Tavelli

Instructional Technology Plan

Date Submitted:

March 8, 2004

Dan Lawler

Site Administrator Date

Rob Deakin

Building Technology Coordinator Date

Bob Curran

District Support Technician Date

District Data Communications Date

Instructional Technology Approval Date

Role of the Technology Team

Planning

ü Prime facilitation group for planning of technology within the building.

ü Each member represents their area but also represent the school globally.

ü The team will meet at least once a month on a regular basis to revisit goals, assess the goals and monitor the implementation of the technology plan and to evaluate its impact on classroom instruction.

Leadership

ü The team should be the force behind training the staff with technology.

ü The team should be the force behind integrating new technologies into the classroom.

ü The team should be the first line of help when staff members have needs and question about the use of technology.

ü The team should consistently and systematically research and understand what the current trends in technology mean to their school and share that information with the staff

Training

ü The team should have a level of expertise over and above the expectations of the school staff.

ü This higher level is to be shared and used to train other staff members, either through formal training sessions or on a one-to-one basis.

ü The team should seek to train themselves, either through formal training sessions or on a one-to-one basis, systematically and on-going every year.

Purchasing

All school technology purchases should go through the technology team first to:

ü allow more efficient use of technology money

ü stop purchasing duplicate copies of software

ü assure that purchases adhere to district hardware and software guidelines

ü allow purchases of “value-added” hardware and software

ü allow a body of people to have school-wide knowledge of hardware and software inventory and uses.

Evaluation and Review

At the end of each school year, a spring Technology Team meeting should be reserved to review and evaluate the success of the technology implementation and make necessary modifications for the next school year. A copy of the evaluation and modifications should be sent to the District Technology Coordinator.

Technology Team Leader

Members Name: Rob Deakin

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill
• should commit themselves to understanding current and future trends in the integration of technology in education
• establishes meeting times on a consistent basis
• establishes team norms
• establishes timelines and deadlines
• sets the agenda for all meeting

Building Technology Coordinator

Members Name: Rob Deakin

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill

§ should commit themselves to understanding current and future trends in the integration of technology in education

§ acts as a liaison between the district and school to help bring information to the school and attends all BTC meetings always held the last Tuesday of each month

• typically acts as the facilitator of the school’s Technology Team
• keeps database of software and hardware
• maintains software and hardware according to district standards
• communicates with information systems, district technology trainers, and pupil services on an ongoing and periodic basis.

Building Technology Support Technician

Members Name: Bob Curran

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill

§ should commit themselves to understanding current and future trends of technology hardware and software

• helps maintain database of software and hardware
• maintains software and hardware according to district standards

Media Specialist

Members Name: Rob Deakin

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill
• should commit themselves to understanding current and future trends in the integration of technology in education
• acts as a liaison between the district and school to help bring information to the school
• brings knowledge of the appropriate use of technology in learning
• brings knowledge of the appropriate use of resources needed to support and enhance learning
• models the integration of technology into the classroom
• brings an understanding of curricular design from a global perspective
• brings knowledge of the use of technology in information access, use and evaluation
• brings knowledge of the Information Literacy and Instructional Technology Curriculum

Administrator

Members Name: Dan Lawler

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill
• should commit themselves to understanding current and future trends in the integration of technology in education
• builds accountability and support in development and implementation of the plan
• brings a global financial perspective of the school
• brings a global curricular perspective of the school
• enforces the vision, mission and beliefs of the school

Parent / Community Member

Members Names: Brent Spomer

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill
• should commit themselves to understanding current and future trends in the integration of technology in education
• brings a perspective of the home/school connection
• brings different perspectives on solutions
• understands the technologies needed to be successful in the workplace
• able to tap into a variety of community resources

Teachers

Members Names: Melanie Mierzwa, Colleen Pfiefer, Rhonda Hitchcock, Shana Boxler, Karen Hancock, Christy Swinson, Hayden Camp, Gail Baker

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill
• should commit themselves to understanding current and future trends in the integration of technology in education
• brings an intimate knowledge of when and how students learn best
• brings and understanding of their classroom commitment to the schools vision
• brings a global perspective of grade levels and/or departments

District Technology Support Technician

Members Name: Bob Curran

Responsibilities:

• helps foster a climate of open and honest communication within the team
• should commit themselves to achieve a higher level of technical expertise and skill
• should commit themselves to understanding current and future trends in the integration of technology in education
• brings a technical perspective of hardware and software issues within the building relative to the district
• brings a working knowledge of systems, hardware and software and their compatibility at their site.

