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GREENWICH PUBLIC SCHOOLS Instructional Technology and Information Systems

Educational Technology Plan 2006-2009

S E T T I N G T H E S T A N D A R D F O R E X C E L L E N C E I N P U B L I C E D U C A T I O N

Greenwich Public Schools


290 Greenwich Avenue • Greenwich, CT 06830 Phone 203.62857442 • Fax 203.869.8003

Greenwich Public Schools (Name of Local Education Agency (LEA), i.e. School District, Consortium or Charter School submitting this plan. If Consortium, list all members in the space below.)

Developing a comprehensive technology plan based on the educational goals of the school system will ensure that the most appropriate technologies are effectively infused into your instructional and/or administrative programs. Thorough planning also ensures that all parties have equitable access and achieve the greatest benefit from routine use of educational technology. The comprehensive technology plan should demonstrate clear targets for technology use, spell out desired goals for learners, create visions for future directions, build "buy-in" from stakeholders, and demonstrate to those who might provide funding that a district or charter holder is ready to act.

School Districts, Consortia or Charter Schools (LEAs) who apply for technology funding through any Federal grant program are required to have developed a comprehensive, three-year plan, which outlines how the agency intends to utilize and integrate educational technology.

The applying agency (check all that apply) X is compliant with the provisions of the Children’s Internet Protection Act (CIPA). [Elementary and Secondary Education Act (ESEA) P.L. 107-110, Section 2441]

_____will be CIPA compliant by this date.

X has applied for E-Rate Funding for FY 2006.

The LEA’s comprehensive technology plan must be approved by the local board of education.

Date the plan was approved:

OR

Date the plan is to be submitted for board approval:

Certified by:

_____________________________________ ______________ Signature of Superintendent Date of Signature

Larry Leverett Printed Name of Superintendent

CHILDREN’S INTERNET PROTECTION ACT (CIPA) CERTIFICATION

Schools and libraries that plan on receiving E-Rate discounts on Internet access and/or internal connection services after July 1, 2002, need to be in compliance with the CIPA. CIPA compliance means that schools and libraries are filtering their Internet services and have implemented formal Internet safety policies (also frequently known as Acceptable Use Policies). Information on the CIPA requirements is located at http://E-Ratecentral.com/CIPA/cipa_policy_primer.pdf. I, Larry Leverett certify that one of the following conditions (as indicated below) exists in Name of Superintendent/Director

LEA

X My district/agency is E-Rate compliant; or My district/agency is not E-Rate compliant. (Check one additional

box below):

X Every “applicable school*” has complied with the CIPA

requirements in subpart 4 of Part D of Title II of the ESEA**. Not all “applicable schools*” have yet complied with the

requirements in subpart 4 of Part D of Title II of the ESEA**. However, the LEA has received a one-year waiver from the U.S. Secretary of Education under section 2441(b)(2)(C) of the ESEA for those applicable schools not yet in compliance.

The CIPA requirements in the ESEA do not apply because no funds made available under the program are being used to purchase computers to access the Internet, or to pay for direct costs associated with accessing the Internet, for elementary and secondary schools that do not receive E-Rate services under the Communications Act of 1934, as amended.

*An applicable school is an elementary or secondary school that does not receive E-Rate discounts and for which Ed Tech funds are used to purchase computers used to access the Internet or to pay the direct costs associated with accessing the Internet. **http://www.ed.gov/legislation/ESEA02/pg37.html

Signature of Superintendent/Director Date

Table of Contents Table of Contents ........................................................................................................... 2 District Profile ................................................................................................................ 1 Community Data............................................................................................................ 1 Student Enrollment and Ethnicity ............................................................................... 2 LEA NAME:................................................................................................................... 3 Vision and Mission Statements ..................................................................................... 3 Strategic Directions........................................................................................................ 4 Role of Technology......................................................................................................... 5 Educational Technology Mission.................................................................................. 5 Rationale ......................................................................................................................... 5 Technology Plan Purpose .............................................................................................. 8 District Technology Planning Team............................................................................. 9

District Technology Advisory Board:..................................................................................... 9 Technical and Financial Advisory Committee:....................................................................... 9 Critical Readers: ..................................................................................................................... 9

Role of the Technology Committee............................................................................. 10 Current Status of Technology..................................................................................... 10 Technology Availability to Staff ................................................................................. 14 Technology Availability to Students........................................................................... 15 Infrastructure and Telecommunication Needs.......................................................... 16 Administrative Technology Needs.............................................................................. 16 Integrating Technology into Curriculum .................................................................. 17 Teacher Training ......................................................................................................... 19 Summary of Technology Plan Goals .......................................................................... 21 Technology Plan Format and Implementation ......................................................... 23 Sample Site-Based Plan Format ................................................................................. 24 Goal 1 ............................................................................................................................ 25

Objective 1.1:........................................................................................................................ 25 Objective 1.2:........................................................................................................................ 26 Objective 1.3:........................................................................................................................ 26

Goal 2 ............................................................................................................................ 27 Objective 2.1:........................................................................................................................ 27 Objective 2.2:........................................................................................................................ 27 Objective 2.3:........................................................................................................................ 28

Objective 2.4:........................................................................................................................ 28 Objective 2.5:........................................................................................................................ 28 Objective 2.6:........................................................................................................................ 29

Goal 3 ............................................................................................................................ 30 Objective 3.1:........................................................................................................................ 30 Objective 3.2:........................................................................................................................ 30

Goal 4 ............................................................................................................................ 31 Objective 4.1:........................................................................................................................ 31 Objective 4.2......................................................................................................................... 32 Objective 4.3......................................................................................................................... 32

Goal 5 ............................................................................................................................ 33 Objective 5.1......................................................................................................................... 33 Objective 5.2......................................................................................................................... 33 Objective 5.3......................................................................................................................... 34 Objective 5.4......................................................................................................................... 34 Objective 5.5......................................................................................................................... 34

Goal 6 ............................................................................................................................ 35 Objective 6.1......................................................................................................................... 35 Objective 6.2......................................................................................................................... 35

Goal 7 ............................................................................................................................ 36 Objective 7.1......................................................................................................................... 36 Objective 7.2......................................................................................................................... 37 Objective 7.3......................................................................................................................... 37

GOAL 8......................................................................................................................... 38 Objective 8.1......................................................................................................................... 38

Funding Plan ................................................................................................................ 39 Technology Summary/Timeline.................................................................................. 41 Appendix....................................................................................................................... 42

Works Consulted................................................................................................................... 49 Diagram 1 ..................................................................................................................... 50 Diagram 2 ..................................................................................................................... 51 Diagram 2 Goal DetailAttachment A........................................................................... 51 Attachment A ............................................................................................................... 53 Attachment B................................................................................................................ 54 Attachment C ............................................................................................................... 55 Attachment D ............................................................................................................... 56 Attachment E................................................................................................................ 56 Attachment E................................................................................................................ 57 Attachment F................................................................................................................ 58

G R E E N W I C H P U B L I C S C H O O L S

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LEA Profile


District Profile

Community Data County Fairfield

2000 Population 61,101

1990-2000 Population Growth 4.6%

Number of Public Schools 16

Education Reference Group (ERG) B

Public School Enrollment as a Percent of Town Population 14.7%

Public School Enrollment as a Percent of Total Student Population

68.8%

Percent of Adults without a High School Diploma in 2000 8.5%

Adult Education Enrollment in 2003-2004 277

Section

1

2

Ethnicity

0.1% 8.1%2.5%

12.0%

77.3%

American Indian Asian American Black Hispanic White

Student Enrollment and Ethnicity Race/Ethnicity Number Percent American Indian

7 0.10%

Asian American

735 8.10%

Black 228 2.50% Hispanic 1,093 12.00% White 7,037 77.30%

Enrollment Grade Range K-12 Total Enrollment 9,100 5-Year Enrollment Change 7.40% Projected 2009 Enrollment

Elementary 3,934 Middle School 1,927 High School 2,863 Pre Kindergarten, Other 133

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LEA NAME: Greenwich Public Schools Local RESC CES

Number of Schools in LEA 15

Number of Teachers 728.7

Number of Students Enrolled 9,077

Percent of Students Eligible for Free/Reduced Lunch 7.8%

Maximum number of grade 4 students who could be accommodated 275

% of grade 4 students who could be accommodated 41%







Vision and Mission Statements Vision Statement – Greenwich Public Schools

The overall vision of the Greenwich Public Schools is to set the standard for excellence in public education.

Mission Statement – Greenwich Public Schools

The mission of the Greenwich Public Schools is to educate all students to their highest potential and to teach them the skills and knowledge to become capable, creative, and responsible members of society.

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Introduction

The Greenwich Public Schools and Board of Education have adopted a Strategic Roadmap to guide the direction of the district in fulfilling its vision for excellence in education. The roadmap sets strategic directions, which are the priorities of the district, and ensures that progress is attained through annual monitoring reports. The Greenwich Public Schools is committed to providing the best education for every student that reflects the following qualities:

• Supportive, challenging and stimulating learning environments for students and staff

• Results-driven organization accountable to, understood and support by, the community

• High quality, high performing staff

• Staff with a collective will for excellence and an intolerance for poor performance

• Facilities and learning environments meeting district standards and educational needs.

