educ629 diversity technology implementation analysis wooten lotsie

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Red Lion Area School District Educational Technology Plan 2012-2017

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Table of Contents

Vision, Mission, and Goals ………………………………………………………………………………………………………………….. 1

Needs Assessment ………………………………………………………………………………………………………………………….…… 6

The Planning Process ………………………………………………………………………………………………………………………….. 9

State Goals and Objectives with Local Strategies and Measures …………….……………………………… 9

Environment ………………………………………………………………………………………………………………………….. 9

Engagement ………………………………………………………………………………………………………………………….… 9

Application …………………………………………………………………………………………………………………………….. 9

Tools ……………………………………………………………………………………………………………………………….……… 9

Results ………………………………………………………………………………………………………………………………….. 9

Implementation: Timetable and Budget for Goals, Objectives and Strategies ………………………………….. 15

Executive Summary …………………………………………………………………………………………………………………….………. 22

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Vision, Mission, and Goals of Red Lion Area School District

Vision

“Inspiring and guiding each student to shape his or her place in the world community.”

Mission

“In partnership with family, business and community, we provide an environment in which all persons, regardless of cultural background, special needs, or social-economic status are empowered to develop the knowledge, skills and character to be life-long contributors and leaders in a rapidly changing world community.”

In order for the District to meet its Mission we believe an environment must exist where:

The emotional, mental and physical safety of students and staff are the first priority. Teachers are continuous learners.

Personalized learning experiences occur for students in the classrooms and through extracurricular activities.

Mutual respect and collaboration occurs among students, teachers, administrators, parents and community members.

Students are inspired and guided to reach their maximum potential.

Resources are used in an efficient and fiscally responsible manner.

Collaborative partnerships are sought and developed to enhance organizational effectiveness

In order for students to be global-ready upon graduation from the District they must have acquired expertise in core learning disciplines that include:

Arts

Economics

Geography

Government and civics

Foreign language

History

Information literacy and technology

Literacy (reading, writing, speaking and listening)

Mathematics

Science

In order for students to be global-ready upon graduation from the District they must have acquired expertise in specific skills that include:

Critical-thinking and problem-solving

Communication

Creativity and innovation

Group dynamics and collaboration

Multicultural understanding, compatibility and sensitivity

Career awareness

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In order for students to be life-ready upon graduation from the District students must understand personal characteristics that include:

Ethics and integrity

Personal responsibility, productivity and accountability

Social, environmental and fiscal responsibility

Self-initiative, discipline and sacrifice

Adaptability

Democratic obligations and service-mindedness

Health and wellness

Life-long learning

Respect for self, others and country

Goals and Strategies

Goal #1: 21st Century Learning

Description: All students and educators will have access to a comprehensive technology infrastructure for teaching/learning when and where they need it. Online learning comprises all forms of electronically supported learning and teaching whether they are out-of-classroom or in-classroom educational experiences.

o Strategy #1: 21st Century Skills - Curricular enhancements

Description: Employ 21st century curriculum & instruction methods that integrate

innovative and research-proven teaching strategies, modern educational technologies, and real world resources and contexts.

o Strategy #2: 21st Century technology hardware/software infrastructure additions,

upgrades, and modifications

Description: This strategy identifies necessary changes to the overall technology

infrastructure that are needed to support the needs of the operational and

educational objectives of the district.

o Strategy #3: High school campus hybrid one-to-one initiative

Description: The district will allow students to bring in their own technology mobile devices and provide technology mobile devices for every student that does not bring their own.

o Strategy #4: Student and educator anywhere access to teaching/learning

Description: In order to provide a 21st century learning environment conducive to

changing teaching and learning strategies, a robust technology infrastructure that will support the desired change is needed. A comprehensive infrastructure for teaching/learning is necessary to move us beyond the traditional model of educators and students in classrooms to a learning model that brings together teaching teams and students in classrooms, online learning centers, and homes anywhere where people have access devices and an adequate Internet connection. An infrastructure for anywhere learning is necessary to support a learning society in which learning is life-long and life-wide.

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Goal #2: MATHEMATICS

Description: Students as a whole and by NCLB identified subgroup populations will achieve adequate yearly progress on the state PSSA Assessment by achieving proficiency at the following percentages by the year indicated: 85% 2012, 2013 90% 2014 95% 2015

o Strategy #1: Curriculum Enhancement

Description: Audit mathematics curriculum to ensure alignment to the PA standards. Identify areas in mathematics where additional resources are necessary to meet PA standards and deliver a well-rounded mathematics program K-12. Focus on the use of technology as it supports effective delivery of instruction. Assure access to the math curriculum for all students through professional development of instructional tools and strategies.

o Strategy #2: Intervention Planning

Description: The focus of this strategy is to develop a consistent intervention

system through the school district to address mathematic needs of the students in the district.

