by the end of the budget.SoftwareSoftware that Supports the Curriculum and the Administration of the SiteKey software packages that are necessary to continue the growth of technology use and quality teaching products include Microsoft Office Standard 2010, Adobe Creative Suite 5.5, Symantec Antivirus, and Smart Notebook 10.8. As decided by the technology committee and administration, updating to Microsoft Office Standard 2010 version including Word, Excel, Power Point, One Note, Outlook, and Publisher, with volume licensing, is necessary. Having these options for teachers allows them to use the latest software to help create, utilize, and share quality lessons. Word, Excel, and Power Point are used in technology classes with students in the early elementary grades and Publisher is added to the classes beginning in the middle school. Having a standardized Office Suite offers consistency across all three buildings, alleviating any compatibility issues. Likewise, the upgrade of Adobe Creative Suite 4 to 5.5, through a volume license purchase, will also improve the options for teachers when modifying their websites and streamline document transitions to increase the use of PDFs. Adobe CS 5.5 will also adequately support the curriculum requirements for the technology courses offered at the high school. Again, the software will be standard across the district, so there will not be any compatibility issues. As for antivirus and antispyware, we currently use Symantec Antivirus Corporate Edition 10.2, which has been discontinued. Updates are still possible, so we are not in a rush, but we are starting to consider whether to go with Symantec Endpoint Protection 12.1 or a different program. Finally, Smart Notebook 10.8 is available on all computers in the district regardless of whether or not the staff member has a Smart Board. Considering the number of teachers using this software daily for interactive lessons and activities, videos, and other student learning sessions, it is important to have available on each station. Having Notebook 10.8 on all of the computers also allows for flexibility when moving computers and when presentations occur in various rooms for professional development sessions. The Ohio Education Computer Network (OECN) is an organization that has regional Informational Technology Centers (ITCs) that are responsible for providing services to over 700 school districts across the state. Each regional center provides services and software necessary for network connectivity, finances, library automation, student services, among many other options. These ITCs work together to acquire good pricing on software tools, enabling districts such as ours to purchase these services at a greatly reduced cost. Software utilized for the administration of the district obtained through our local ITC. One of these cost effective options is Progress Book, which we use for teacher grade books, parent contact information, student history, and parental access to grades. Another example is Data Analysis for Student Learning (DASL), which is used for our student management software. Attendance is sent to the office through DASL each morning. HR kiosk is another management software we use. HR Kiosk allows teachers to request days off, check their history of accumulated and sick days, and maintains the teacher’s profile. Considering the amount of information that must be reported to the state, it is a wise choice for our district to select from the commonly used software offered through the ITC to ensure proper and efficient reporting and maintenance.List of Software for Diverse LearnersCurriculum supporting software specific to subjects and learning needs are also a necessity. After consideration, the technology planning committee has narrowed down software that we feel meets the needs of our students to ensure adequate academic growth and support. Teachers’ needs were also taken into consideration to make certain the software could be easily integrated into their curriculum and classroom. Selections included the following software.vizZle. vizZle is web based software designed for special needs students, including those with autism. Accessible on different devices in the classroom, such as the Smart Board, laptop, or iPad, vizZle comes with six vizZle players and thousands of premade and shared lessons covering all subject areas. Depending on curricular or therapeutic need, the lessons are also customizable with clip art, pictures, video, and sound. Student progress is tracked through their answers and participation, and can be linked to their IEP goals and shared with other teachers in the building. In our district, this software can be used in the individual special needs classrooms or with students who are pulled out of class to be tutored. Additional information regarding vizZle, and the opportunity for a free trial, can be found at Our special education department is set to examine this product during an in-service day and a waiver day to determine if it is as valuable as it seems. Based on their evaluation we will obtain pricing information. We feel that the decision needs to be made prior to identifying the cost in this situation.Model Me Kids. Appropriate for students with Autism, Aspergers, non-verbal learning disorder, Down’s syndrome, and developmental delays, Model Me Kids would be applicable to our special needs classrooms. Various topics covered by Model Me Kids include modeling emotions and appropriate public behavior for ages 2-8, how to behave in school and stressful situations for ages 5-12, and friendships, conversations, hygiene, and bullying for ages 9-17. Each DVD is divided into chapters that focus on one specific skill, in which children demonstrate the skills in segments that are three minutes or less. IEP goals and various elementary state standards can be easily addressed using Model Me Kids. Additional information can be found at GOLD. With the endless capabilities of Read&Write GOLD, by textHELP, the needs of reluctant readers and writers, ESL students, and those with learning disabilities like dyslexia, can be met easily without having to use activities that are different than the rest of their peers. Read&Write GOLD has assistive reading functions such as Text-to-Speech, screenshot reader, DAISY reader, and PDF aloud. Reading support applications include a dictionary, picture dictionary, speech makers, pronunciation tutor, and a translator. This portion would be particularly helpful to our ESL students. Study skills and research helpers include a fact folder, study skills highlighter, and vocabulary list builder. For writing and self editing there is word prediction, sounds like and confusable words, speak while typing, and various other functions. Students can take pictures of documents and have them read aloud or take tests online so the test can be read to them. Read&Write GOLD uses a customizable toolbar that floats over other programs like Word, Internet Explorer, or Adobe Reader so that students can access these tools anytime they are working on the computer. Therefore, this software can assist students in meeting almost any academic indicator in all subjects. We feel this would be a very beneficial tool at the middle and high school levels and are still considering whether it will go on every computer or specific