Strategic Directions The Greenwich Public Schools will focus on continuous progress

A. Toward maximizing the achievement of all students and closing the achievement gaps among students:

a. By creating a stimulating and engaging learning environment

b. By systems and attitudes leading to success for all students

B. Toward a greater capacity to develop and implement competencies and systems for improving student learning and whole student development:

a. By recruiting and retaining a high quality staff

b. Through support for and ongoing development of a professional and accountable staff

c. By continuous assessment and adjustment of learning programs and services for student progress

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C. Toward aligning adults around learning and development for all students

a. By operating as a district team rather than a collection of schools and departments

b. By the community achieving clarity about roles and responsibilities through constructive dialogue and engagement

D. Toward maintaining facilities and managing resources to promote student learning

a. By providing facilities that meet district standards and are supported/funded by the community

b. By long range planning and financial management that enables and drives student achievement

Role of Technology At the center of the strategic directions for Greenwich Public Schools is student learning. In order to prepare our students in an ever-changing world, we must provide the knowledge and skills for their success. It is our belief that students can not only meet the standard for excellence in education and become responsible citizens in our society with the help of technology but must be capable users of technology to succeed in our complex, global world. The use of technology is a critical 21st century skill and an integral part of a student learning and working in today’s society. Students utilizing technology to exchange and collaborate on projects, access, evaluate, and master digital resources will have the means to be productive citizens in our society.

Educational Technology Mission The mission of Educational Technology is to bring the higher education model for technology to the K-12 classroom by preparing all students to use technology as a learning tool and bring about a cultural change in the way technology is used by educators and students. We expect effective, competent, and purposeful use of technology by administrators, teachers, and students to establish seamless integration of technology on a daily basis throughout the curriculum and extracurricular activities.

Rationale

In 2004, the United States Department of Education issued the National Education Plan. In its publication, Toward a New Golden Age in American Education, the U.S. Department of Education outlined seven recommendations for school districts and states to consider as they formulate plans for technology use. The following

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summarizes the recommendations and provides a background into the rationale for Greenwich Public Schools’ Technology Plan:

1. Strengthen Leadership: Educational leaders should be able to articulate and steward the vision for educational technology in their school, be provided with tools to inform decision-making, oversee the integration of technology skills in the curriculum and know how to use the tools effectively to ensure the success of every student.

2. Consider Innovative Budgeting: To successfully fund the recommendations, districts must consider new ways for funding and finding cost efficiencies. Different funding models, leasing and innovative spending can all contribute to this effort.

3. Improve Teacher Training: New technologies are introduced at a rate faster than can be reasonably learned and implemented in the classroom. To improve the use of technology in the classroom, it is recommended that professional development be a cornerstone of the district technology plan. Teachers should be offered courses based on best practices, district priorities and provided varying ways of taking quality courses including online learning.

4. Support E-Learning and Virtual Schools: The increase in broadband access and proliferation of tools to use the World Wide Web have made it possible for the availability of online instruction – also referred to as e-learning. The idea of “virtual schools” offers an opportunity to offer quality supplemental 24/7 instruction for students as well as teachers. The Department of Education encourages the use of e-learning options to meet the requirements of highly qualified teachers while providing a variety of creative options for student instruction.

5. Encourage Broadband Access: Greenwich Public Schools have been traditionally at the forefront in providing high-speed access to the Internet through a robust infrastructure. The district continues to include an ongoing evaluation of the infrastructure to ensure the support of data management, assessments, e-learning and delivery of high-quality digital content.

6. Move Toward Digital Content: Providing access to high-quality digital content and training on the use of the content provides numerous advantages including improving learning opportunities and supplying multimedia content to enhance instruction. The U.S. Department of Education recommends ensuring that all students

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and teachers are trained in the use of accessing and using quality digital content.

7. Integrate Data Systems: To improve student learning, administrators and teachers must be able to access data about student achievement quickly and effectively. Integrated data systems are the key to differentiating instruction and ensuring that every child succeeds in meeting the vision and mission of the district.

From the inception of the first Technology Plan, the Greenwich Public Schools district has been committed to ensuring access to technology as well as creating learning opportunities for students to use these tools. Students and staff work within networked environments and are provided access to computers with a suite of standardized software applications. Research and learning guides are provided through pre-screening and evaluation of digital resources and courses are taught to students to empower them to use technology throughout their lives. Staff members have access to files from any computer and are linked to a variety of resources to assist them with their curriculum planning. Student data management systems are used to report grades and assess performance. In keeping with federal guidelines, the district has high-speed, high-capacity broadband access and students are able to use web resources as well as collaborate on projects. The district provides an annually updated acceptable use policy for students and parents to sign and provides the appropriate filtering appliance to keep in compliance with e-Rate regulations. District standards for equipment and infrastructure have been set.

A review of the success of the previous Technology Plan for The Greenwich Public Schools emphasizes the importance of technology to the Board of Education, governing bodies, and to the citizens of the Town of Greenwich. Adequate funding and support were available to the school system to sustain the plan over the past ten years moving us from a decentralized and often fragmented provision for technology to the current centralized and equitable state of technology. We have moved from a mainframe environment that was used to churn out report cards and haphazardly schedule high school students to a centralized student information system that has decentralized the operations necessary to run a school while providing oversight and monitoring of administrative activities to ensure equitability. Delivery of services are via a fiber optic Municipal Area Network (MAN) to the sixteen buildings that comprise the school system, administrative office, and provisions have been made to support two alternative high school rental buildings providing them with high-speed connectivity to the Internet and student information system.

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Technology Plan

Technology Plan Purpose This plan serves as the blueprint for providing technology and support services for the next three years (2006-2009) as follows:

Staffs that provide technology services will look to this document as one source of setting direction for their services.

Software and hardware noted in this plan will be purchased with this document as a basis for discussing internal approvals. Purchasing guidelines for multiple or more costly items must be followed.

It is a work in progress. As such, it requires that each program and service review and evaluate the plan annually and make adjustments as needed.

The plan looks at individual programs or service technology plans and combines them to provide a district-wide plan.

The plan provides information to use for budget planning purposes.

It is expected that staff will use the technology tools provided for them by the district

In keeping with the commitment and district mission to provide students with the tools to achieve their highest academic potential and be successful in today’s society, the Greenwich Public Schools’ Technology Plan for 2006-09 includes the U.S. Department of Education recommendations as well as addresses the State of Connecticut’s goals. (See Diagram 2)

Section

2

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District Technology Planning Team District Technology Advisory Board: Member Title Constituency Janice Gunnip Director, Information Technology District Fran Kompar Coordinator, Media & Instructional

Technology District

Lisa Dempsey Teacher High School Richard Piotrzkowski Asst. Principal High School Jo Frame Asst. Principal Middle School Bob Silvaggi Teacher Middle School Karen Ball Media Teacher Middle School Sarah Abercrombie PTA Council Parent Sharon Wilson PTA Parent Gene Nyitray Principal Elementary Kristine McHarg Media Teacher Elementary Fionnoula Mackey Media Teacher Elementary Jen Lau Media Teacher Elementary Janess Coffina Coordinator, Staff Development District Diane Rasweiler Facilitator Assistive Technology Deborah Hull Media Technical Assistant Elementary Student GHS Student High School Student MS Student Middle School

Technical and Financial Advisory Committee: Member Title Constituency Susan Wallerstein Asst. Superintendent, Facilities

& Business Operations District

Richard Calcavecchio Director, Finance District Tony Byrne Director, Facilities District Tony Tripodi Supervisor, Technology

Services District

Scott Parker Supervisor, Tech. Services GHS

Critical Readers: Member Title Constituency John Curtin Asst. Superintendent District Mary Capwell Deputy Superintendent District Kim Eves Director, Communications District

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Role of the Technology Committee

The Technology Planning Team serves as high-level district team for the purpose of:

Evaluating the current technology plan for progress or achievement, identifying obstacles, reviewing, etc

Developing a process for getting input and feedback from stakeholders

Assisting in the alignment this technology plan to School Improvement Plans

Communication of this plan to all district staff

Current Status of Technology Equitable Use of Technology

Goal Status Comments

Maintain high performing Municipal Area Network to all school and administrative buildings

Completed/Ongoing IT/MIS attends and supports the Technology Steering Committee for the Town of Greenwich.

This committee responds to the needs of the MAN and the interface of the MAN to various town entities, including all public school buildings.

Ensure district standards for student to computer ratio with up-to-date computers and peripheral devices that enable students, faculty, and staff to use technology for teaching and learning productivity.

Completed/Ongoing Inventory, site visits, and budgeting process provide the structure and support for the accomplishment and ongoing monitoring of this goal.

Ensure adequate technology to maintain district guidelines

Complete/Ongoing Site visits, student technology assessment, and student

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for K-5 classroom model. portfolio review.

Provide connective to the CEN in designated locations.

Completed/Ongoing Connectivity has been provided to Administrative Offices

Minimize disruptions or downtime by maintaining state-of-the art infrastructure, schedule for maintenance that minimizes its impact on teaching and learning, and providing adequate support staff.

Completed/Ongoing Continuous monitoring of repair information with monitoring reports at monthly staff meetings

All non-emergency downtimes are scheduled to minimize its impact on teaching and learning. Non-scheduled downtime is monitored and reported

Workload for technical staff is monitored

Monitor and evaluate technology infrastructure on an ongoing basis through a variety of studies, documentation, inventory, and data collection methods.

Completed/Ongoing

Maintain and monitor Internet filtering for all users

Completed/Ongoing Results of filtering is reported monthly during the school year and reported to the Coordinator, Media Services K-12 for any necessary action.

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Provide ongoing professional development that promotes the integration of technology across the curriculum


Provide technology coaches for staff

Completed/Ongoing Technology coaches have been provided for K-12 professional staff. The curriculum has been developed in conjunction with the current technology plan, needs assessments, and new technologies provided to the district (e.g.: data dashboard).