Goal #3: READING

Description: Students as a whole and by NCLB identified subgroup populations will achieve adequate yearly progress on the PSSA Assessment by achieving proficiency at the following percentages by the year indicated. 85% 2012, 2013 90% 2014 95% 2015


Description: Audit language arts curriculum to ensure alignment to the PA

Standards. Identify areas in reading where additional resources are necessary to meet PA Standards and deliver a well-rounded language arts program K-12. Focus on the use of technology as it supports effective delivery of instruction. Assure access to the language arts curriculum for all students through professional development of instructional tools and strategies.


Description: The focus of this strategy is to develop a consistent intervention

system through the school district to address language arts needs of the students in the district.

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Goal #4: ATTENDANCE

Description: Pennsylvania’s graduation rate over the last three years is still 80%. Schools as a whole will increase yearly graduation rates as follows:

85% 2013

90% 2014

95% 2015

o Strategy: Monitor and analyze student attendance reports.

Description: This strategy focuses on careful monitoring of district student attendance and analysis to identify patterns of attendance that support educational progress.

Needs Assessment

Early during the 2010-2011, the technology director for the Red Lion Area School District formed a Technology Steering Committee consisting of teachers, administrators, students, parents, and other community members. The primary purpose of the committee was to determine the current state of technology within the district and to conduct a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis for future technology trends. During the 2010-2011 and 2011-12 school years, the committee met on a monthly basis. During the meetings, the committee reviewed and assessed the completion of current technology goals and strategies, completed the development of a needs assessment survey, and reviewed current federal, state, and local educational technology initiatives. The committee used the ISTE standards for students (2007), teachers (2008), and administrators (2009) to assess the level of K-12 educational technology integration in the district and utilized the framework for the National Educational Technology Plan Standards (NETPS) for this technology plan. NETPS define the uses of educational technology in five functional areas. Those areas are: Teaching, Learning, Assessment, Productivity, and Infrastructure. In October 2010, based upon the measurement of ISTE’s standards for technology integration and NETPS, the committee developed and distributed the assessment to five people groups. The five people groups were teachers and staff, high school students, middle school students, elementary students, and parents/community. In conducting their technology integration in the classroom assessment, the committee decided to rank each category together. Committee members determined where it believed district classrooms ranked in each category with the scale of 1 Completely Unready, 2 Somewhat Unready, 3 Moderately Ready, 4 Somewhat Ready, and 5 being Completely Ready. Using this scale, the results of the technology integration ranking is as follows:

Technology Integration Average

Shared Vision 3

Implementation Planning 4

Consistent/Adequate Funding 3

Equitable Access 2

Skilled Personnel 4

Ongoing Professional Learning 2

Tech Support 4

Curriculum Framework 3

Student-Centered Learning 3

Assessment & Evaluation 3

Engaged Communities 2

Support Policies 3

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SPECIFIC REFLECTIONS FROM SURVEYS ARE INDICATED BELOW:

Faculty & Staff Survey results:

Identified strengths -

65% of teachers surveyed have over 10 years’ experience as an educator.

99% of all teachers use their computers on a daily basis at home while 73% of those use their computer to develop classroom material and 25% of those use their computer for online professional development or online continuing education.

40% of teachers surveyed research new technology tools to support instruction and/or integrate new approaches to teaching, learning, or working with technology in the classroom.

Identified weaknesses -

85% of all teachers use their computers mostly for internet and email.

Only 18% of teachers use an electronic learning content management system such as Moodle.

71% of all teachers said that internet authoring tools (blogs, wikis, or podcasting) are either not consistently available or that they would use them if there was some training.

58% of teachers use social media websites on a weekly basis.

86% of all teachers do not have interactive communicative technology in their classroom such as interactive boards or need training on how to use them in their instruction.

54% of teachers say that LCD projectors are not available at least once on a weekly basis.

19% of teachers say that student mobile computers for their classroom are available on a daily basis.

Only 13% of teachers use peripheral technology tools such as interactive response systems, document cameras, and digital media (camcorders, cameras, etc.) and/or know how to use them.

NoName elementary school classrooms have more access to interactive communicative and computer technologies than other elementary schools in the district.

3-6 Grade Student Survey results:


87% of students have internet enabled computers at home available.

55% of students use I-pods or other mobile devices of the same type on a weekly basis.

48% of students say that they rarely need help with how to do something on a computer.

57% of students say that they utilize the teacher's website for instructions.

75% of students say that their learning experiences are much better when they work with other students on projects.


66% of students either do not know what MS Word, Excel, or PowerPoint is and/or they have never used it.

54% of students have not created or used any type of online content such as Blog, Wikis, or Podcasts.

54% of students either do not use a computer often or only use it maybe once a week.

Upper grade level elementary students do not have student access to grades to help them self-regulate their own academic progress.

62% of all students said that they need more computers in the classroom.

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46% of students indicated that interactive boards would enhance their educational experiences if they were available.

7-9 Student Survey results:


92% of students said that they have a computer at home and it is connected to the internet.

63% of students said that they use their computer at home on a daily basis.

73% of students use mobile devices such as I-pods or other mobile devices of the same type on a daily basis.