computers designated for IEP students with language goals and ESL students. No acceptable contract could be reached with the company, so this purchase has been put on hold until further discussion. Additional information can be found at KIDS Island. PBS KIDS Island is a free, online resource that has a quality progressive literacy program to help young readers. Since it is self paced, activities become available as the student progresses through the skills. Under the Teacher Resources section there is a link to a Between the Lions site offering three literacy units designed specifically for deaf students. Lesson guides and teaching strategies are included to assist the classroom teacher with these lessons for deaf students. Toward the bottom of the page there are charts that break down each game by skill and level which makes the concept of the program very easy to understand, especially for parents. Parents or teachers do have to sign the students up using an email address and name so that the program can keep track of the student’s progress and continue to pace the activities. The technology planning committee is recommending this use of this website during stations or other free time in the elementary school. However, since it is online, students can also access the resource and work at home. PBS KIDS Island is found at website. Although not a software program, this site offers links designed to help ELL and ESL students, along with other students, learn about many different topics. These includes over 20 topics including ABCs, animals, colors and shapes, opposites, health, and many more. This website can be easily supplement academic standards and be incorporated into the regular classroom lessons or into stations or computer lab time. This site is accessible at for Recommending Software Purchases Amazing claims, brilliant promises, and pictures of adorable little children are generally abundant when it comes to software advertising. It is easy for a teacher to get swept up into the glitz, but when it comes down to it, that software must meet state standards, be usable for more than one lesson, and must be at least somewhat enjoyable for the students. To avoid unnecessary waning of the technology budget, a software policy is in place for recommending software for purchase by the district. Once a staff member has gone through the process, they should be rather confident that the software is either worth it or not. The steps of our policy are detailed below.Software recommendation and purchasing procedure. Please keep in mind that this process may take place at anytime during the school year, but the actual ordering of software will only take place two times a year. Therefore, any recommendation must be submitted and approved no later than May 15th for potential installation for the beginning of the following school year, or no later than November 1st for possible installation at the beginning of the 3rd grading period. The technology department will not duplicate any licensed software for use on multiple computers. Please take this into consideration when placing your order.1. A teacher or other staff member that finds a piece of software believed to be a good selection for his or her classroom needs to follow policy procedures. First, the individual must get approval from the Director of Technology, make arrangements to obtain a trial version of the software, have the version installed on their computer by a member of the technology staff, and evaluate the functionality of the software. Then, complete the evaluation portion of the Software Evaluation and Recommendation Form, provided on the district’s website.2. At this time, the teacher will meet with their supervisor and the Director of Technology to discuss their findings.3. The teacher or staff member is responsible for completing the remaining portions of the Software Evaluation and Recommendation Form, signing it, having their supervisor sign it, and submitting it to the Director of Technology.4. All information about the vendor, pricing, order number, and purchasing documentation needed by that vendor must be located and printed or recorded to be submitted to the Director of Technology with the Software Recommendation Form.5. If no questions arise, the Director of Technology will add any comments to the recommendation form, and submit it to the Superintendent for approval and a signature.6. Once the proposed software purchase has been approved by the Superintendent, it will be submitted to the Treasurer’s office, along with the accompanying vendor and purchasing information.7. When the software arrives, it must be installed by the Director of Technology, or a designated member of their team, and not by the requestor. Software Recommendation and Purchasing FormName of submitting staff member: _________________________________________________Position held: _________________________ Building: _______________________________Date of trial installation: ___________________Software Title:Subject Area(s):Publisher:Grade Level/Age Range:Copyright/Version:Purpose:Evaluation of Software TrialTopicCriteriaStrongly AgreeAgreeDisagreeN/AContentThe information is accurate, current, applicable, and well written.DirectionsHelpful, easy to use directions are provided in a manual, through help, or online. Grade/AgeThe reading level and skills are appropriate for the target audience.LearnersThe program accommodates various learning styles and levels. LevelingLevels progress and retains student informationUseProgram can be used for individual use or in a group setting.FeaturesSound can be turned on/off.FeedbackThe program offers feedback to the student in a timely fashionFeedbackThe program provides feedback about student progressStandardsAddresses multiple learning targets for the grade levelRecommendation for Software PurchaseWindows Platform (Mac not eligible)ProcessorOperating SystemRAM (MB)Hard Disk space (MB)InternetAdditional RequirementsLicense Type and Number RequiredCurriculum AlignmentHow does this software fit the curriculum? Use specific standards learning targets.Vendor NameVendor AddressVendor Phone/FaxVendor WebsiteSales person/phoneRequestor Signature: ____________________________________________Date: _______Director of Technology Signature: _________________________________Date: _______Superintendent Signature: ________________________________________Date: _______Treasurer Signature:_____________________________________________Date: _______P.O. Number: ___________________ Date Sent: ________________ Date Received: _______________ Recommendation for Policy that Focuses on Replacing SoftwareSoftware replacement is not simple to predict. We have a basic policy that has served our needs well. Policy steps are documented below.1. Software that is critical to the functioning of the district and the classrooms such as management software, Microsoft Office, Adobe CS 5.5, and Symantec will be evaluated by the technology committee one time per year to determine effectiveness, efficiency, and value. We anticipate that Microsoft Office and Adobe CS editions will be used for at least three years. However, unforeseen factors may adjust our needs, hence the yearly evaluation. Critical software suggestions for replacement will be researched by committee members and discussed with the administration