Reassess staff, faculty and administrator technology proficiency.

Ongoing

Establish continuous improvement

Ongoing

Develop and implement a systematic professional development program, geared to the results of the assessment and the continuous improvement.

Ongoing

Develop and implement a way to use student performance and curriculum data (Sections I and II in the plan) to inform professional development expectations for teachers and administrators

Ongoing

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Curriculum Integration

Goal Status Comment

Develop and implement a way to use student performance and curriculum data to inform professional development expectations for teachers and administrators

Complete/Ongoing Data Dashboard

Clearly defined and implemented assured experiences for technology-related curriculum objectives.

Completed/Ongoing

Revised middle school technology course curriculum (grades 6, 8) to respond to student performance data

Completed/Ongoing

Plan and partial implementation of a plan to address needs identified in 10th grade high school student assessment.

Complete/Ongoing Data Dashboard – Individual Student Intervention Plan based on high-stake test results. (See Attachment A)

Graduation requirements to include proficiency in CAPT testing for Reading, Writing, and Mathematics

Select and pilot on-line courseware

Not completed

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Technology Availability to Staff Staff Availability

Administrators 100% On campus via high speed MAN

100% Off campus – Student Information System and email

Off campus connectivity to networked data is not provided by the district.

Teachers (pre-school) 100% On campus via high speed MAN



Teachers K-8 district model includes 1 Teacher workstation and 4 Student workstations per classroom. (Diagram 1)

6-8 district model includes 1 teacher workstation per classroom

9-12 Every classroom is equipped with one teacher computer. In addition, teacher work areas include one computer per teacher (100% on campus).



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Staff Availability

Non-certified Staff 100% On campus connectivity to high speed MAN

100% Off campus – Student Information System (dependent upon roles and responsibilities) and email


Technology Availability to Students Student Availability

Pre-School District model includes 2 student workstations

Elementary 100 % compliance with district guideline (3:1 ratio)

District classroom model 4 student classroom workstations

Middle School 100 % compliance with district guideline (3:1 ratio)

High School Lab-based model

100% compliance with district guideline (3:1 ratio)

With Disabilities 80% compliance with IEP recommendations

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Infrastructure and Telecommunication Needs Needs assessment and RFP for new Telecommunication System is available on the district Web site (www.greenwichschools.org). Currently, voice communication systems are becoming unsupportable by technical staff or contract maintenance vendors. In order to maintain the district standard for telephone communications to each classroom and voice mail for each staff member, systems will need to be reviewed and a new plan put into action. The district is beginning this process with the posting of an RFP.

Administrative Technology Needs 1. Integration of administrative and instructional databases to empower

educators to transform teaching practices through development of Individual Student Intervention Plans. (See Attachment A )

2. Develop standardized reports shared across the district that develop relationships between decisions, allocation of resources, and student achievement. (See Attachment B )

3. Provide protected student email

4. Provide parent portal to student information, homework assignments, grades, etc.

5. Review current student information system for appropriateness

6. Web Content Management System

7. Course Management System for online courseware

8. Provide Digital backpack – availability for students to access homework, blog, discussion boards, homework drop box, etc.

9. Review current IEP database for appropriateness

10. Provide home access to Data Dashboard, networks, etc.

11. Online technology inventory and repair systems

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Plan Implementation

Integrating Technology into Curriculum At the national and state levels, standards have been articulated to provide a blueprint for teaching students technology skills to ensure their success in today’s digital world. The Greenwich Public Schools has adopted the Information Literacy and Technology framework adopted by the Connecticut State Department of Education in January 2006 as the learning standards for its students. Led by the district media specialists and in collaboration with classroom teachers, the curriculum standards are delivered through a variety of experiences. On a district-wide basis, assured experiences are being developed at every grade level to ensure integration of skills through the content areas. For example, all fourth graders create a multimedia presentation about a state using the information literacy model of research and technology skills to present the information.

The standards are aligned with the National Educational Technology Standards for Students from the International Society for Technology in Education and provide benchmarks to measure success. In addition, the method of delivering the skills departs from the traditional, isolated instruction through media classes. The State of Connecticut framework recommends full integration of skills within all content areas and facets of their lives to ensure the competent, full use of these essential skills. The standards are summarized as follows:

Standard 1: Identification and Definition of Information Needs

Students will define their information needs and identify effective courses of action to conduct research and solve problems.

Standard 2: Information Strategies

Section Section

3

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Students will understand and demonstrate a command of information skills and strategies to locate and effectively use print, non-print and/or digital resources to solve problems.

Standard 3: Information Processing Students will apply evaluative criteria to the selection, interpretation, analysis, reorganization and synthesis of information from a variety of sources and formats.

Standard 4: Application Students will use appropriate technologies to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.

Standard 5: Technology Use: Students operate and use computers and other technologies as tools for productivity, problem-solving and learning across the content areas.

Standard 6: Responsible Use: Students demonstrate responsible, legal and ethical use of information resources, computers and other technologies.

Standard 7: Assessment Students will assess the effectiveness of their information and technology choices for problem-solving and communication.

Knowledgeable uses of technology are necessary for students to live, work and learn in our 21st century society. Today’s children are bombarded with information, which they receive through many media. The ways that information is accessed today will quickly give way to a faster, more portable method tomorrow. To keep up with this vast information glut, it is critical that students learn how to access quality sources, evaluate credibility, cite and give credit to the originator and use information in a creative way to solve a problem or define a course of action. Through the integration of skills, students will be ensured ample opportunities to apply their knowledge within the context of all their learning opportunities. Per the Connecticut’s Information Literacy and Technology framework, Greenwich public Schools has aligned the standards and incorporated enduring understandings and essential questions per Grant Wiggins and Jay McTigue’s, “Understanding by Design” guidelines to empower students to recognize the deeper meaning of each skill area. A detailed summary of the performance indicators by grade-level clusters is provided in Appendix 1. Curriculum will be integrated through assured experiences that include a project-based performance task requiring students to access, evaluate, synthesize and present information in a meaningful manner. In addition, students will be provided with opportunities to practice their skills throughout their subject areas to write, explore, and use data as well as present solutions.

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Teacher Training To effectively implement and use technologies, teachers must be provided with just-in-time and as-needed training. The Greenwich Public Schools is implementing a comprehensive professional development program that includes the use of technology for instruction. In 2005-06 a variety of multi-session professional learning workshops were offered to teachers in areas determined as critical by a needs assessment. Needs assessment to determine the topics have included self-assessments and workshop evaluation data. Topics included productivity software, emerging technologies such as SmartBoard use, digital video, use of project-based learning with multimedia and WebQuests. In addition, a new online system to plan and register for workshop sessions was introduced this past year. The professional development strategies to improve teaching and learning with technology is only part of a district-wide plan to support curriculum and school initiatives. To support the goals of the Technology Plan, the areas targeted for staff training in the upcoming three years will include teaching and learning, assessment and communication.

Teaching & Learning:

Use of multimedia and digital video resources and programs to differentiate instruction and enhance learning.

Use productivity software including electronic graphic organizers, Word, Excel, PowerPoint and other programs to create high quality materials for teaching.

Use of project-based and problem-based learning to enable students to participate in authentic, meaningful activities to engage them in deeper investigations. Provide opportunities to write curriculum units to address information literacy process including formulating a probing question, accessing and evaluating information, synthesizing and producing a presentation to display their work.

Use of quality online resources and research modules either purchased or created by media specialists or teachers to guide students in the research process.

Provide training on curriculum planning to include integration of technology.

Use of web content management system to provide a 24/7 communication with students and a tool for collaboration and sharing ideas with other teachers.

Use of new online Library management system to access standards-based, grade-level appropriate resources for teachers and students.

Use of emerging technologies such as podcasting to motivate and infuse technology in creative ways.

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Use of classroom tools such as interactive whiteboards to enhance daily instruction.

Assessment:

Review the use of online portfolios to save and evaluate student work.

Use a data dashboard system to assess student performance data and analyze ways to differentiate instruction to close the achievement gap.

Share student achievement reports with parents.

Use of Telecommunication:

Use of telecommunication services, discussion boards, blogs and other methods to share and collaborate with experts and educators.

Use of web content management system to improve communication with parents and community.

Participate in e-learning opportunities and virtual schools through the World Wide Web including global projects.

Professional development opportunities are provided through a comprehensive district-wide effort as well through school-based efforts. Each school strives to supplement the district offerings with its own professional development opportunities developed through a variety of venues including:

School Technology Teams – These teams will work with the district to ensure that the district Technology Plan is implemented successfully at the school level while determining professional development needs of the school.

Library Media Specialist – The Library Media Specialist and media staff provide the school with leadership on new technologies as they are continuously trained in the use of new systems and programs. The Library Media Specialist and Media Technical Assistant are uniquely able to provide just-in-time training on emerging technologies. In addition, the Library Media Specialist will be able to provide curriculum technology integration coaching and with the help of the classroom teacher will create guides for student learning.

“Peer Leaders” – Each school will identify experts to help colleagues with new systems, programs and emerging technologies. By providing in-house experts, the school community will benefit from collegial sharing and the building of capacity.