73% of students use cell phones and/or texting devices on a daily basis.

75% of students say that they rarely need help with mobile devices or phone/texting devices.

58% of students say that they use Social media websites (Facebook, Twitter, etc.) on a daily basis.

96% of students say that they use student access to grades to self-regulate their academic performance.

92% of students say that they use email.

84% of students say that they have their own cell phone.

80% of the students who have a cell phone use it for texting.


76% of students say that they rarely use productivity software such as MS Word, Excel, or Access.

80% of students say that they do not use internet authoring tools such as Blogs, Wikis, or Podcasts.

52% of students wish that they had more mobile devices in the classroom rather than any other technology tool used in the classroom.

Parent/Community Survey results:

There are approximately 2,600 families with 3,200 students in the Red Lion Area School District. There were only 86 families who decided to participate in the surveys. The committee believed that because the ratio of survey completion was only 3%, the results of the Parent/Guardian survey would not accurately reflect the parent/community population. The results were dismissed.

COMMITTEE FINAL COMMENTS:

The committee concluded that although the district has moved forward (since the last technology plan) with technology integration in the classroom and with technology in teaching and learning strategies, the district has a lot of unmet needs for the transparent integration of district technology. For example, technology equitability is lacking in the elementary schools district-wide. NoName elementary school has more technology tools and integration strategies mainly because of broad funding levels from the strong NoName elementary PTO organization and higher-level of federal funding eligibility based upon the National School Lunch Program (NSLP) free and reduced lunch program . In today’s tough economic climate, funding for successful technology integration district-wide can lead to inequitably for student access to technology throughout the district. Guidelines and policies need to be developed of what can be purchased and for what reasons to ensure technology equitability across socio-economic classes.

Also according to published recommendations in the National Educational Technology Plan, the committee identified areas of improvement needed in Assessment, Productivity, and Infrastructure. The most critical need was the need for administrators to have the ability to analyze summative data and for

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teachers to have more readily access to formative data for individualized instruction. Individualized instruction is needed for each student so that our teachers will not just teach to those students who falling behind or potentially falling behind.

The survey results strongly indicate that today’s learners and homes are more equipped than ever for

access to anytime/anywhere learning. As results pointed out, there are opportunities for students to have

access to internet technologies beyond the classroom. Opportunities such as the “flipped classroom,” by

a majority of survey takers, can become a reality with the ready availability to computer and internet

technology at home. With ComCast’s internet essentials program and other internet provider broadband

initiatives, opportunities now exist for low income households to take advantage of cheaper internet and

computer services.

According to, “The Digital Learning Imperative: How Technology and Teaching Meet Today’s Education

Challenges,” there are three basic threats that this technology plan will seek to minimize or eradicate. The

three threats relate to, “Tomorrow’s Needs,” “Today’s Budgets,” and “Teaching.” Tomorrow’s needs

explains that students are not being prepared to be competitive in a rapidly changing world because

schools are not changing fast enough to keep up. This threat provides an opportunity for the district to

engage in non-traditional strategies, that are evidence-based, that will motivate students to self-regulate

their own learning experiences. Today’s budget explains that we are living in a tough economic climate in

education and cannot expect new major funding sources anytime soon. This provides an opportunity for

the district to become an early adopter of cloud-computing and bring your own device (BYOD) initiatives

in order to sustain and excel in anytime/anywhere academic achievement. The last threat in education is

keeping highly qualified teachers as many students across the nation do not have enriching learning

experiences. This threat provides the district with an opportunity to look at new instructional modalities

such as hybrid learning to engage and enrich student learning experiences.

Explain in detail how you will address each of the needs identified in part 2 include changes

necessary for environment, engagement, application, and tools. Make sure to include a list of

technology resources currently available and those that must be purchased. In order to help you

prepare for the planning process part of your TIP, interview an Instructional Technologist or

Technology Resource Teacher, submit a transcript of the interview in a word document and

incorporate what you learned into your planning process.

The Planning Process

Goal #1: 21st Century Learning

o Strategy #1: 21st Century Skills - Curricular enhancements

Activity: Provide for adequate Internet and Wide-area Network Bandwidth District-wide.

Description: Provide adequate broadband access to all buildings to support current teaching and learning initiatives throughout the 3 years.

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Activity: Explore, develop, and implement a District-wide Technology Integration Mentor Program.

Description: The district will examine the need for technology coaches

(instructional technology specialist) at all levels to lead groups of teachers in learning new strategies to truly integrate technology into the instructional process. This group will form a Technology mentor group that will help other building teachers integrate current and future technologies into their classroom.

Activity: Implement new technology standards for students, teachers, and

administrators.

Description: The district technology steering committee along with the district technology integrators will develop district-wide technology standards for students, teachers, and administrators utilizing resources such as the NETS from ISTE and local technology standards that address the needs of the Red Lion Area School District. In accordance with E-rate regulations, Internet Safety will also be included within these standards.

Activity: Integrate Document Camera information and communications

technology throughout grades 3 through 12.