prior to reaching a decision.2. Software that is non-critical to the functioning of the district, such as KidPix, Kidspiration, and Shapes will be evaluated by the technology committee once every two years to determine effectiveness, efficiency, and value. Occasionally these programs become unexpectedly obsolete and begin to cause compatibility issues. In this case, the committee will evaluate the software on an as needed basis when issues arise in between the two year cycle. Staff will be surveyed every two years to help the committee determine use of non-critical software and allow for an informed decision for replacement.3. Software being considered by a staff member must follow the Software Recommendation and Purchasing Procedure, found on the teacher links portion of our website. Staff members must conduct an evaluation using a trial version in order for the committee to consider purchasing any software. Any requests submitted throughout the year will be examined by the committee the week following May 15th and the week following November 1st. Staff will be notified of the decision as soon as possible.Procedure for Removal and Disposal of Unnecessary SoftwareDistrict computer software is handled by the Director of Technology and his team. No teachers are given permissions to be allowed to try to install or uninstall any product. Therefore, all laptops are collected at the end of school so maintenance, including software removal, installation, or updates can be done in a central location. Desktop computers remain in their locations where they will go through the maintenance and software procedures. Policy steps are listed below.1. Staff members that are not part of the Technology department are not permitted to uninstall or dispose of any software. If any software seems to be causing a problem on a computer, the technology director needs to be informed through email of the specific problem that occurred and on which specific computer(s) that took place. 2. Every two years the technology committee will review the non-critical software utilized within the district. A survey will be conducted and staff members will be given one week to provide input regarding their use and perceived value of currently installed non-critical software. At that point, the technology committee will collect and evaluate response data to determine if the different software will be uninstalled or if it continues to be a valuable resource. Removal of obsolete or unwanted software will take place during summer maintenance and updates. 3. No physical pieces of software should be kept anywhere other than in the technology department. Any pieces found outside of the department should be returned immediately to the Director of Technology.4. Any physical software that has become obsolete or unusable will be documented and destroyed. If available, the title, version, number of copies, serial number, license number, and purchase date will be documented and retained in the technology department and central office. The date and method of destruction will also be documented. Software will be broken into pieces or shredded and disposed of through district waste to prevent illegal use. Issues Related to Software Acquisition and Management at the SiteResponsibility of software acquisition and management on site is overseen by the Director of Technology and department staff. Through the processes outlined above, software acquisition can be easily handled by the Director of Technology and the technology committee. Cost and perceived value are the two major factors that seem to prevail when it comes to software acquisition. Budgets only allocate so much in funding toward software purchases, which can easily be drained by the addition or replacement of management or other key district software. Staff members who place software requests throughout the year often believe strongly in the potential benefits, and therefore need, of that particular software. If the budget does not allow for the purchasing of non-critical software or specific software requests are denied, staff members can become very angry. Occasionally this has led to problems between several staff members and the technology department or another staff member that did receive their software request. Software management is generally overseen by the Director of Technology and department staff. Daily operations flow smoothly the majority of the time and issues are taken care of quickly. However, the local Informational Technology Centers (ITCs) may be enlisted for assistance during software issues that cause significant disruption of district operations. Technology department staff work well with the ITC’s staff because they realize when the administration offices or student data is affected no chances can be taken and efficiency is key.HardwareProcedure for recommending hardware specifications. Mainly the recommendation for hardware specifications will apply only to the Director of Technology. However, subject-specific or need-specific hardware recommendations may be made by other members of the staff. Policy steps are listed below.1. Only the Director of Technology will be responsible for recommending hardware specifications regarding laptops, desktops, interactive white boards, projectors, printers, and any other major hardware. Any recommendations made must be supported by documentation that justifies the need for those specifications. A minimum of two resources must provide examples of use and comparison of capabilities. Specifications made available by the Director of Technology shall include descriptions and minimum requirements for: type of technology, processor, memory, hard drive, CD/DVD drive, Ethernet, wireless, video cards, and the operating system.2. Any member of the staff, other than the Director of Technology, may recommend hardware specifications in their area of expertise. For example, a touch screen monitor may be recommended by a classroom teacher who has a student with physical disabilities and is unable to control a mouse. Recommendations made by other staff members must conducted in the same manner as those made by the Director of Technology. Supporting documentation with a minimum of two resources must be submitted to the Director of Technology for consideration.3. Hardware specifications for personal technology brought in by staff members will be clarified at the beginning of the school year. These specifications are designed to protect from damage any technology supplied by the school district. Any personal hardware being used that does not meet these specifications will be refused by the Director of Technology and will be taken away from the staff member if found on the premises. A letter of reprimand will be placed in the staff member’s file and the technology will be returned to the staff member with the understanding it must be removed from the school grounds.Detailed List of Assistive Technology for Special Needs StudentsMinspeak. Minspeak systems utilize icons to represent language for individuals with difficulty communicating verbally. Students learn to create sentences using combinations of these icons along with symbols that identify if the symbol represents a verb, adverb, and etcetera. Different meanings are represented by the same icon, which may be confusing depending on