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To successfully implement the learning standards for technology, teachers must feel comfortable with the use of technology. The expectations for teachers will follow the National Educational Technology Standards for Teachers developed by ISTE. The six standards include:

1. Teachers demonstrate a sound understanding of technology operations and concepts.

2. Teachers plan and design effective learning environments and experiences supported by technology.

3. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

4. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies

5. Teachers use technology to enhance their productivity and professional practice

6. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice

Teacher, staff and administrator training are integral elements of the Technology Plan and the National Educational Technology Standards for Teachers and Administrators will be included in district offerings targeted to the use of technology in teaching and learning.

Summary of Technology Plan Goals A summary of the goals, strategies and rationale to implement the Greenwich Public School’s Technology Plan are as follows:

1. Improve student academic achievement through the use of technology in elementary and secondary schools with target of fully integrating technology into the academic curriculum by December 2008.

a. Through collaboration between classroom teachers and library media specialists, information literacy and technology skills as described by the Connecticut State Framework for Information Literacy and Technology will be integrated using assured experiences, benchmarks and articulation of skill development K-12. In addition, teachers will be trained to ensure the successful integration of skills..

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b. State guidelines and best practices indicate that technology skills must be embedded in the curriculum and not taught in isolation to be successfully retained by students.

2. Ensure that quality teachers, staff, and administrators are involved in Connecticut educational institutions and that they are proficient in the use and integration of technology through professional development activities.

a. Quality and ample opportunities will be provided for teachers, staff and administrators in order to be able to integrate technology in the classroom, use the tools for productivity and use assessment data to inform and differentiate instruction.

b. Staff surveys and workshop evaluation data indicate the need for more opportunities to learn the skills necessary to integrate technology and use the tools available to facilitate teaching and learning.

3. Ensure that all schools have the capacity, infrastructure, staffing and equipment to meet the academic needs for effective and efficient operations.

a. All schools will develop a plan to ensure that they meet district guidelines for infrastructure, equipment and capacity to implement the technology plan.

4. Ensure that all K-12 resources are available for all students, regardless of race, ethnicity, income, geographical location or disability so they can become technologically literate by the end of 8th grade and achieve their academic potential.

a. Equitable access for all students will be provided to high-quality digital resources to facilitate student learning. Assessments correlated to national standards are given to 5th and 8th graders to gauge technology literacy.

5. Develop a continuous process of evaluation and accountability for the use of educational technology as a teaching/learning tool, a measurement and analysis tool for student achievement and a fiscal management tool.

a. The technology plan is an instrument that provides flexibility based on the ever-changing environment of emerging technologies and special needs. An evaluation process will be formalized and reported to adjust to those needs.

6. Develop a schema of current and future financing requirements to support the Greenwich Public Schools Technology Plan.

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a. Through innovative budgeting and cost management strategies, the district will ensure that the standards set out by the technology plan are met.

7. Develop a telecommunications services plan that will support both instructional needs and administrative requirements.

a. Through the implementation of voice and data telecommunication services, including a web content management system instruction will improve. The plan provides for implementation of a telecommunications plan, web content management plan and training to support the efforts.

8. Establish a plan to integrate data systems so that administrators and educators have the information they need to increase efficiency and improve student learning.

a. The district will implement a data dashboard to ensure the interoperability of data systems and efficient use of data to improve student learning.

Technology Plan Format and Implementation The Technology Plan is closely aligned with established Greenwich Public Schools Strategic Directions as well as Media Program goals. To provide alignment and connections, each goal is listed with corresponding strategic direction and media program goal. Each goal includes specific objectives with strategies for how to implement, measure of accountability and a timeline for progress and completion.

The following pages include a specific operational plan for the implementation of the district-wide Technology Plan for 2006-09. In turn, each school in the District will be responsible for completing a site-based plan to include all district standards for equitable access, professional development, learning goals as well as funding needs. The District Technology Team will conduct an annual review of the site-based plans, make recommendations and communicate any district-wide improvements, initiatives or results.

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Sample Site-Based Plan Format

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Goal 1 GPS Strategic Direction: Maximizing the achievement of all students and closing the achievement gaps among students:

a. By creating a stimulating and engaging learning environment b. By systems and attitudes leading to success for all students

Media Program Goal: Integrate Information & Technology Literacy skills throughout content areas based on state standards. State Technology Goal: Improve student academic achievement through the use of technology in elementary and secondary schools with target of fully integrating technology into the academic curriculum by December 2008. Objective 1.1: Develop district-wide, grade-level assured experiences through collaboration between the Library Media Specialist, teachers, administrators and program leaders that integrate information literacy and technology skills within all curricular areas. Strategy: Accountability

Measure/Progress:

Timeline

Collaborate with Program Coordinators and classroom teachers on aligning curriculum with Understanding by Design Framework.

LMC Report used to measure through number of assured experiences. Assessment results reviewed by Program Administrator (Attachment C)

Summer 2006.

Develop and implement at least one interdisciplinary, assured experience based on UBD framework for each grade-level with corresponding project-based learning plan.

District-wide units implemented in 4th grade (50 States Social Studies unit), 5th grade (Astronomy unit), 6th & 8th grade Computer Skills classes, 10th grade Sophomore Research paper.

Develop one unit per grade-level by 2008.

Implement media flexible scheduling in grades 3-5 to support collaborative, technology-rich project-based learning units and open access to resources and tools.

All schools to implement a mode of delivery that allows for integration of information literacy and technology skills. To date four schools have implemented flexible scheduling.

2007-2008

Explore additional opportunities for developing project-based learning experiences such as through the Intel program.

Participation of a small cadre of teachers in Summer 2006 trained in Project-Based Learning through Intel.

Trial in 2006-7 – Evaluate success & recommend wider adoption in 2007-08.

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Objective 1.2: Align Greenwich Public Schools Media & Technology curriculum with new Connecticut Curricular framework for Information and Technology Literacy and develop benchmarks by grade level. Strategy: Accountability Measure/Progress:

Timeline

Develop K-12 articulation and

curriculum map.

Complete Technology & Information Literacy curriculum aligned to state standards and UBD framework.

2006-07

Develop, implement and refine assessments to evaluate skills.

Assessments embedded with assured experience rubrics. Develop additional media & technology assessments to evaluate benchmarks. Evaluate benchmarks.

2006-2007 2007-2008 2008-2009

Objective 1.3: Provide professional learning opportunities and tools to facilitate collaboration in the integration of technology in the curriculum among all educators. Strategy: Accountability Measure/Progress:

Timeline

Provide professional learning on

collaboration including planning, delivery and evaluation of student learning.

LMC Report by 6/2006

Develop and provide planning tools in conjunction with collaborative units.

Increase of collaborative units as evidenced through the Monthly Library Media Center Report. (LMC)

2007-2008

Develop and implement an online, searchable curriculum-planning tool to enable educators to share lesson plans, curriculum-related resources and handouts. Committee of Program Administrators to explore feasibility and implementation

Increase in systematic district-wide sharing of curriculum resources and lesson planning.

2006-07 2007-08 2006-2007

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Goal 2 GPS Strategic Direction: Developing greater capacity and systems for improving teaching and learning:

a. By recruiting and retaining a high quality staff b. Through support for and ongoing development of a professional and accountable staff c. By continuous assessment and adjustment of learning programs and services for student progress

Media Program Goals: To assure effective and competent use of technology by staff and administrators Ensure sufficient, highly qualified staffing at school and district levels for professional, clerical and technical staff in order to meet the program goals. State Technology Goal: Ensure that quality teachers, staff, and administrators are involved in Connecticut educational institutions and that they are proficient in the use and integration of technology through professional development activities. Objective 2.1: Create and implement professional learning initiatives for Administrators to address Connecticut Administrator Technology Standards. Strategy: Accountability Measure/Progress:

Timeline

Implement a “train the leaders” yearlong

workshop to address Connecticut Administrator Technology competencies including productivity, learning environments, best practices, and data-driven decision-making and emerging technologies.

Measure representative participation from each school Participants demonstrate use of professional learning, adaptation of emerging technologies and productivity use of technology by sharing culminating project with participants.

1st cohort graduation date: 5/2006 Planning new cohort for each subsequent year

Develop an e-learning component to “train the leaders” model enabling participants to choose a mode of delivery and encourage wider participation.

Assessments embedded with assured experience rubrics. Provide additional media & technology assessments to evaluate benchmarks.

Implement in 2006-07.

Initiate an online collaborative environment for educators and administrators to discuss using technologies in the classroom.

Measure participation in “Media & Technology” blog discussion

2006-07

Survey administrators on their use of technology

First survey administered in Summer 2005.

2006-9

Objective 2.2: Create and implement professional learning initiatives for teachers to address Connecticut Teacher Technology Standards. Strategy: Accountability Measure/Progress:

Timeline

Offer productivity tools training for all

teachers including word processing, spreadsheets, graphing, multimedia and web pages.

Measure participation in technology professional learning workshops through Ez-Traxx In 2006, offerings have included Technology Tools, WebQuests, Smartboard uses, improving writing using Inspiration, Digital Video Resources, Photoshop & others.

Ongoing

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Strategy: Accountability Measure/Progress:

Timeline

Develop an e-learning component model

enabling participants to choose a mode of delivery and encourage wider participation.

Teacher competencies evidenced by evaluation and submitted student work demonstrating the use of the new learning in the classroom.


Provide opportunities for training through building-based initiatives such as “Tech Tuesdays”, “Tech 5” and one-on-one tutorials.

Measure participation in building-based technology training through Ez-Traxx attendance and participation reporting


Collaborate with all Program Leaders on creating wider offerings aligned to curriculum standards and program needs.