Description: Document cameras will be installed in all grade 3 through 12 classrooms for teachers to use to aide in their instructional practice, help with student motivation, and to help keep students engaged with rich curriculum media content. Professional development for best instructional practices will be on an ongoing basis.

Activity: Integrate Interactive White Board (IWB) Information and communications technology throughout grades 3 through 6.

Description: IWBs and ceiling mounted projectors will be installed in all grade 3 through 6 classrooms for teachers to use to aide in their instructional practice, help with student motivation, and to help keep students engaged with rich curriculum media content. Professional development for best instructional practices will be on an ongoing basis.

o Strategy #2: 21st Century technology hardware/software infrastructure additions,

upgrades, and modifications

Activity: Re-negotiate the leasing of a 100 meg fiber connection for both Noname elementary and White Castle Elementary Schools

Description: The technology department, through the E-rate program, will

re-negotiate the leasing of a 100 meg fiber connection between NoName Elementary and the high school location. The technology department will also negotiate the cost of a leased fiber connection between the White Castle Elementary and high school location.

Activity: Replace core network switch

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Description: The technology department will replace the core network switch with a more robust network core switch to allow the convergence of wireless and wired data, voice, and video and to allow multicast traffic across multiple VLAN in the wide area network.

Activity: Replace the current district content filter

Description: The technology department will replace the current district web

filter (LightSpeed) and replace it with a more robust web filter that will allow for the advanced filtering of HTTPS traffic, provide real-time access reporting for troubleshooting, and provide for the off-campus filtering of district-owned internet devices loaned to students.

Activity: Upgrade district wireless to accommodate expansion of mobile devices

Description: The technology department will install additional wireless

infrastructure that will support at least 30 mobile devices per classroom whether they belong to the district or are personal property of staff or students.

o Strategy #3: High school campus hybrid one-to-one initiative

Activity: Create a District-wide Learning Content Management System designed for Cloud Computing (Lion Learning Portal).

Description: The district-wide learning content management system will have

students, teachers, and course information automatically populated and synchronized with the district student information system. It will be accessible 24/7 for students on or off campus from any web browser 24/7. Teachers will be adequately trained on how to create course content and how to use the system as a learning portal.

Activity: Explore, develop, and implement a one to one mobile computing

device program. Program allows for students to bring in their own mobile devices and/or for the district to provide mobile devices for students.

Description: Expand the use of mobile computing devices for students in

grades 7 through 12 to improve their in-class and out-of-class educational experiences, increase student achievement, and build stronger connections between teacher and parents.

Activity: High School Mobile Computing Network Access Control (NAC)

Description: The technology department will deploy NAC technology at the

HS campus that will unify endpoint security, provide host intrusion prevention, and provide a vulnerability assessment through the use of end-user system authentication and network security enforcement for HS students to bring in their own mobile devices.

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o Strategy #4: Student and educator anywhere access to teaching/learning

Activity: Create a virtual academy to increase access to different

learning opportunities/increase flexibility for students desiring an at-home educational experience.

Description: A new online learning environment is needed to: Enhance

the general quality of teaching/learning, improve the cost-effectiveness of our education system while providing learning flexibility choices for our students/parents, and to de-institutionalize learning in order to enable self-managed learning.

Activity: Create a blended learning environment to increase access to

different learning opportunities and increase student achievement.

Description: blended learning environments are needed to: Enhance the general quality of teaching/learning, improve the cost-effectiveness of our education system while providing learning enrichment for our students in order to enable students to self-regulate their own learning.

Activity: Create an online option for brick and mortar students to

increase access to different learning opportunities and increase curricular flexibility for students.

Description: Online courses increase access to learning opportunities

and increase curricular flexibility for students desiring to develop the skills and competencies needed in the 21st century. Online learning, in particular, ensures that our students have the digital literacy skills necessary in their future discipline, profession or career. Online learning is also necessary to de-institutionalize learning and enable self-managed learning for life-long learners.

Activity: Create opportunities for students in grades 3-12 to author

internet content in a safe learning environment.

Description: Students will be able to utilized internet authoring tools to create Wikis, Blogs, and Podcasts while in a safe educational environment.

Goal #2: MATHEMATICS


Activity: Adequate Internet and Wide-area Network Bandwidth District-wide.

Description: Provide adequate broadband access to all buildings to

support teaching and learning initiatives in mathematics.

Activity: Hire a Garden Spot Technology Integrator

Description: The district will hire a technology coach (instructional technology specialist) for the high school to lead a group of fellow teachers in learning new strategies to truly integrate technology into the mathematical instructional process.

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Activity: Develop a K-12 committee to research and recommend the purchase of supplemental mathematical Computer Aided Instruction (CAI).

Description: The district will form a K-12 web-based mathematics

software committee. The committee will be charged to research evidenced-based software, that is web-based, to supplement K-12 mathematics curriculum.


Activity: Evaluate Instructional Technology Resources

Description: Evaluate evidenced-based technology resources to enhance instruction.