the ability of the user. Portable communication devices manufactured by the Prentke Romich Company are the only devices on which Minspeak works. Minspeak Application Programs (MAPs) are pre-developed programs available for a variety of ages, abilities, and needs. MAPs come in different languages, excellent for ESL students, but can also be customized if needs cannot be met with existing MAPs. While the device that uses Minspeak is very expensive, we anticipate the need to purchase one of these devices and the corresponding software each year of the plan. More information can be found on IntelliKeys USB. IntelliKeys USB is an alternative keyboard that can be programmed to fit the needs of students with physical, visual, or cognitive abilities. Young learners and ESL students can also benefit from the flexibility of the IntelliKeys USB. Standard overlays are placed on the IntelliKeys USB keyboard and help students with the alphabet, writing, Internet, email, math, the mouse, and other skills. Overlay Maker 3 allows teachers to make customized overlays that can be printed on legal sized paper. Some publishers already make overlays that correspond with their materials, such as Write:Outloud or Microsoft Word and Power Point. Each keyboard can also be customized for speed, sensitivity, shifting with one finger, and smart typing such as punctuation spacing. IntelliKeys USB provides many opportunities for diverse learners to reduce frustration and experience success in the classroom. After one year of the Minspeak use and additional research, we will determine which tool would be more effective with our students. More information about IntelliKeys USB can be found on iStartSmart Mobile. One-to-one computing for young learners is brought to life using the iStartSmart Mobile touch screen interface. Covering literacy and math skill development in 18 essential areas, this technology moves students ahead only when they are developmentally ready. There are five scaffolded skill areas that increase or decrease in difficulty as students work. Progress data is collected in real time that can be monitored by teachers, administrators, and parents through the Internet. iStartSmart Mobile allows students to work and progress at their own pace, making it an excellent option for any child. Dual language interactive whiteboard content is also available, making this a wonderful choice for ESL Spanish students. Intrigued by this device and software, we have not decided there would be a benefit over the iPads we currently use. Kindergarten and First grade teachers are going to explore various apps for the iPads and compare their functions to those of the iStartSmart Mobile. For more information about the iStartSmart Mobile, explore the following website. NEO 2. NEO 2 is a small, portable word processor designed for students who have poor fine motor skills, dyslexia, or verbal communication difficulties. It is slightly larger than a standard keyboard and has a small screen near the top. NEO 2 contains features such as the ability to cut, copy, and paste; a dictionary and thesaurus that includes a Spanish-English word look up for ESL students; a built-in keyboarding program; wireless printing; a share feature with Google Docs; an autosave function; and a MathFacts in a Flash skill building program. One of our students has been using their own NEO, previous version to the NEO 2, for several years. For such a small expense of less than $200.00, our technology and special education departments agree this is an excellent choice if we develop a need for such technology. More information about NEO 2 can be found on Procedure for Recommending a Computer or Other Technology SystemAcquiring new hardware is a costly venture for a district. Whether desktops are at the end of their cycle, printers are spending more time jammed than functioning, or ten teachers are demanding that they must have a Smart Board and projector, any need in a technology department can make a major dent in the budget. The Director of Technology, along with the technology committee, has the difficult responsibility of prioritizing. Critical purchases may be considered by the Director of Technology at any time, but hardware purchases recommended by staff will only be addressed by the Director of Technology at the end of the school year, if submitted before May 15th. Any hardware purchase recommendation must meet the following criteria.1. A teacher or other staff member that identifies a computer or other technology system (hardware) believed to be valuable for his or her classroom needs to follow policy procedures. First, the individual must obtain all required information for that type of technology. For example, if the recommendation is for a computer, the brand, processor, memory, hard drive, CD/DVD drive, Ethernet, wireless, video cards, and operating system must be documented. If the hardware is being used with a computer, information about the processor, memory, hard drive, and operating system requirements may be necessary to determine compatibility. Standards and learning targets that will be covered using the hardware also need to be included on the Hardware Recommendation form. 2. Once the necessary information has been documented, the staff member will meet with their supervisor and the Director of Technology to discuss their recommendation. If the recommending individual is the Director of Technology and the hardware purchase is significant, they will meet with the technology committee and the administration to discuss the hardware. 3. The requesting teacher or staff member is responsible for checking all portions of the Hardware Recommendation Form for accuracy, signing it, having their supervisor sign it, and submitting it to the Director of Technology. If the requesting individual is the Director of Technology, the form will be submitted to the Superintendent for consideration.4. All information about the vendor, pricing, warranty, order number, and purchasing documentation needed by that vendor must be identified and printed or recorded for submission.5. If no questions arise, the Director of Technology will add any comments to the recommendation form and submit it to the Superintendent for approval and a signature. 