District Technology Trainer

Members Name:

Responsibilities:

• helps foster a climate of open and honest communication within the team
• informs schools of current and future trends in the integration of technology in education
• provides updates on district hardware and software standards
• keeps pricing issues updated
• attends site technology team meetings as needed
• approves site technology plans

Poudre School District

Mission:

Poudre School District will promote a safe environment while leading an accountable learning community which challenges all students to achieve, to their highest potential, the knowledge, skills and commitment needed to be fulfilled, productive members of society in a changing world.

Beliefs:

We believe that:

• People are the most valuable community resource.

• Learning is a lifelong process for everyone.

• Teaching and learning must be interactive, meaningful and developmentally appropriate.

• Broadly based community support and involvement built on trust, shared vision, commitment and leadership is essential to the success of education.

• Policies and resources must be aligned with the district’s strategic plan

• Designing for the changing needs in education must be based on effective decision making using the best information available.

• The district must be fiscally accountable and pursuing alternative financing partnerships is a necessity

• The success of American business will be predicated on the quality of our education system.

• Parent’s and guardian’s involvement in their children’s education is critical to students’ success and to the success of the district.

• Poudre School District will provide quality learning opportunities to help all students fully achieve their potential.

• A successful learning environment should be safe and nurturing and promote self-confidence, initiative, respect, achievement and accountability.

• In addition to innovation, creativity and risk taking, the findings of sound research in the areas of effective schools, instruction, and organizational management are important components of success.

PSD Instructional Technology

Mission:

Poudre School District is committed to using established and evolving technologies to increase productivity, inspire creativity, enhance achievement, and promote life-long learning throughout the learning community.

Beliefs:

We believe that:

District commitment to technology, allows:

• a dynamic, enthusiastic vision for technology to permeate the district;

• coordination and support of decision makers, staff development planners, and the community to incorporate appropriate technologies within the district;

• Media & Technology Services to provide leadership, support, and guidelines for district-wide coordination and integration;

• training opportunities to promote competency in the use of technology;

• building level staffing to maintain and support the effective use of technologies;

• partnerships between the school district and the community to explore funding and resource-sharing options and to move forward in the implementation of technologies;

• a proportional financial commitment to equipment, software, and people;

• provisions to be made for the maintenance, upgrade and replacement of software and equipment;

• the expectation that staff will work towards competency and continuous improvement in the use of appropriate technologies;

Technologies, as part of the infrastructure of the district, allow:

• technology to be viewed as a necessary tool and a natural part of the whole system;

• all employees to have appropriate access to technology for productivity and instructional management:

• information exchange and communication through wide-area and local-area networking;

• technology selection based on standardization, flexibility, and ease of use;

• flexible new and remodeled facility designs to adapt to emerging and changing technologies;

• regular update of existing facilities to meet the changing needs for technologies;

Technologies, as part of the instructional environment allow:

• teacher to be the facilitators of learning;

• students to learn in different ways and at different rates;

• students to take more responsibility for their learning;

• active, cooperative, interdisciplinary and individualized learning;

• increased productivity and efficiency;

• development of higher-level and creative thinking skills, information access and retrieval, and improvement of basic skills;

• student assessment, including maintaining and analyzing individual achievement;

• management technologies to facilitate the district’s focus on education and effective use of resources;

• access to and analysis of data and the district’s information bases to facilitate evaluation and decision-making;

Technologies, as part of the curriculum allow:

• student to demonstrate technological literacy and skills;

• use of technology as tool integrated into curricular areas;

• use of technology to promote interdisciplinary instruction;

• instructional goals to determine which technology is used;

• curriculum change reflective of the changing needs of an information-based, technological society;

Tavelli Elementary School

Mission:

Tavelli is committed to optimize the educational experience and enrich the overall quality of life of its students, staff, and surrounding community through the pervasive implementation of an accessible, cutting edge technological infrastructure.

Beliefs of Technology Use:

We believe that:

· Students should have the opportunity to improve their future through the use of technology.

· Teachers should have the technological tools to enhance learning techniques in their classrooms.

· The world is advancing technologically, and we must keep pace if not keep ahead.

· Technology increases motivation and curiosity.

· Technology encourages and enables problem solving.

· There is a high correlation between technological competency and future success.

· Staff should be technologically adept and model the use of technology.

· Multimedia can and should be used to aid and enhance learning of content for all learners.