Activity: Using Data to Plan Instruction

Description: Collect and analyze data in a centralized repository to effectively use student performance data to plan lessons and individualize learning goals.

Activity: Online Curriculum Management System

Description: Seek out educational partners to help develop an online curriculum management system that allows for district personnel to easily review alignment of curriculum.

Goal #3: READING


Activity: Adequate Internet and Wide-area Network Bandwidth District-wide.

Description: Provide adequate broadband access to all buildings to

support teaching and learning initiatives.

Activity: Hire a Garden Spot Technology Integrator

Description: The district will hire a technology coach (instructional technology specialist) for the high school to lead a group of fellow teachers in learning new strategies to truly integrate technology into the instructional process.

Activity: Develop a K-12 committee to research and recommend the

purchase of supplemental Reading Computer Aided Instruction (CAI).

Description: The district will form a K-12 web-based reading software committee. The committee will be charged to research evidenced-based software, that is web-based, to supplement K-12 reading curriculum.


Activity: Evaluate Instructional Technology Resources

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Description: Evaluate research-based technology resources to enhance

instruction.

Activity: Using Data to Plan Instruction

Description: Collect and analyze data in a centralized repository to effectively use student performance data to plan lessons and individualize learning goals.

Activity: Online Curriculum Management System

Description: Seek out educational partners to help develop an online curriculum management system that allows for district personnel to easily review alignment of curriculum.

Goal #4: ATTENDANCE

o Strategy #1: Monitor and analyze student attendance.

Activity: Data Interoperability Framework

Description: Make more efficient use of data use by implementing a system that will move data back and forth between mission critical information systems and provide more accurate data tracking, particularly as it relates to attendance. This will require the streamlining of electronic record keeping and the phasing out of many FileMaker Pro silos into a centralized database management system. The centralized database will allow for more timely discipline and attendance reporting. Automation of student information will also occur from the student information system to library, transportation, cafeteria, network, and Google Apps systems.

Activity: Online Parent Access

Description: Provide parent access to online student grades and attendance information so that students can track academic progress and attendance issues.

Activity: Automate attendance notifications

Description: Research and deploy a rapid notification system that communicates with the student information system to automate absence calls.

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Implementation

BUDGET 2012-2015

Funding Source 2012-2013 2013-2014 2014-2015 Total

010 - ADMINISTRATIVE BUDGET $104,400.00 $14,400.00 $7,800.00 $126,600.00

020 - CURRICULUM DEVELOPMENT AND INSTRUCTIONAL IMPROVEMENT SERVICES

$270,000.00 $270,000.00 $270,000.00 $810,000.00

040 - INSTRUCTIONAL MATERIALS SERVICES

$636,100.00 $403,600.00 $400,000.00 $1,439,700.00

060 - PUPIL PERSONNEL SERVICES $10,000.00 $0.00 $0.00 $10,000.00

Other $45,000.00 $45,000.00 $0.00 $90,000.00

Grand Total $1,065,500.00 $733,000.00 $677,800.00 $2,476,300.00

Breakdown by Goal and Strategy:

GOAL: 21st Century Learning 2012-2013 2013-2014 2014-2015 Total Funding Source

21st Century Skills: Curricular enhancements

Adequate Internet and Wide-area Network Bandwidth District-wide

$45,000 $45,000.00 $0.00 $90,000 Other

Explore, develop, and implement a Technology Integ. Mentor Program

$270,000 $270,000 $270,000 $810,000 020

Implement new tech standards for students, teachers, & administrators

$600 $600.00 $0.00 $1,200 010

Integ. Document Camera ICT throughout grades 3 through 12

$24,000 $0.00 $0.00 $24,000 040

21st Century hardware/software additions, upgrades, and modifications

Re-negotiate lease of 100 Mbps fiber for two elementary schools

$7,800.00 $7,800.00 $7,800.00 $23,400.00 010

Replace core network switch $90,000.00 $0.00 $0.00 $90,000.00 010

Replace the current content filter $6,000.00 $6,000.00 $0.00 $12,000.00 010

HS-MS Campus hybrid 1-1 initiative

Implement LMS System designed for Cloud Computing.

$2,000.00 $2,000.00 $0.00 $4,000.00 040

Explore, develop, and implement a 1-1 mobile device program.

$400,000.00 $400,000.00 $400,000.00 $1,200,000 040

Student and educator anywhere access to teaching/learning

Create an online virtual environment for grades 9-12

$192,500.00 $0.00 $0.00 $192,500 040

Create an online option for brick and mortar students 9-12

$16,000.00 $0.00 $0.00 $16,000.00 040

Create ability for students in grades 3-12 to author internet content

$1,600.00 $1,600.00 $0.00 $3,200.00 040

GOAL Subtotal $1,057,500 $735,000.00 $677,800.00 $2,466,300

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GOAL: 21st Mathematics 2012-2013 2013-2014 2014-2015 Total Funding Source