6. If the proposed hardware purchase has been approved by the Superintendent, it will be submitted to the Treasurer’s office, along with the accompanying vendor and purchasing information.7. When the hardware arrives, it must be set up or installed by the Director of Technology or a designated member of their team. Recommendation for a Policy that Focuses on Replacing HardwareHardware replacement for computers traditionally runs on a five year plan in our district. We plan on replacing all computers at the end of their fifth year of service, as well as increasing our total number based on the current needs of the district. Hardware failures, software and operating system compatibility issues, and the unavailability or cost of parts have factored into our decision to implement this phase-out replacement method. Considerations have been discussed about the possibility of replacing all of the computers in one building at a time so that all hardware and software will be consistent throughout that building. Hardware that was not ready to be phased out would be moved to the other two buildings for the next year. At the end of that year, all hardware would be replaced in the second building, moving any remaining computers yet to be phased out to the third and final building. Finally, in the third year, all of the hardware at the final building would be replaced. Each building would then have consistent hardware and software throughout that building. While the Director of Technology, the technology committee, and the administration like this idea, it does require larger amount of funding for those three years, followed by one year of only emergency replacements before entering back into the cycle with the first building. This idea has been tabled until the start of the next school year, pending further research into how other districts implement this type of plan.Printers and copy machines are leased by the district, so maintenance plans carry over, but there are no major replacement costs. Computer mice, headphones, and microphones are placed on a standing order each year to replace 25% of the existing inventory. So far, this has met our needs without leaving an excess supply. Procedure for removal and disposal of hardware. Disposing of hardware is not as simple as throwing it in the garbage. Not only does that unnecessarily increase waste, but the confidentiality of data contained within the hardware is a concern. Removing hardware is not a simple process either, because if it must occur during the school year a teacher is most likely temporarily left without an important teaching tool. A basic procedure, as follows, has been implemented for general situations. 1. Hardware removal and disposal will take place during the summer updates and replacements. This will be conducted by the Director of Technology and his team. If any hardware issues arise throughout the school year, immediately contact the Director of Technology by sending an email that clearly describes the problem.2. Any broken hardware removed from classrooms or other areas on an emergency basis will be replaced as soon as possible. Please understand that, especially with unplanned orders, processing, shipping, and set up may not take place quickly. Accommodations for this disruption must be made within the classroom.3. Computers and other hardware containing confidential data will be reformatted, or scrubbed with a wiping application, prior to disposal. Disposal may include selling parts to employees of the school district, students, or members of the community; refurbishing and donating them to a needy organization; or recycling suitable components. Disposal methods cannot be determined until the hardware is examined thoroughly. Staff members will be notified first, through email, and have one week to indicate their interest to purchase if any hardware is being sold.4. Hardware being refurbished or recycled will be sent to a local business that handles recycling, refurbishment, and donations to appropriate organizations. Contracts are based on a per use basis rather than by term.Examination and Discussion of Issues Related to Hardware Acquisition and Management Hardware acquisition and management somewhat resembles a game, but not one played for fun. The players in the technology game are the cost of hardware, time needed for the technology staff to install and maintain the hardware, and the teachers who either wants or do not want the hardware.Clearly the first consideration is the cost. If the superintendent goes to the Director of Technology and insists that every classroom in the middle school has an interactive whiteboard (IWB), the big picture is much larger than purchasing 25 IWBs. At a minimum, the purchase must also include 25 projectors and the cords to connect each computer to the other two components. Of course, in an ideal situation these projectors would be wall mounted or ceiling mounted so they the teacher doesn’t have to realign the IWB every five minutes. But, if that is not feasible, a cart is much safer for the projector than just using a student desk. So, either add on 25 booms, ceiling mounts, or carts. Speaking of realigning, the IWBs are going to be wall mounted, are they not? Just being on a stand with wheels makes them so vulnerable to children moving about the classroom that it just is not safe. So, add the provisions for mounting those 25 IWBs. Plus, do not forget that most of the interactive materials to be used with an IWB also have sound, so at the very least add 25 sets of speakers. Do those classrooms have desktops or laptops? For convenience and safety’s sake, it would be much better to have laptops for those systems rather than desktops. Add 25 laptops to the order. When the cost is finally totaled, does the superintendent still want 25 middle school teachers to have IWBs? This represents the domino effect that takes place with technology. Obviously not every hardware purchase leads to so many more purchases, but the cost adds up whether 25 IWBs and all of their supplies are being added to the district or whether the printers need replaced. No purchase is ever small or inexpensive.Time is also a huge factor. Imagine how the Director of Technology feels possibly adding the installation and maintenance time for 25 IWBs, wall mounting each of them, 25 mount or cart assemblies for the 25 projectors, 25 sets of speakers, and 25 new laptops. Without the mounts, one hundred and twenty five new pieces hardware have been added to the Director’s responsibilities. The likelihood of any additional staff being added to assist with this new hardware is slim. School districts often want to bring new technology into the classrooms to make the point that they are keeping up, or even setting the bar, but do not factor in the amount of time it will require to care for the additional technology. If the current technology staff cannot fulfill the needs that correspond with additional technology, the equipment cannot be maintained properly. Hardware that cannot be relied upon is seldom used, and those 25 amazing IWBs and all of the corresponding hardware may just sit in those classrooms gathering dust if a few projector bulbs go out, a couple laptop power cords do not work, several speakers keep making crackling noises, or the IWBs keep rolling around every time teachers try to use them. Time and staffing is just as much a part of the investment as the hardware itself.Finally, and potentially the most difficult part of the game, is the staff. Several categories of staff exist. There are staff members that do not want anything new to learn; ones that only want new technology because someone else got it; and staff members that want every new piece of technology that comes out. Maintaining a balance between the staff is difficult. Obviously the superintendent wants the 25 IWBs to be used in the classroom. What percentage of those 25 teachers that will actually embrace the new technology is always questionable. Teachers get very set in their ways. So much so, that when new technology is brought into their classroom they are insulted, feeling they must not be doing a good enough job if the administration feels they need, for example, an IWB. Unfortunately, this can cause amazing technology to go to waste, without the proper approach and training. Other teachers may feel they are not good enough if they did not get one of the first IWBs, so