Goal Evaluation	Successful		Unsuccessful
Strand 4: Community Information Access Goal: Tavelli will develop a partnership with the community
How was this goal evaluated?
Observation: Open after school lab, average attendance: 8 people
If goal was accomplished, then why was it successful?
It was publicized in weekly notes and on central monitor that our lab would be open. We have extra duty pay to cover the lab supervisor’s time.
If goal was unsuccessful, then why did it fail?
Do you want to continue to work on this goal?		YES		NO

Goal Evaluation	Successful		Unsuccessful
Strand 2: Staff Competency for instructional and personal productivity Goal: Staff will increase their technical knowledge and expand their instructional toolkit. Staff will use applications such as Microsoft Word, Excel, Powerpoint, Hyperstudio, iMovie, Internet Explorer, and the file server on 3 integrated projects per year with their students.
How was this goal evaluated?
Observation: Did it happen? It happened with a few of the classes, but not for the majority.
If goal was accomplished, then why was it successful?
If goal was unsuccessful, then why did it fail?
Goal was too lofty for our resources; no time/incentives for training. The lab was full during times people wanted to use it.
Do you want to continue to work on this goal?		YES		NO

Goal Evaluation	Successful		Unsuccessful
Strand 3: Instructional/Curricular Integration for improving student learning. Goal: Students will use technology to enrich and enhance the learning of their curricular content areas. Students will complete 3 or more integrated projects per year to showcase their skills.
How was this goal evaluated?
Same as previous goal
If goal was accomplished, then why was it successful?
If goal was unsuccessful, then why did it fail?
Same as previous goal.
Do you want to continue to work on this goal?		YES		NO

Goal Evaluation	Successful		Unsuccessful
Strand 3 : Instructional/Curricular Integration for improving student learning Goal: Students will meet or exceed district technology standards.
How was this goal evaluated?
Observation; can students perform standards based skills?
If goal was accomplished, then why was it successful?
The majority of the students could perform the skills. After 3 years at Tavelli, most students were able to receive instruction in and practice most or all aspects of the standards. The degree of expertise they attained varied. Students were successful in meeting the standards because their teachers were flexible with their time and allowed for integration of technology in their classroom.
If goal was unsuccessful, then why did it fail?
The degree of expertise depended on the amount of time a students’ teachers, over the course of 3 years, were willing to devote to integrated projects. Scheduling problems and lack of an extra full-service lab contributed to student deficiencies.
Do you want to continue to work on this goal?		YES		NO

STRANDS FOR GOALS

1. Maintenance and/or Replacement

(at least one goal is required in this strand)

This strand is for you to establish a five year replacement cycle and to list any other maintenance items. There is no requirement for objectives within this strand. Simply state the goal as “Five Year Replacement Cycle” or “Maintenance” then list what you want to do in the strategies section.

This is not the place to purchase new items for new tasks.

2. Staff competency for instructional and personal productivity

(at least one goal is required in this strand)

This strand identifies goals for increasing or maintaining staff technology skills. These goals should be focused on improving the staff members technology skills so they are comfortable with using and teaching technology in the classroom.

3. Instructional / Curricular integration for improving student learning

(at least one goal is required in this strand)

Goals in this strand must focus on using technology as a tool to improve and enhance student learning. These goals need to use technology to accomplish content area standards as well as Information Literacy and Instructional Technology Standards.

4. Community Information Access

This strand is dedicated to the use of the intranet, on-line resources and the sites file server as a way to access information. Community is defined as your sites community: students, parents, staff, administration and volunteers at your site as well as the people outside looking for information about your site.

5. Administrative / Management

This strand focuses on the office staff, counseling and any other area that is included in operating or administering the site.

Strand and Goal
Strand: 1: Maintenance and/or replacement Goal: 1: Five year replacement cycle and maintenance
	Objective
	Replacement Cycle – New computers
		Strategies to achieve Objective
		Replace 33 Macintosh G3’s in main lab with HP/Compaq Desktop Computers. (32 Student workstations, 1 teacher workstation.) Replace 2 Office Bi-Tech Computers with HP/Compaq Desktop computers. Replace Title I Mac with 1 HP/Compaq Desktop computer
	Objective
	Replacement Cycle – Old Computers
		Strategies to achieve Objective
		Move G3’s to current Mac 520 Lab, or get iMacs from classrooms for iMac lab and move G3’s to classrooms. Move 520’s to classrooms as needed for word processing and keyboarding. (With the understanding that when they break they will be unsupported.) Keep and store 5-520’s for student check out, discard the rest. Use old server for a Multimedia Station.
	Objective
	Replacement Cycle – Server
		Strategies to achieve Objective
		Replace existing server with Windows Server
	Objective
	Software Replacement/compatibility upgrade
		Strategies to achieve Objective
		Microsoft Office 2000 for new PC’s
	Objective
	Replacement Cycle - Printers
		Strategies to achieve Objective
		Additional printer for SPED
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
· Windows Server			· 33HP/Compaq Small Form Factor desktops. · Plastic covers for screens. · Server	· Microsoft Office 2003 Pro for new PC’s. · NetOp School Management Software.
Evaluation of Goal