Media Coordinator evaluation process Ongoing

Objective 2.3: Ensure that all media specialists serve as the leaders in technology and 21st Century information literacy skills within their school buildings Strategy: Accountability Measure/Progress:

Timeline

Provide training & resource development

for LMS, Media paraprofessionals in new technologies, resources and information literacy skills as a “train the trainers” model.

Track participation through LMC Report 2007-08

Make LMS & other media staff available for program & professional learning meetings by meeting with LMS on non-program meeting days.

Increase availability of “internal experts” to teachers in every discipline.

Begin in 2007-08 school year.

Objective 2.4: Implement assessment for technological competence of media staff, teachers and administrators. Strategy: Accountability Measure/Progress:

Timeline

Develop & administer assessments for

technological competence for all staff based on novice, intermediate and expert levels. All staff to take & pass intermediate level by 2008-09

Report on assessments Development to begin in Summer 2006

Objective 2.5: Implement and monitor the use of Ez-Traxx - an online professional learning system. Strategy: Accountability Measure/Progress:

Timeline

Empower all staff to use Ez-Traxx,

online professional learning system, to keep track of their own training sessions, conferences taken and facilitate the planning, reporting and design of future sessions for program leaders.

Staff Development Associate to report progress to Technology Advisory Board

Ongoing

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Objective 2.6: Ensure that all students are technologically literate by the end of 8th grade - meeting NCLB requirements. Strategy: Accountability Measure/Progress:

Timeline

All 8th graders assessed in 8th grade

through computer skills class.

Students assessed for keyboarding, word processing, multimedia, & Internet literacy skills. Any student who does not meet 80% score qualifies for additional instruction and re-tested to meet requirement.

Ongoing

Continually review and revise assessment to ensure that skills are in keeping with state/national guidelines.

Assessment should reflect changes in technology and 21st Century skills needs.

Ongoing

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Goal 3 GPS Strategic Direction: Maintaining facilities and managing resources to promote student learning:

a. By providing facilities that meeting district standards and are supported/funded by the community b. By long-range planning and financial management that enables and drives student achievement

Media Program Goal: Ensure sufficient, highly qualified district, professional, clerical and technical staffing as well as equipment and infrastructure resources in order to meet the program goals. State Technology Goal: Ensure that all schools have the capacity, infrastructure, staffing and equipment to meet the academic needs for effective and efficient operations. Objective 3.1: Ensure that all facilities meet minimum standards of technology infrastructure per district standards (see Diagram 1) and provide connectivity to the Connecticut Education Network (CEN). Strategy: Accountability Measure/Progress:

Timeline

Develop, communicate and enforce

district standards for technology in typical elementary and secondary classrooms, media centers, computer labs. Standards to address 1:3 computers to student ratio

Preliminary schemata shared with school-based technology committees. Standards will inform technology decisions and provide leadership to meet equipment and infrastructure needs. Director, Technology report standards to all leaders who purchase technology including PTAs, school administrators and central office personnel.

2006-07

Maintain connectivity to Connecticut Education Network.

Administrative offices currently are able to access CEN

Ongoing

Objective 3.2: Ensure continued maintenance and support of existing infrastructure and end user technology. Strategy: Accountability Measure/Progress:

Timeline

Continue reporting of all hardware,

software and infrastructure repair requests through online database move toward Web-based database.

Web based database Data collection & tracking of requests by location, type, hardware, and turnaround times reviewed at monthly staff meetings.

2007-08

Empower all teachers and staff to log problems through new online repair system, “School Dude”. More detailed reporting of school issues resulting in quicker response time.

Follow-up and implementation within next budget year cycle by Director of Technology.

2006-07

Filter data collected and reviewed monthly to identify areas needing attention. Network and abuse data collected and monitored.

Monthly reports and follow-up at school level to address any ongoing issues.

2006-09

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Goal 4 GPS Strategic Direction: Maximizing the achievement of all students and closing the achievement gaps among students:

c. By creating a stimulating and engaging learning environment d. By systems and attitudes leading to success for all students

Maintaining facilities and aligning resources with instructional priorities Media Program Goal: Provide ample, high-quality print and non-print resources that are accessible, equitable for all students and aligned with standards. State Technology Goal: Ensure that all K-12 resources are available for all students, regardless of race, ethnicity, income, geographical location or disability so they can become technologically literate by the end of 8th grade and achieve their academic potential. Objective 4.1: Provide district-wide digital resources to students and staff and provide consistent and equitable access to quality information and software applications to support teaching and learning. Strategy: Accountability Measure/Progress:

Timeline

Implement district-wide web-based Library

Management System (Follett Destiny). Provide access to school library catalog, web resources and state standards alignment.

Full implementation in every school and communicated to parent community.

2005-06

Ensure that information resources are equitable throughout district by providing standards for online reference sources including periodical databases and encyclopedias and accompanying training to use resources effectively.

Core resources purchased centrally – training provided at school buildings.

2006-07

Implement district-wide standards for core instructional software applications that promote higher-order thinking and align with curriculum benchmarks through as follows: Recommend a change in budgeting to

include centralized software purchases. Institute a software review form for new

purchases to include technical, pedagogical and training considerations.

Core software standards communicated to school leaders. Procedures for purchasing software for curriculum-specific use to be reviewed yearly with all program leaders.

2006-07

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Objective 4.2 Ensure that students with special needs will have those needs addressed through technology. Strategy: Accountability Measure/Progress:

Timeline

District-level Assistive Technology (AT)

Coordinator ensures that students with special needs have the technology they require through: --Communication with school-based AT representatives --Monthly meetings with Coordinator, Media & Technology --Ongoing dialogue with software vendors --Discussions and coordination with Program leaders

Quarterly report by AT Coordinator at Technology Committee meetings

2006-09

Professional learning initiatives on specific special education software for all teachers including Inspiration, Lexia, Boardmaker, SmartBoard, PixWriter & others.

Implement ongoing professional learning workshops for regular education teachers.

2006-09

Objective 4.3 Encourage innovative practices to support equity. Strategy: Accountability Measure/Progress:

Timeline

Explore, plan and garner support for an

innovative budgeting technology foundation to provide equitable distribution of new and promising technologies to all children in the district.

Technology Advisory Board to explore creation of Technology Foundation Centralized technology purchasing MUNIS purchasing approval paths used to ensure purchases of software/hardware in accordance with district standards.

2006-09

District to maintain centralized inventory of hardware & software to ensure equitable to contemporary equipment and applications Obsolete equipment replaced as needed to maintain computer to student district standard ratio (1:3).

Ongoing review of central inventory to ensure equity by Director, Technology

2006-09

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Goal 5 GPS Strategic Direction: Aligning adults in support of improving teaching and learning:

a. By operating as a district team rather than a collection of schools and departments b. By the community achieving clarity about roles and responsibilities

Media Program Goal: Provide ongoing assessment to direct the refinement and evaluation of the library media program. State Technology Goal: Develop a continuous process of evaluation and accountability for the use of educational technology as a teaching/learning tool, a measurement and analysis tool for student achievement and a fiscal management tool. Objective 5.1 Evaluate and make changes to this plan on a yearly basis. Strategy: Accountability Measure/Progress:

Timeline

Through regular Technology Advisory

Board, Media Program and IT meetings, plan evaluated and changed to reflect the ever-changing landscape of technology as a learning tool.

Minutes of the Technology Advisory Board meetings

2006-09

Implement a monthly Library Media Report to include statistics on technology and information literacy units. (See Attachment C for sample).

Media Coordinator’s annual “State of Media Program Report” to include all collected statistics, anecdotal and summary information

2006-09

Implement an ongoing dialogue throughout the year through a “blog” discussion board on the use of technology as a learning tool.

Content Management System currently being evaluated by a committee

2006-07

Objective 5.2 Allow students to take online tests when available that facilitate their involvement and compilation of results information. Strategy: Accountability Measure/Progress:

Timeline

Implement use of Connected Tech,

Atomic Learning, Quiz Lab & other online assessments of information literacy skills to assess and report on skill levels of students.

Reports based on national technology standards for students embedded within programs.

2006-07 Training – Summer 2006

Implement use of online tests such as Blue Ribbon Testing to improve students’ academic achievement on CMT.

Trial in one school in 2006 – report on affect on student achievement to district in 2007.

2006-08

One-to-One Computing Assess infrastructure Assess financial impact

2006 2007-2008

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Objective 5.3 Provide professional development to enable teachers and administrators to use data productively for students from the CMT, CAPT, district and classroom-based assessments provided through the Greenwich Public Schools Data Dashboard. Strategy: Accountability Measure/Progress:

Timeline

Implement professional learning initiative

to enable teachers to use Data Dashboard effectively to improve student achievement.

Monitor use via dashboard login reports Monitor success of Student Achievement measure (See Attachment B )

2006-08

Continue Administrator’s Institute for Technology to provide professional learning on the uses of data to inform decision-making with all school leaders.

1st Cohort – completion date 5/2006 Plan 2nd cohort for 2006-07 school year

Ongoing

Institute e-learning component on using data to inform decision-making as an alternative means for providing professional learning on using data productively to improve student learning

Content Management System to enable e-learning currently being evaluated by a committee Once the system is implemented e-learning should be explored by technology leaders.