when they do get one those teachers refuse to use it out of principle. Then, there are teachers that must have every new toy but never take the time to learn how to use it to its potential. Sadly, this is part of the game. A part that must be played wisely by the administration and the Director of Technology if they want the teachers to truly embrace new technology and genuinely use it for the betterment of the students.Hardware acquisition is difficult because of cost. If purchasing the hardware is not a hurdle, will the technology staff have the time to install and maintain that hardware so it can be functioning properly and reliably? Assuming those two situations fall into place, what classrooms get the technology first and how can you make those teachers feel comfortable enough to realize its true benefits? Hopefully our district has found and can maintain this balance.Technology Implementation and MaintenanceMaps of networks, computer labs, classroom computers, and printers will be kept in two secure locations. Also included with the maps will be a spreadsheet with information about where other hardware is located along with clearly defined and marked locations for routers and hubs.In classrooms, computer labs, and libraries the technology will be accessible in a manner that all students are equally able to use it and benefit from its inclusion. When hanging Smart Boards, they will be hung in the center of a wall so all students can easily see the board. When at all possible, projectors for Smart Boards should be ceiling or boom mounted. Computers should be in a location that is easy for students to access and for teachers to monitor, as well as a place where they will stay cool and dry. At least one computer in each room should be handicapped accessible by puter labs in each building have a sign-up form located on the door so staff members may sign up to use them for their classes. Students must sign in at the media centers if they are going to use that technology resource on their own time.All technology is stored and kept in locked locations that are dry and cool. Cords are bundled and covered when they must be on the ground, possibly impeding a walkway. All computers have anti-virus software and a firewall in place. The district uses a security system to filter and block sites that are deemed inappropriate. An Acceptable Use Policy (AUP) in place for students, parents, and staff to sign, indicating they agree to what is and is not acceptable while using the district's technology. The technology AUP includes legal information about copyright laws, how and when it is appropriate to use and access technology. Affirmation of having read and understood this policy will be required for anyone to have access to use the district technology. Please see the example of our AUP below.Acceptable Use PolicyParents and Students:Please read together, sign, and return this document to school. By signing this form, both parent and child are agreeing to these terms. This policy can also be found on the school website.Statement of PurposeThe district will provide students and staff with access to computers and other appropriate technologies as deemed appropriate by the administration. Technology is provided in order to offer students and staff with materials, resources, and opportunities which enhance the overall educational experience. All school Internet use is filtered and monitored. Acceptable uses of technology are devoted to activities that support teaching and learning. It is the responsibility of students to use available technology resources in an appropriate, safe, and lawful manner. The following are our terms for technology use in the school district.Terms of AgreementAs a student, I know that I must follow these rules:I will use all computer and technology equipment carefully and not damage, change, or tamper with the hardware, software, settings, or network.I will only use the Internet and computers with the teacher’s permission and only for the purpose as directed by the teacher.I will stay safe on the Internet by making sure that I never share personal information like my full name, address, or telephone number. If anyone tries to contact me through the Internet I will notify my teacher immediately.I will not share any private passwords given to me by my teacher.I will not use any Internet sites that require creating or using a password other than those approved by my teacher.I will not use any technology to bully anyone or to write inappropriate messages. I will tell my teacher if I see anything on the Internet that is not appropriate.I will print documents only one time after receiving permission from my teacher.I will not move, view, or change anyone else’s documents in group folders. Continued...I will obey all copyright laws.I will not download any images, video, or sound files without the permission of my teacher.I understand that my school computer files are not private and that my teacher, the technology department, and administration may see them at any time.I understand that I will only be allowed to use school technology if I follow these rules.Disciplinary ActionsNot following these policies may result in disciplinary action as follows. Ultimately, disciplinary decisions will be determined by student’s intent, severity of the violation, potential risk of the violation, and actual damage caused by the violation. Removal from all Network/Internet/Email use includes technology class and use of classroom use of these resources. First Offense: Administrative Discretion Second Offense: 10 day removal from all Network/Internet/Email use Third Offense: 20 day removal from all Network/Internet/Email use and 1 day suspensionBy signing this agreement I indicate that I have read, understand, and agree to follow all of these policies when using technology provided by the school district. Student’s account will be disabled and/or Network/Internet/Email use will be disallowed for all students who do not return this form signed by September 15, 2012. Student Name (Please print): ___________________________________ Date: _____________ Student Signature: _________________________________________________Parent Signature: _________________________________________________ Grade: ___________Student’s Teacher: _____________________________________Troubleshooting will take place by contacting the Director of Technology. He, or another department staff member, will be available for assistance to each building. The first step for technology concerns is to contact the Director. If this is not possible, the issue should be reported to a principal or other staff member to be forwarded on to the Director of Technology. Teachers and staff will not have administrative rights to update or make changes to the settings on their computers. The Technology Director will be responsible for these types of modifications unless another member of the technology staff has been directed to make the changes. Software and hardware installations will be taken care of by the Director of Technology or a staff member, as stated in the corresponding policy sections. Professional DevelopmentTwo days of two technology professional development sessions are offered each year by the technology department. Complacency and settling for what you already know happen too easily when we are not pushed beyond our boundaries. Therefore, different how-to lessons and activities that help teachers push their comfort limits with familiar software such as Word and Power Point are offered along with new software and concepts. Teachers must attend at least five different sessions before the conclusion of each day of in-service. In order to offer sessions the teachers feel are relevant, a survey is delivered 1 month prior to the in-service. The survey is available online and the faculty and staff have 3 days to complete and submit all sections. At that point, the survey is analyzed by the technology department. Many sessions are taught by the technology department teachers, technology coordinator, and assistant technology coordinator. Other teachers may be invited to present on their areas of expertise and outside resources, such as speakers, will be contacted based on the needs of the survey. The survey we use is seen below.