Strand and Goal
Strand: 2: Staff competency for instructional and personal productivity Goal: 2: Improve personal technology skill levels of teachers.
	Objective 1
	95 percent of the staff will demonstrate Level 1 proficiency in two areas using PSD Technology Pathways as a guide by Fall 2005 and in two additional areas by Fall 2006. New teachers in Fall 2006 will have until Fall 2007 to demonstrate proficiency.
		Strategies to achieve Objective
		In addition to offering several elective workshops, require a basic operating systems class, an Internet class, an MS Word class, and an E-mail class each of the 3 plan years. Inform staff of district technology training opportunities offered to help staff achieve proficiency. Ask Principal to encourage staff to include proficiency in at least one new Pathways area in their Personal Development Plans. Provide specific technology training during at least two team meetings times each year. Provide staff technology training in at least two staff meetings during the year.
	Objective 2
	All staff will participate in technology workshops for two consecutive years, (teaching or learning), for a total of 15 hours of seat time, (or 1 credit), each year. After completing all coursework for the first 15 hours, the teacher will receive one CSU credit. After teacher purchases the first credit, the tech plan will purchase the second credit for the teacher.
		Strategies to achieve Objective
		Use one Fall staff meeting and one Spring staff meeting for training Use one staff development day to apply your skill to an integrated unit Provide incentive by purchasing a credit. Include district staff development in plan.
	Objective
	Staff will share tech ideas in a public folder on the server.
		Strategies to achieve Objective
		Inform staff of where units are stored on the server.
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
· 3 wireless airports				· Microsoft Office 2003 Pro · Photoshop Elements · Inspiration for new non-office PC’s	Offer 20 hours worth of instruction per year over the next 3 years. Require 15 hours of seat time per credit, units and a unit plan for use with integration of multimedia projects. Keep track of teachers’ hours on a master spreadsheet maintained by the BTC.
Evaluation of Goal
· We will take a survey to see how many teachers receive a credit each year. · We will monitor attendance at workshops. · We will see evidence of integrated unit plans on the server

Strand and Goal
Strand 3: Instructional/Curricular Integration for improving student learning Goal 3: Teachers will use a variety of methods to explain concepts to students.
	Objective
	Staff will use multimedia as a visual, auditory, and tactile aid to enhance student learning
		Strategies to achieve Objective
		Staff will receive one hour of training on how to use the Smart Boards Staff will receive one hour of training on how to use the multimedia carts. Staff will receive 3 hours of training and unit development time for PowerPoint and streaming video. 3 Portable Smart boards will be available for use in classrooms. Staff will receive training, if necessary, in creating multimedia presentations. Staff will use Internet resources, including online databases and streaming video, with students in their classrooms.
	Objective
	Students will receive reinforcement of curricular areas in their computer lab classes.
		Strategies to achieve Objective
		Classroom teacher and computer teachers will communicate on a regular basis about what is being taught in the classroom, and when. Computer lab projects will be relevant to classroom learning when possible.
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
· 3 wireless airports			· New Lab: 33 PC workstations · 2 additional multimedia carts: o vcr/dvd player o multimedia projector o Sound system · 3-60” Smart Boards w/ portable stands.	· Inspiration · Microsoft Office 2000 · Photoshop Elements	Multimedia cart, PowerPoint, Photoshop, and Smart Board training will be required along with other core sessions.
Evaluation of Goal
· Observe use of Smart Boards and Multimedia Carts · Survey staff on usage of Smart Boards and Multimedia Carts

Strand and Goal
Strand: 3 Instructional/Curricular Integration for improving student learning Goal: 4 Students in grades 4-6 will receive increased opportunities to publish and present written work in a variety of formats.
	Objective
	Students will receive regular instruction in keyboarding
		Strategies to achieve Objective
		Continue to emphasize importance of keyboarding. Continue to provide consistent opportunities to practice keyboarding in computer lab classes.
	Objective
	Teachers will provide opportunities for students to publish their work.
		Strategies to achieve Objective
		Use Alpha smarts to word-process. Use computer labs for word processing and product completion.
	Objective
	Students will publish their work in a variety of ways.
		Strategies to achieve Objective
		Give students instruction in Microsoft Word and PowerPoint Give students instruction in Photoshop Elements.
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
			· Class set of Alpha smarts (We have 7, but will purchase 28 more.)	· Microsoft Word · Photoshop Elements.	· Microsoft Word workshop. · Photoshop Elements workshop.
Evaluation of Goal
· Each class in grades 4-6 should have 3 or more published, (on the web, in a class book, or in presentation form), items per student, per year.

Strand and Goal
Strand: Goal:
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
Evaluation of Goal

Strand and Goal
Strand: Goal:
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
Evaluation of Goal

Strand and Goal
Strand: Goal:
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
Evaluation of Goal

Strand and Goal
Strand: Goal:
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
Needs To Accomplish This Goal
Networking			Hardware	Software	Training
Evaluation of Goal

Strand and Goal
Strand: Goal:
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
	Objective
		Strategies to achieve Objective
Needs To Accomplish This Goal
Networking			Hardware	Software	Training