Curriculum Enhancement


$45,000.00 $45,000.00 $0.00 $90,000 Other

Hire District Technology Integrator $0.00 $75,000 $75,000 $150,000 040

Develop committee to research, recommend purchase Math CAI

$5,000 $5,000 $5,000 $15,000 Other

Intervention Planning

Evaluate Math Instructional Technology Resources

$0.00 $0.00 $0.00 $0.00 NA

Use data to plan instruction $5,000 $5,000 $5,000 $5,000 Other

Use online curriculum management system

$0.00 $25,000 $25,000 $50,000 Other

Goal Subtotal $55,000 $155,000 $110,000 $310,000 NA

GOAL: Reading 2012-2013 2013-2014 2014-2015 Total Funding Source

Curriculum Enhancement


$45,000.00 $45,000.00 $0.00 $90,000 Other

Hire District Technology Integrator $0.00 $75,000 $75,000 $150,000 040

Develop committee to research, recommend purchase Reading CAI

$5,000 $5,000 $5,000 $15,000 Other

Intervention Planning

Evaluate Reading Instructional Technology Resources

$0.00 $0.00 $0.00 $0.00 NA

Use data to plan instruction $5,000 $5,000 $5,000 $5,000 Other

Use online curriculum management system

$0.00 $25,000 $25,000 $50,000 Other

Goal Subtotal $55,000 $155,000 $110,000 $310,000 NA

Goal: Student Attendance 2012-2013 2013-2014 2014-2015 Total Funding Source

Monitor and analyze student attendance reports

Data Interoperability Framework $10,000.00 $0.00 $0.00 $10,000.00 060

Allow for Online parent access $0.00 $0.00 $0.00 0.00 NA

Automate attendance notification $6,000 $6,000 $6,000 $18,000 Other

Goal Subtotal $16,000 $6,000 $6,000 $28,000

Goals & Strategies Grand Total $1,065,500 $733,000 $677,800 $2,476,300

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Timetable

Timetable for goals, objectives, and strategies are indicated in the budget table above where

budget expenditures are listed. Strategies that do not have dollar amounts associated with them

will begin at the beginning of the school year of when this plan is approved and may be

completed prior to the third year.

Measures

The Educational Technology Plan will be monitored by the Technology Director. It will become

part of the annual review process. The items listed in the plan will become part of the evaluation

process for those involved. The Technology Director and the Assistants to the Superintendent

will work collaboratively to guide building-level administrators on the appropriate use of

technology in the instructional process so that they may effectively incorporate technology

integration concepts into their supervisory process.

At the building level, the principal with the assistance of the technology coach/facilitator and the

technology mentors will establish a plan on the effective use of technology in the instructional

process. Building principals, technology coach/facilitator, and technology mentors will work

together to set yearly goals and work towards achieving these goals by assisting teachers in the

appropriate use of technology to maximize learning for students. This process will be non-

supervisory. The technology coach/facilitator will use data collecting tools and classroom

observations to share with the building principal the progress teachers have made at integrating

technology into their instruction. This ongoing process will allow the building principal to report

progress made in the use of instructional technology by their teachers to the Technology Director

and the Assistants to the Superintendent.

The Technology Director and the Assistants to the Superintendent will be responsible for

evaluating the implementation of the overall Technology Plan. These individuals will measure

the attainment of these goals, strategies and activities and report to the Board of School

Directors. Reports and updates will be provided to the Board of School Directors, and to

administrative team meetings.

Since the technology initiatives support academic goals, data will be collected and analyzed via

the following instruments:

Classroom observation;

Surveys;

Analysis of student performance on standardized tests (such as: PSSA and 4-Sight);

Participation in staff development and resulting surveys.

Through the supervisory process, principals will be responsible for data collection concerning

individual teacher integration of technology into lessons, units, and the overall curriculum in

each building. Principals will be responsible for overseeing the staff as they annually identify

competencies, needs and goals for technology integration. The results of those efforts will be

used to guide staff professional development.

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The Technology Director and the Assistants to the Superintendent will annually review the

collected qualitative and quantitative data to:

Determine whether the district has been able to meet the goals and strategies of the

technology report and the strategic plan, in general.

Develop a plan to meet unmet goals and strategies.

Identify any new goals or strategies that might have emerged.

Revise any goals or strategies that are no longer relevant.

Professional Development Plan

Goal: 21st Century Learning

Strategy # 1: Implement LMS System designed for cloud computing.

Strategy # 2: Explore, develop and implement a 1-1 mobile device program.

Professional development for these two strategies will be conducted as strands together to help

fulfill the goal for 21st Century Learning. Teachers in grades 7-12 will undergo two years of

professional development. The 21st Century Learning teachers will be broken down into two

cohorts. Cohort #1 will undergo a year-long process of professional development starting at the

beginning of the professional development plan year 2012-2013 and Cohort 2 will begin at the

beginning of professional development plan year 2013-2014.