2006-07

Objective 5.4 Improve electronic resources to improve service to the state and ensure administrative needs addressed and solutions developed. Strategy: Accountability Measure/Progress:

Timeline

Review current Student Information

System. Director of Technology will report to the Technology Advisory Board

2006-08

Review current IEP database. Director of Technology will report to the Technology Advisory Board

2006-08

Objective 5.5 Implement technology initiatives to improve student achievement. Strategy: Accountability Measure/Progress:

Timeline

Review, recommend and implement a new

Web Content Management System allowing students safe e-mail, digital lockers for schoolwork, digital portfolios, and digital drop box for homework submission and discussion board with teachers on curriculum-related topics. Reinforcement of homework assignments, online discussions, embedded quizzes through teacher web pages are part of a new culture of teaching and learning.

Web content management team to recommend system purchase by June, 2006 Teacher training to begin in Summer 2006 and fully implemented by 2006-07

2006-08

Deploy at least one SmartBoard system in every school to allow for interactive and an engaging learning environment.

Continued monitoring of grade-level use of SmartBoard technologies Report on impact on student achievement in 2007-08

2006-09

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Goal 6 GPS Strategic Direction: Maintaining facilities and managing resources to promote student learning

a. By providing facilities that meet district standards and are supported/funded by the community b. By long-range planning and financial management that enables and drives student achievement

Media Program Goal: Define and communicate policies, procedures and roles for the support of media and technology to the school, district and community. State Technology Goal: Develop a schema of current and future financing requirements to support the Greenwich Public Schools Technology Plan. Objective 6.1 Meet current and future funding requirements to support plan implementation. Strategy: Accountability Measure/Progress:

Timeline

Review, assess and recommend changes

in the funding model for technology based on a district-wide needs assessment.

Joint study conducted through Technology Advisory Board.

2006-07

Feasibility study for District Technology Foundation to fund specific technology initiatives by community individuals and businesses

Committee assigned by the Technology Advisory Board to report results of study.

2006-07

Ten Year Capital Plan Report on Ten Year Capital Improvement Plan as relates to Technology

2006-2016

Objective 6.2 Develop policies and procedures related to maintenance of hardware, software, infrastructure and security. Strategy: Accountability Measure/Progress:

Timeline

Review and revise policies and procedures

as they relate to technology planning, purchases and maintenance and communicate to all stakeholders.

Director of Technology and Media Coordinator to report progress at Technology Advisory Meetings

2006-09

Develop and test disaster recovery plan. Development of Disaster Plan Implementation of Plan Testing

2006-07 2007-2008 2008-2009

Develop wireless computing strategy Develop infrastructure needs assessments Review findings with Technology Advisory Board for recommendations

2006-2007 2007-2008

Introduce use of Tablet PC’s Measure effectiveness of tables PC’s for administrators Assess feasibility for use by classroom teachers

2006-2007 2007-2008

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Goal 7 GPS Strategic Direction: Maintaining facilities and managing resources to promote student learning

c. By providing facilities that meet district standards and are supported/funded by the community d. By long-range planning and financial management that enables and drives student achievement

Media Program Goal: To provide long-range program planning and financial management that enables and drives student achievement. State Technology Goal: Develop a telecommunications services plan that will support both instructional needs and administrative requirements. Objective 7.1 Provide leadership through a clear and realistic strategy for using telecommunications and information technology to improve student achievement. Strategy: Accountability Measure/Progress:

Timeline

Develop RFP for a telephone system

platform to serve all facilities.

Establish committee Establish needs assessment Advertise RFP Review proposal Evaluations Installation

2005-2006 2005 April, 2006 April, 2006 Summer, 2006

Align technology use with curricular goals. Grade-level assured experiences, evidence of student work and student competence.

2006-09

Provide centralized funding model including grants, e-rate and other strategies to fund based on needs assessment.

Development Ongoing monitoring by Director of Technology

2006-07 2007-09

Assess impact of technology on student achievement as related to numeracy and literacy based on state test scores based research-based best practices

High stakes testing Expanded reports to include gap-closing and achievement goals. Provide complete student history of testing and Individual Student Intervention Plans

2005-06 2007 2007-08

Increase and improved use of technology and communication to home through new content management system while encouraging teachers to use web pages as a teaching vehicle.

Web Content Management Committee Comparison of yearly staff survey

2006-2007 2006-09

Provide home access of networked services to staff

Provide secure home access to identified staff IT Department to work with Town IT department for access to Town “T” drive

2006-07 2007-2008

Feasibility of protected student email Web Content Management Committee 2006-2007

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Objective 7.2 A professional development strategy to ensure that staff knows how to use these new technologies to improve education. Strategy: Accountability Measure/Progress:

Timeline

Implement the use of a new Web Content

Management System to develop e-learning opportunities for professional learning.

Content Management System (CMS) by June 2006. Use CMS as e-learning vehicle next year.

2006-09

Monitor teacher participation in technology-related professional learning initiatives through Ez-Traxx system.

Staff Development Associate report to Technology Advisory Board

2006-09

Systematic and ongoing professional learning initiatives coordinated in collaboration with all program leaders.

All Program Leaders 2006-09

Develop and implement assessment tool to measure teacher competence based on ISTE standards.

Technology Advisory Board with school leaders

2006-07

Objective 7.3 An assessment of the telecommunications services, hardware, software and other services that will be needed to improve education. Strategy: Accountability Measure/Progress:

Timeline

Greenwich Public Schools have developed

an RFP for a new telecommunications system. This plan is on file with the district.

Monitored by the Telecommunications Committee

2006-2008

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GOAL 8 GPS Strategic Direction: Aligning adults around learning and development for all students: a. By operating as a district team rather than a collection of schools and departments b. By the community achieving clarity about roles and responsibilities through constructive dialogue and engagement State Technology Goal: Establish a plan to integrate data systems so that administrators and educators have the information they need to increase efficiency and improve student learning. Objective 8.1 Provide for interoperability of technologies through a plan to integrate data systems that administrators and educators have the information they need to increase efficiency and improve student learning. (Attachment D) Strategy: Accountability

Measure/Progress:

Timeline

Require all databases to be SIF compliant

certification to meet standards that allow integration of data with current administrative and educational database standards. Information to be exportable to Microsoft Access or Excel:

a) Establish data flows for data integration (Attachment E).

b) Identify areas of concern

Timeline adherence monitored by Director of Technology and reported to Tech Committee quarterly.

2006-09

Develop a District Dashboard that looks at the overall performance of the school district tracking expected results for administration as well as student performance.

a. Establish Arena Measures to depict overall district performance (Attachment C)

i. Whole Student Development ii. Community Engagement iii. Governance and Leadership iv. Human Resources v. Student Achievement

(Attachment F)

Adherence to Project Timeline (Attachment D)

2006-09

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Funding Plan Funding Plan Goal 1: Improve student academic achievement through the use of technology in elementary and secondary schools with target of fully integrating technology. Objective 2006-20007 2007-2008 2008-2009 Sources Develop curriculum and assessments (Objectives 1.1, 1.2)

3,600 3,600 3,600 Operating Budget

Develop grade-level assured experiences (Objectives 1.1, 1.2)


Web-based searchable curriculum mapping system (Objective 1.3)

5,000 5,000 5,000 Operating Budget or Innovative Program

Training – PL Database Systems training (Objective 1.3)

2,000 Operating Budget

Goal 2: Ensure that quality teachers, staff and administrators are involved in Connecticut educational institutions and that they are proficient in the use and integration of technology through professional development activities. Objective 2006-20007 2007-2008 2008-2009 Sources Administrator’s Technology Institute Objective 2.1) Funding for Technology Coaches and trainers


Online Professional Learning for Administrators – Preliminary development (objective 2.1)

2,500 Operating Budget

Teacher Training – Productivity Tools (Objective 2.2)

9,000 15,000 17,500 Title 2D, Title V and Operating Budget

Develop online tutorials or use commercially –produced tutorials for e-learning professional development (Objective 2.2)


Building-based technology training initiatives – payment for services and subs (Objective 2.2)

2,000 3,500 4,000 Operating Budget, Title V

Training for LMS (Objective 2.3) 5,000 5,000 Operating Budget LMS availability at grade-level and program meetings – sub pay for media program meetings (Objective 2.3)


Online assessment to evaluate technological competence (Objective 2.4)


Goal 3: Ensure that all schools have the capacity, infrastructure, staffing and equipment to meet the academic needs for effective and efficient operations. Objective 2006-20007 2007-2008 2008-2009 Sources All schools to meet 1:3 district standard for contemporary computers (Objective 3.1)

125,000 130,000 135,000 Operating Budget, Innovative Funding Initiative

Online reporting of hardware/software repair requests (Objective 3.2)


Filtering Appliance Product – Ongoing (Objective 3.2)


Infrastructure enhancements – wiring, switch, etc. upgrades

17,000 17,000 17,000 Capital Budget

Infrastructure – server additions to support systems and updates (Objective 3.2)

22,000 25,000 28,000 Capital and Operating Budget

Goal 4: Ensure that all K-12 resources are available for all students. Objective 2006-20007 2007-2008 2008-2009 Sources District-wide Library management System – Maintenance & annual renewal (1,600 per school) (Objective 4.1)


Standard online reference sources – district-wide purchase of periodical database as well as online encyclopedias. (Objective 4.1)

11,000

12,000

15,000

Operating Budget

Standard core instructional software applications 75,000 78,000 80,000 Operating Budget

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Objective 2006-20007 2007-2008 2008-2009 Sources with software review & centralized purchase. (Objective 4.1) Assistive Technology software resources such as Inspiration, Lexia, PixWriter, etc. (Objective 4.2)


Purchase software products to support goal of Closing Achievement Gap (i.e., Read 180) (Objective 4.3)