-362787251209Professional development is taken seriously in our school district. Prior to the in-service we survey the teachers and then host the sessions. Follow up, though, is one of the most important parts of professional development that is often ignored. Two weeks after an in-service we ask the teachers to meet together to discuss their experiences trying their new skills or ask any questions they may have come up with in the meantime. The teachers and other staff that presented during the in-service are provided with substitutes for the day so they can be available to meet with the participants during their prep periods and lunches, if they wish. Our teachers have found these smaller, follow-up sessions to be very helpful and asked that we continue this practice. CommunicationThere are many ways in which students, parents, community members, staff members, and administrators can communicate with one another in the district. Individuals may receive communications in any of the following ways.EmailTelephone and OneCallWebsitesSocial Networking (District updates)ProgressBookUSPS Mail EmailPossible email communications include staff to student or student to staff, parent to staff or staff to parent, administrators to staff or parents, parents or staff to administrators, staff to staff, administrators to administrators. Administrators, staff, and students will be issued a district assigned email address and will have access to their email via the district email provider. Administration and staff can access this email account at home through the web. In the past, this was system was Mulberry, but is currently the ACCESS email program. Parents and community members can contact staff and administrators through email. A list of administration and staff email addresses are on the district website. Telephone CommunicationsIndividuals in administration each have a telephone in their office. Staff members have access to phones in the offices, guidance offices, nurse’s offices, and main offices of each building. Students have access to main office phones in the case of an emergency. All district personnel maintain phone extensions and voice mail boxes for work related calls. Staff will be able to call within the district using these extensions. Community members and parents will have access to district phone extensions via the district website. We also have a OneCall system, using IP Telephony, which administrators and teachers can use to simultaneously call groups of parents, staff, and community members to spread district news, important messages, and updates. WebsitesThe district has a website with a homepage allowing access to sites for each building, updates for the district, news, technology information, teacher websites, Board of Education information, contact information for staff and administrators, and other district or educational information deemed valuable to the public. Teachers must maintain a website to post class updates and homework. Sports and clubs may also have websites for information distribution.Social NetworkingPosted on the first page of the website, our district has a Twitter account to provide important district updates. Community members, students, staff members, and administrators all would be able to use this means of networking for school-appropriate communications.ProgressBook ProgressBook is a line of communication from teachers to parents. Teachers can update grades, assignment and homework details, and progress reports to students and parents. Students and parents use their personalized log on information to access this information from any computer hooked to the Internet. Teachers can also access parent information, grade books, medical information, and schedules through ProgressBook.USPS Mail The USPS mail service will be used to send letters and information to parents and community members when deemed necessary by the district. The USPS mail system is also available for community members, parents, staff, and administrators to communicate to one another. This might be used for hard copies of important information such as grades, progress reports, and district newsletters.ReferencesAppleton Area School District. (n.d.). ELL Kids. Retrieved on November 30, 2011, from Learning Group. (2011). IntelliKeys. Retrieved on December 1, 2011, from Corporate Services, Inc. (2011). TAP?it. Retrieved on November 29, 2011, from Computer Equipment Replacement Plan. (2007).Retrieved on December 3, 2011, from its.malden.mec.edu/TechPlan/Replacement_Plan_07.. (n.d.). Side by Side (3rd Edition). Retrieved on November 30, 2011, from , Inc. (2011). iStartSmart Mobile. Retrieved on December 1, 2011, from Council of the Ohio Education Computer Network. (n.d.).? Connections. 11(3), pp. 1-6.Model Me Kids, LLC. (2011). Model Me Kids. Retrieved on December 1, 2011, from Teaching Technologies, Inc. (2011). vizZle. Retrieved on December 3, 2011, from Direct, Inc. (2011). NEO 2. Retrieved on November 29, 2011, from Systems. (2009). Minspeak.?Retrieved on November 30, 2011, from Systems Ltd. (2011). Read&Write Gold. Retrieved on December 1, 2011, from . Department of Education, cooperative agreement #PRU295A050003. (n.d.). PBS Kids Island. Retrieved November 30, 2011, from Casacchia My thoughts and opinions about technology planning were rather limited before this class. I figured there would be a lot of time, effort, and planning that went into making policies, but I underestimated this time, effort, collaboration, planning, etc. As I was completing this assignment with my group, I was really able to understand the complexity of technology planning – details, time, effort, who is involved, etc. The assignments helped me understand the importance of the plan, and why it is required to have one. I also understand why there are so many people involved in creating such a plan. There are many different aspects of planning that would require the knowledge and input from many different experts in those areas. I worked with Amy McCormick and Jena Martin on the assignments. We used resources from our own districts in order to gain more knowledge and understanding in addition to the information provided for the class and modules. We used GoogleDocs and in person meetings in order to complete the assignments. It was beneficial to be able to work on our own time, and share our progress via GoogleDocs. I also