Professional Development Plan Year – 2012-2013:

Teachers who teach the following core subjects in grades 7,8, and 9 will attend formal

classroom training over the summer for a period of 5 days:

o Mathematics

o Science

o Language Arts/Reading

o Social Studies

Summer 2012 Summer Academy - Five days of training will consists of the following:

o 1-1 initiative classroom management, logistics, and communication = 1 Day.

o Transforming instructional practices with anywhere/anytime learning = 2 Days.

o The Blended Learning model for formative assessments and individualized

learning by using a Learning Management System with Analytics = 2 Days.

1 In-service training day providing deeper information regarding transforming

instructional practices such as the flipped classroom and group project-based learning.

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1 In-service training day providing deeper information regarding instructional design of

online courses and analytics that provide the best formative assessments.

Group collaboration among core subject teachers during PLCs every other week

o Discussions will occur of best practices using a learning management system,

instructional transformation, and classroom management.

The district will create a formal Professional Learning Library that will house all training

material regarding 21st Century Learning to include:

o Summer and in-service training sessions will be made available in recorded video

format.

o Recorded teacher group collaborative sessions.

o Research Articles regarding key elements of anytime/anywhere learning.

Professional Development Plan Year – 2013-2014:

Teachers who teach the following core subjects in grades 10, 11, and 12 will attend

formal classroom training over the summer for a period of 5 days:

o Mathematics

o Science

o Language Arts/Reading

o Social Studies

Summer 2013 Summer Academy - Five days of training will consists of the following:

o 1-1 initiative classroom management, logistics, and communication = 1 Day.

o Transforming instructional practices with anywhere/anytime learning = 2 Days.

o The Blended Learning model for formative assessments and individualized

learning by using a Learning Management System with Analytics = 2 Days.

1 In-service training day providing deeper information regarding transforming

instructional practices such as the flipped classroom and group project-based learning.

1 In-service training day providing deeper information regarding instructional design of

online courses and analytics that provide the best formative assessments.

Group collaboration among core subject teachers during PLCs every other week

o Discussions will occur of best practices using a learning management system,

instructional transformation, and classroom management.

The district will continue to add to the Professional Learning Library that will house all

training material regarding 21st Century Learning that will include:

o Summer 2013 and 2013-2014 in-service training sessions that will be made

available in recorded video format.

o Further recordings of teacher group collaborative sessions.

o Research Articles regarding key elements of anytime/anywhere learning.

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Since the technology strategies support academic goals, data will be collected and analyzed via

the following instruments:

Classroom observation;

Surveys;

Analysis of student performance on standardized tests (such as: PSSA and 4-Sight);

Participation in staff development and resulting surveys.

Through the supervisory process, principals will be responsible for data collection concerning

individual teacher integration of anytime/anywhere learning into lessons, units, and the overall

curriculum in each building. Principals will be responsible for overseeing the staff as they

annually identify competencies, needs and goals for technology integration. The results of those

efforts will be used to further guide staff professional development.

Demonstration of TIP strategy applied on the classroom level –

TIP Strategy - Implement new technology standards for students, teachers, & administrators.

Grade 9 Lesson Plan – Digital Citizenship Unit: Key Learning/Enduring Understanding: Students will understand how digital actions have an effect on their future opportunities regardless of their cultural diversities, economic diversities, or special needs .

Assessment(s/Learning Activities: Students will:

1. Students will have online and verbal discussions regarding online behavior through blogs and wikis. 2. Students will complete activities that will help them learn about digital citizenship

Unit Essential Question(s):

1. What is a digital footprint and how does it affect me? 2. How does digital citizenship relate to social networking 3. How does digital citizenship relate to cyber bullying? 4. How does digital citizenship relate to online behavior?

Key Concepts: Students will understand

After successful completion of this learning unit, you will be able to:

1. Maintain your digital footprint 2. Discuss how your digital footprint, social networking, and online behavior can have a positive or

negative effect on future opportunities regardless of socioeconomic status. Eligible Content or PA Standard

Reference

Lesson Essential Question(s) Reference Instructional Materials

Blocks Needed

Instruction Notes: Instructional materials: iSafe Program YouTube & Moodle

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ISTENETS 5: Digital Citizenship

Students understand human,

cultural, and societal issues related

to technology and practice legal and

ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning

d. exhibit leadership for digital citizenship

EQ: What is a digital footprint and

how does it affect me?

Digital Footprint

1. Students will watch the YouTube video Digital Dossier

2. Have a discussion about the video using the blogging network.

3. Have students complete the activity from the iSafe program on Digital Footprints (pages 5-7) then create a wiki discussing the different footprints left behind in the digital world.

iSafe Program YouTube Moodle

1

ISTENETS 5: Digital Citizenship

Students understand human,

cultural, and societal issues related

to technology and practice legal and

ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning

d. exhibit leadership for digital citizenship

EQ: How does digital citizenship

relate to social networking?


relate to cyber bullying?


relate to online behavior?