Goal 5: Develop a continuous process of evaluation and accountability for the use of educational technology as a teaching/learning tool, a measurement and analysis tool for student achievement and fiscal management tool. Objective 2006-20007 2007-2008 2008-2009 Sources Allow students to take online tests when available (Objective 5.2)


Committee & consultant to assess feasibility of one-to-one computing (Objective 5.2)

30,000 100,000 Capital Budget Innovative Funding

Provide professional development for teachers and administrators to use Data Dashboard effectively. (Objective 5.3)


Review & recommend update on Student Information System. (Objective 5.4)

50,000 180,000 Capital Budget and Innovative Funding

Review IEP database – possible update (Objective 5.4)


Implement a new Web Content Management System (Objective 5.5)

22,000 44,000 44,000 E-Rate (Web Hosting) Operating Budget

Add Interactive Whiteboard systems (one per school annually) (Objective 5.5)


Goal 7: Develop a telecommunications services plan that will support both instructional and administrative needs. Objective 2006-20007 2007-2008 2008-2009 Sources New telephone system at all facilities. (Objective 7.1)

30,000 650,000 400,000 Capital Budget

Home access of networked services to staff. (Objective 7.1)


Protected student e-mail (Objective 7.1)


Portal for staff to student information system. (Objective 7.1)


EZ-Traxx – Professional Learning System Ongoing maintenance and upgrade as needed. (Objective 7.2)


Goal 8: Establish a plan to integrate data systems so that administrators and educators have the information they need to increase efficiency and improve student learning. Objective 2006-20007 2007-2008 2008-2009 Sources District Dashboard System (Objective 8.1) 188,000 110,000 130,000 Operating Budget

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Technology Summary/Timeline

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Appendix Greenwich Public Schools – Information Literacy and Technology Curriculum

Connecticut State Content Standard 1: Definition and Identification of Information Needs: Students will define their information needs and identify effective courses of action to conduct research and solve problems. Enduring Understanding: Questions guide research. Essential Question: What do I need to know before I start my inquiry?

By the end of Grade 2 students will be able to:

1. With teacher guidance, the student forms an essential question and restates the question to show understanding.

2. Student determines existing knowledge about a subject or issue by using a graphic organizer (i.e. KWL). 3. Student is able to identify what information is needed. 4. Student locates information from a variety of sources.


1. Clearly restate the scope and criteria of a task with prompting.

a. Identify the timeline, audience and presentation mode.

b. Recognize the need for information. 2. Identify existing knowledge and, with minimum assistance, list areas where more information is needed.

a. Use graphic organizer to identify existing knowledge and information needs (KWL). 3. Understand an essential question related to a topic of interest or assignment, with assistance.

a. Can restate the question to show understanding.

b. Formulates questions based on the information needs. 4. Identify, locate and use appropriate print and electronic resources available through the school library media

center, with assistance.

a. Identify a variety of information sources available.

b. Selects the most likely source for the information need.

c. Knows when to use print, reference, electronic or community resources. 5. Describe a course of action for addressing an essential question and completing the task, with prompting.


1. Identify the scope and criteria of the task. a. Time management to complete individual segments of task b. Determine most appropriate presentation mode c. Length of written and/or oral presentation d. Intended audience e. Accompanying materials: works consulted

2. Identify existing knowledge and list areas where more information is lacking. 3. Frame an essential question to focus the research:

Formulate key questions to find the information needed to answer essential question. 4. Identify, locate, evaluate, and use the appropriate primary and secondary sources to research the essential question:

a. Determine the types of sources that will be most useful based on format and time-sensitivity of

information needed: books, magazines, newspapers, websites, videos, interviews, field trips. b. Write a Works Consulted card for each source that contains useful quality information and graphics.

5. Describe a course of action for answering the essential question and completing the assigned task.

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a. Take notes b. Collect or create images and other graphic illustrations for oral and/or visual presentation.


1. Clearly restate the scope and criteria of a task. a. Identify the timeline, audience and presentation mode. b. Recognize the need for information.

2. Identify existing knowledge and list areas where more information is needed.

a. Use graphic organizing techniques to identify existing knowledge and information needs. 3. Understand an essential question related to a topic of interest or assignment.

a. Can restate the question to show understanding. b. Formulate questions based on the information needs.

4. Identify, locate and use appropriate print and electronic resources available through the school library media center.

5. Identify a variety of information sources available. a. Select a variety of sources for the information need. b. Know when to use print, reference, electronic or community resources.

6. Describe a course of action for addressing an essential question and completing the task.

Connecticut State Content Standard 2: Information Strategies Students will understand and demonstrate a command of information skills and strategies to locate and effectively use print, non-print and/or digital resources to solve problems. Enduring Understanding: A variety of skills and strategies facilitate research. Essential Question: What skills and strategies are needed to gather information effectively, solve problems, and conduct research?


1. Access the online catalog to identify materials by author, title, and subject. 2. Locate sources in appropriate areas of the Media Center. 3. Use icons and links to visit pre-selected websites. 4. Apply alphabetizing to find materials in print and non-print sources. 5. Locate and identify the parts of a book including:

a. Table of contents b. Glossary c. Index

6. Begin to use keyword searching to identify and locate information.


1. Use the online catalog to identify materials by author, title, or subject and locate sources in the appropriate area of the media center.

2. Use research process model. 3. Use menus, icons and links to access and use an online database to conduct basic research. 4. Use print, non-print and digital media formats and their characteristics. 5. Select appropriate resources from a variety of media formats, understanding that information is stored and

accessed in different ways. 6. Identify and use print, non-print and digital reference sources including atlases, almanacs, encyclopedias,

dictionaries. Etc. 7. Use information presented graphically including pictures, captions, diagrams or labels. 8. With assistance, identify and begin using age-appropriate search engines and directories. 9. With assistance, identify keywords for searching for information.

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1. Independently use the online catalog to identify materials by author, title, or subject and locate sources in the appropriate area of the media center.

2. Independently use research process model. 3. Use menus, icons and links to access and use an online database to conduct basic research.

a. Use Virtual Library of recommended curriculum sites b. Use iConn.org for magazines, journals and newspapers and online databases c. Use Follett’s WebPath Express online links d. Independently locate and use other online databases

4. Independently use organizational attributes of print, non-print and digital media formats to locate research material.

5. Independently select appropriate resources from a variety of media formats. 6. Independently assimilate information from print, non-print and digital reference sources. 7. Independently integrate information presented graphically including pictures, captions, diagrams or labels. 8. Independently identify and use appropriate search engines and directories.


1. Use the online catalog to identify materials by author, title, or subject and locate sources in the appropriate area of the media center.

2. Use research process model. 3. Use menus, icons and links to access and use online databases to conduct research. 4. Use and understand print, non-print and digital media formats. 5. Select appropriate resources from a variety of media, understanding that information is best stored,

accessed, and presented in different formats. 6. Use print information such as advanced reference materials and abstracts. 7. Use information presented graphically including pictures, captions, diagrams, charts, graphs and statistics. 8. Identify, evaluate, and use appropriate search engines and directories. 9. Identify effective keywords to search for information

Connecticut State Content Standard 3: Information Processing Students will apply evaluative criteria to the selection, interpretation, analysis, reorganization and synthesis of information from a variety of sources and formats. Enduring Understanding: Information must be evaluated and processed to determine accuracy, relevance, and validity. Essential Question: Why and how do I evaluate information for accuracy, relevance, and validity?


1. Differentiate between fiction and non-fiction. 2. Evaluate the relevance of resources based on information needs. 3. Gather notes using a graphic organizer.


1. Identify appropriate sources of information for a specific purpose. 2. Use criteria to judge the relevance, credibility and completeness of print, non-print and digital

information. a. With assistance, can choose resources according to the hierarchy of general to specific. b. With assistance, choose sources based on timeliness, authority, readability, reliability and bias. c. With assistance, identify and discuss point of view/bias.

3. Continuously evaluate the research process and the information gathered with assistances.

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1. Identify appropriate sources of information for a specific purpose. 2. Develop criteria to judge the relevance, credibility and completeness of print, non-print and digital

information. a. Choose sources based on timeliness, authority, readability, reliability and bias. b. Evaluate, identify and discuss point of view/bias.

3. Develop a search strategy and continue information gathering a. Determine if the information contributes to answering the essential question b. Determine how the information in each source agrees with or differs from information from other

sources.


1. Identify appropriate sources of information for a specific purpose. 2. Use criteria to judge the relevance, credibility and completeness of print, non-print and digital

information. a. Choose resources according to the hierarchy of general to specific. b. Choose sources based on timeliness, authority, readability, reliability and bias. c. Identify and discuss point of view/bias.

3. Continuously evaluate the research process and the information gathered.

Connecticut State Content Standard 4: Application Students will use appropriate technologies to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others. Enduring Understanding: The appropriate choice of media allows us to communicate effectively. Essential Question: How can I express and effectively communicate ideas?


1. Use drawing/writing to record information from a story the teacher reads aloud or an electronic or print illustration.

2. Use a computer mouse to draw illustrations conveying their thoughts and ideas. 3. Use appropriate tools and procedures to organize, create and present conclusions.

a. Variety of print, non print and digital resources.


1. Select and use appropriate software and hardware to organize, analyze, interpret information and present conclusions.

2. Use appropriate technology(s) and format(s) to clearly present information gathered from a variety of print, non-print and digital resources.


1. Independently select and use appropriate software and hardware to organize, analyze, interpret information and present conclusions collaboratively and/or individually.

2. Use technologies appropriately to present information gathered from a variety of print, non-print and digital resources.