think it was necessary and important to meet in person as well, so that we could collect our thoughts, give input, and work together to polish the assignments and put them together in an organized and cohesive manner.Jena MartinTechnology planning is a very intricate process, which I did not fully understand before completing this assignment. I knew there were a lot of areas that needed to be covered in a technology plan, but I never thought how much work actually needed to be done in order to have an effective plan for an entire district to run smoothly. I thought a technology plan would not take a significant amount of time to complete as long as you were organized and had everything mapped out. As it turns out, there are many issues that arise, even if you are prepared. If you make one mistake in a section, you may have to revise other sections you already have completed. As I worked with my group throughout this project I realized how intense a technology plan actually is to complete. There is a lot of planning that goes into making a district wide technology plan before you even start writing. I was surprised at the amount of research that had to be conducted in order to figure out how to create an effective budget for our school district. We had to not only research other technology plans, but also talk to many distributors and technology personnel. Upon finishing this project, I now understand that there is a level of organization you much have in order to even start to write a technology plan because if you miss something in one section, you have to go back and change many other sections. I also understand that it takes many resources in order to be accurate in your plan. To get the necessary information for our technology plan we talked to several technology personnel. After looking at our technology comparison project, we were able narrow some of the different companies we needed to contact to find out more information about hardware and software. Since one of our group members works at Columbiana Village Schools, we were also able to utilize the knowledge of the Director of Technology of that school. They are leading the way in technology in education and he was very helpful in answering all of our questions.Amy McCormickAfter having been on our district’s technology planning committee for the last few planning cycles and become a member of our technology department, I have enough knowledge of how things work that I always joke with our Director of Technology that he would never have to worry about me going after his job. If there had ever been an ounce of doubt in my mind, after having gone through this process it has been replaced with complete confidence that I am absolutely not interested in that job. What an overwhelming amount of responsibility. I cannot imagine how others feel who have never even seen the slightest bit of what goes on in a technology department. Reviewing the technology plan earlier in the semester was nothing like this process. There is quite a bit to consider in the state technology plans, but with the template and all of the directions it honestly seemed as if anyone could complete that document. In fact, one of the ones our team reviewed was written so poorly that I questioned if the plans were actually reviewed by anyone prior to being approved. This process was quite different, though. My responsibilities were the Technology at the Site, Software, and Hardware sections along with collaborative work on hardware and software portions of the budget and professional development policies. Our fictitious school district was based mainly on the one in which I work, so I used my knowledge of the technology at the site to create our plan. While having a great appreciation for the technology we have and how far we have advanced, I never really thought about the breadth of the task. So, working through the section about the technology at the site really made me reflect and think about the whole process over the last 15 years. My awareness of all who are involved in that process, other than the Director of Technology, is rather slim, but all parties involved must have worked diligently and put a great deal of thought into where we were headed as a district.Working on software and hardware were actually interesting. The first year I was part of the technology department I had the pleasure of having the county’s multi-handicapped class come into the computer lab every week. At that time I was a technology consultant in that building so I did not have any teaching responsibilities for the short time I was in the building. Having those students in the lab was one of the most eye-opening experiences I have ever had while working with children. Their insight and abilities amazed me and perhaps made me too confident going into the second year. During that year I had teaching responsibilities and the county class had changed significantly in composition. While it was quite a challenge to find materials to meet all of their needs, I really enjoyed finding the resources to use with them and seeing the various hardware and software they used in their classroom. Prior to that experience, I had several students who required special technology for their daily educational experience. After researching the software and hardware, I am fascinated by what is available and wish that I could supply all of those amazing products to every child who could benefit, rather than just a precious few. One frustrating aspect was the lack of pricing in many cases. Shopping for software and hardware should not resemble the process shopping for a car; just provide the price and let me decide if I want the product.As for the professional development portion, when looking at the rubric I was struck by the requirement for procedures that should be followed for the offering and support of professional development workshops. Teachers always talk about not getting anything out of professional development sessions or feeling overwhelmed by the amount of information they were exposed to in one day, that I feel offering a follow up day after each in-service would be beneficial. While it is on a much larger scale, I remember how I felt after going to the regional National Science Teachers Association convention a few years ago. I was exhausted at the end of each day and brought home a bag full of materials I hardly remembered. Having the resources to revisit some of those topics a few weeks later would have been advantageous in helping me apply those materials in my classroom.Overall, this was a very time consuming, but interesting experience. It made much more of an impact that simply examining the technology plans of other districts. Although, I never will forget how great the differences were between them. I still cannot imagine having to be responsible for every piece of technology in the district and I have a great respect for those who choose to do that job and do it well. Maybe, in the end, while I am even more scared and intimidated by the whole process, I do think about what it would be like to have that job. But could I really give up teaching a five year old how to “double click” and see their eyes when they succeed for the first time? I guess only the future will tell. ................
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