Topics:

1. Social networking 2. Acceptable Use Policy 3. Online privacy 4. Online behavior 5. Netiquette

iSafe Program YouTube Moodle

1

Vocabulary: Digital Citizenship Digital Footprint Netiquette

Cyber Bullying Social Networking

http://www.youtube.com/watch?v=79IYZVYIVLA

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Executive Summary

In today’s world, our global economy requires knowledge workers. Due to the rapid global

expansion of information-based transactions and interactions being conducted via the Internet,

there has been an ever-increasing demand for a global workforce that is capable of performing

these activities. Knowledge workers seek employability over employment and value career over

self-reliance which is why lifelong learning is very important. They require skills such as stated

21st century skills in order to solve real-world problems. 21st century skills and abilities are made

up of: the ability to brainstorm while thinking broadly, the ability to drill down with more

focus, to work collaboratively within groups, produce a new capability, create new strategies to

solve problems, and understand the cause and effect of providing solutions.

In order to provide students with 21st century skills, the educational paradigm needs to change

from an institutional direct instruction model to more of a group led facilitated learning model

that is somewhat independent of a brick and mortar environment and 8am-3pm time constraints.

The 21st century learning environment for the knowledge worker requires teachers to become

the facilitators of knowledge rather than the gatekeepers. In order to provide this 21st century

learning environment, changes need to occur in teaching and learning strategies and a robust

technology infrastructure that will support the desired change is also needed.

Instruction needs to employ 21st century curriculum & instruction methods that integrate

innovative and research-proven teaching strategies, modern educational technologies, and real

world resources and contexts. The curricular enhancements of this technology plan seek to

resolve and provide these venues of change. There are strategies in this plan that identify the

necessary changes to the overall technology infrastructure that are needed to support the needs of

the operational and educational objectives of the district. The district will move in the direction

of allowing HS/MS students to bring in their own technology mobile devices and/or provide

technology mobile devices for HS/MS students while redeploying laptop mobile technologies to

elementary students.

A comprehensive infrastructure for teaching/learning is also necessary to move us to a blended

learning model that brings together teaching teams with students in classrooms, online learning

centers, and homes – anywhere where people have access devices and an adequate Internet

connection. An infrastructure for anywhere-anytime learning is necessary to support a society in

which learning is life-long. This plan provides the building blocks for such an infrastructure.

http://en.wikipedia.org/wiki/Internet

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Crosswalk of National, State, and Local Educational Technology Goals

The below table is a goal comparison of the National Educational Technology Plan and the local

school district Educational Technology Plan. Pennsylvania does not have a state-wide

Educational Technology Plan to conduct a crosswalk of organizational technology goals.

National Educational Technology Plan Red Lion Area School District Strategic Plan

Learning: All learners will have engaging and

empowering learning experiences both in and

out of school that prepare them to be active,

creative, knowledgeable, and ethical

participants in our globally networked society.

Learning: Goals and strategies of this plan

provide for the basis and for building blocks for

a shift from teacher-directed learning to student-

centered learning. The creation of a virtual

academy and online option for brick and mortar

students will increase access to different learning

opportunities and increase curricular flexibility

for students.

Assessment: Our education system at all

levels will leverage the power of technology

to measure what matters and use assessment

data for continuous improvement.

Assessment: Through the use of the Learning

Management System provided through this tech

plan, teachers will be able to use the analytics

provided by the LMS for formative assessments

to modify instruction as needed. Teaching: Professional educators will be

supported individually and in teams by

technology that connects them to data,

content, resources, expertise, and learning

experiences that can empower and inspire

them to provide more effective teaching for

all learners.

Teaching: Teachers will begin teaching in teams

through the professional development

opportunities provided by this plan. Also, a

professional development learning network will

be established to provide short-videos and papers

on best teaching practices.

Infrastructure: All students and educators will

have access to a comprehensive infrastructure

for learning when and where they need it.

Infrastructure: Strategies are identified to bring

necessary changes to the overall technology

infrastructure to support the needs of the operational

and educational objectives of the district.

Productivity: Our education system at all

levels will redesign processes and structures

to take advantage of the power of technology

to improve learning outcomes while making

more efficient use of time, money, and staff.

Productivity: Strategies are identified to ensure

student information systems such as the library,

cafeteria, attendance, and grading systems

communicate student information changes

automatically which increases overall data

reliability and efficiency.

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Administration Presentation of Red Lion Area School District 2012-2017 Technology Plan

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References:

Cator, K. (2010). National education technology plan. Retrieved from

http://www.ed.gov/technology/netp-2010

Frazier, M., & Bailey, G. (2004). The technology coordinator's handbook. Eugene, OR:

International Society for Technology in Education.

Hall, D. (2008). The technology director’s guide to leadership. Eugene, OR: International

Society for Technology in Education.

Schwartzbeck, T. D. (2012). The digital learning imperative: How technology and teaching meet

today’s education challenges. Washington DC: Alliance for Educational Excellence.

Unknown. (2008). Anytime anywhere learning. Retrieved from http://www.aalf.org/

Unknown. (2009). Pennsylvania's classrooms of the future. Retrieved from

http://www.education.state.pa.us/portal/server.pt/community/administrators/8921

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