3. Use effective techniques of oral presentation to communicate ideas and information to an audience


1. Select and use appropriate and advanced functions of software and hardware to organize, analyze, and interpret information and present conclusions.

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2. Use appropriate and advanced functions of technology(s) and format(s) to clearly present information gathered from a variety of print, non-print and digital resources

Connecticut State Content Standard 5: Technology Use: Students operate and use computers and other technologies as tools for productivity, problem-solving and learning across the content areas. Enduring Understanding: Effective use of technology enables us to live, learn and work. Essential Question: How can I use technology to solve problems and communicate effectively?


1. Independently use basic operations a. Log on log off b. access programs c. keyboard - locate letters, numbers, return, space, shift, arrows, delete d. punctuation keys e. mouse use – point and click, drag f. printing – responsible use g. open and close computer applications h. save documents to proper location i. locate a saved document

1. Use content specific technology tools and software

a. Browser, KidPix, Kidspiration, Software from folders, Everyday Math b. Visually interprets a story read aloud by the teacher. c. Uses the computer as writing and drawing tool. d. Uses appropriate software to create clear and organized presentations of ideas and conclusions.

3. Work cooperatively when using computers and other technologies. 4. Select and access information: strategies and systems a. Uses the computer to access appropriate software. b. Uses software to access information. 5. Distinguish among different technologies and their use.


1. Use basic operational features of hardware and software including accessing programs, input, output and storage devices.

2. Use content-specific technology tools and software. 3. Demonstrate appropriate keyboarding skills. 4. Demonstrate the ability to use basic features of personal productivity software (word processing,

presentation, and spreadsheet documents). a. Ability to format, save and print a document. b. Identify and use multimedia terms/concepts such as storyboard, slides, and images. c. Use multimedia software to illustrate words/phrases/concepts using words and images. d. Explore Internet resources and information using an online database or provided curriculum

websites, e. Identify and discuss spreadsheet terms/concepts (e.g., cell, column, row, values, labels, chart, graph),

use software to enter, calculate, display data, graph results as a class/group. 5. Work collaboratively and cooperatively with peers and others when using computers and other

technologies. 6. Use recommended strategies for solving common hardware and software problems, with assistance. 7. Understand and expect that technology tools are constantly changing. 8. Describe ways the computer is used to help people work, learn and play. 9. Distinguish among different technologies and their uses. 10. Demonstrate the ability to navigate the Internet.

Worth Being Familiar With: 1. Identify and discuss collaborative tools such as e-mail, messaging and videoconferencing.

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At the end of Grade 8 students will be able to:

1. Independently use operational features of hardware and software: a. file management skills b. peripheral devices for input, output and storage

2. Use content-specific technology tools and software. 3. Demonstrate appropriate keyboarding skills (30 wpm 95% accuracy) 4. Use advanced features of personal productivity software (word processing, presentation, and spreadsheet

documents). a. Use advanced word processing features (ie tables, columns, graphics). b. Identify and use multimedia terms/concepts such as storyboard, slides, and images. c. Understand and use concepts of effective multimedia design, d. Use advanced multimedia features (ie audio/video buttons, hyperlinks). e. Utilize Internet resources and information using online databases and provided curriculum websites, f. Use effective searching techniques to locate information on the Internet g. Use spreadsheet program to enter, calculate, display data, and choose correct graph format for

result. h. Use correct terms to identify cell, column, row, values, labels, chart, and graph elements.

5. Use basic features of graphics program to edit images, including resizing, cropping, enhancing, and saving correctly.

6. Work collaboratively and cooperatively with peers and staff when using computers and other technologies.

7. Use recommended strategies for solving common hardware and software problems, with assistance. 8. Understand and expect that technology tools are constantly changing. 9. Discuss use of emerging collaborative tools.


1. Use basic and advanced operational features of hardware and software including accessing programs, input, and output and storage devices.

2. Use content-specific technology tools and software. 3. Use appropriate keyboarding skills. 4. Use basic and advanced features of personal productivity software (word processing, presentation, and

spreadsheet documents). 5. Work collaboratively and cooperatively with peers and others when using computers and other

technologies. 6. Use recommended strategies for solving common hardware and software problems, with assistance. 7. Understand and expect that technology tools are constantly changing. 8. Understand and evaluate different technologies and their uses.

Connecticut State Content Standard 6: Responsible Use: Students demonstrate responsible, legal and ethical use of information resources, computers and other technologies. Enduring Understanding: There are rights and responsibilities associated with the use of information. Essential Question: What are the ethics and responsibilities associated with the use of information?

By the end of Grade 2 students will be able to: 1. Demonstrate proper care of materials (print and non-print) and equipment 2. Follow Acceptable Use – return books on time, check out procedures


1. Practice proper and ethical use and care of print, non-print, digital information resources, computers and other technologies. a. Demonstrate responsibility for library materials. b. Identify and discuss appropriate and safe behaviors online.

2. Give citation credit to original sources when using or transmitting information. c. Cite a print and an electronic source in proper format based on MLA.

3. Recognize individual’s rights of ownership to any created work – print & electronic. d. Respect and observes laws and guidelines for the use of intellectual property.

4. Understand and adhere to the district’s acceptable use and copyright policies.


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1. Practice proper and ethical use and care of print, non-print, digital information resources, computers and other

technologies. a. Demonstrate responsibility for library materials. b. Identify and discuss appropriate, ethical, legal and safe behaviors online.

2. Cite and give credit to original sources in established MLA style, for a wide range of information sources and formats.

3. Respect and observe laws and guidelines for the use of intellectual property. 4. Adhere to the district’s acceptable use and copyright policies as well as local, state and national laws and policies

Connecticut State Content Standard 7: Assessment Students will assess the effectiveness of their information and technology choices for problem-solving and communication. Enduring Understanding:. Ongoing assessment improves research, information skills and strategies. Essential Question: How effectively was information used?

By the end of Grade 2 students will be able to: 1. Assess the effectiveness of the gathered information 2. Assess the effectiveness of the tools they used.


1. With assistance, develop criteria for self and peer assessment. 2. Assess whether the process and information gathered was both relevant and complete in response to the

assigned task. 3. Assess whether the products meet established standards for process, product and presentation.


1. Use or develop criteria to create a rubric for self and peer assessment. a. For editing and revising the project b. For evaluating the presentation or product c. For self-analysis of research process

i. What did I do well? ii. How would I improve my research process next time?

2. Assess whether the process and information gathered was both relevant and complete in response to the assigned task. a. Effective use of time b. Locate needed research information c. Use sufficient number of sources to locate information d. Answer essential questions

3. Assess whether the products meet established standards for process, product and presentation. a. Create or a checklist for the Research process

i. Identify essential question ii. Create a Research plan iii. Use KWL to identify research needs and questions iv. Locate sources v. Use Works Consulted source cards vi. Use Note cards vii. Outline or Graphic Organizer viii. Synthesize information ix. Final Project x. Final Works Consulted

b. Self-analysis of student’s Research Process


1. Assess whether the process and information gathered was both relevant and complete in response to the assigned task.

2. Assess whether the products meet established standards for process, product and presentation.

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Works Consulted

Educational Leadership Technology Toolkit. NSBA. 04 April 2006

http://www.nsba.org/sbot/toolkit/index.html "Learning Resources and Information Technology." Bureau of Curriculum

and Instruction. Connecticut State Department of Education. 04 April 2006 http://www.state.ct.us/sde/dtl/curriculum/currlibm.htm

"NETS Home." National Educational Technology Standards. International

Society of Technology Educators. 04 April 2006 http://cnets.iste.org "National Educational Technology Plan." The Plan. 24 March 2006. U.S.

Department of Education. 26 April 2006. http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlite-default.htm

"Technology Plan." Bellingham Public Schools. 04 April 2006

http://www.bham.wednet.edu/technology/techplan.htm

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Diagram 1

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Vision: To set the standard for excellence in public education.

Strategic Roadmap

- Supportive, challenging and stimulating

learning environments for students and staff

- Results-driven organization accountable to,

understood and supported by the community

- High quality, high performing staff

- Staff with a collective will for excellence

and an intolerance for poor performance

- Facilities and learning environments

meeting district standards, and educational

needs

GPS Technology Strategies

State Technology

Plan

Federal Technology

Standards

Goal 1

Goal 2

Goal 3

Goal 4

Goal 5

Goal 7

Goal 8

Goal 6

Vision for Educational Technology:

All students can meet the standard for excellence in education and become responsible

citizens in our society with the help of technology.

The use of technology is a critical 21st century skill

and an integral part of a student learning and working in today’s society.

Students utilizing technology to exchange and collaborate on projects,

access, evaluate, and master digital resources will be productive citizens in our society.

Diagram 2

52

GPS Technology Strategies :

Learning Environment

Results Driven

High Performing Staff

Collective Will for Excellence

Facilities Meet NeedsGoal 1

Goal 2

Goal 3

Goal 4

Goal 5

Goal 7

Goal 8

Goal 6

Goal 1: Provide a supportive , challenging , and stimulating

learning environment for all students .

Goal 2:

To support staff with comprehensive , systematic

professional development aligned with instructional priorities .

Goal 3:

Maintain facilities and resources that meet district standards to promote student learning .

Goal 4:To provide resources and tools to support teaching and

learning and to develop and implement consistent , district-wide gap -closing strategies .

Goal 5:To develop and implement competencies and systems for improving student

learning and whole student development by continuous assessment and adjustment

of learning programs and services for student progress .

Goal 6:

Provide facilities that meet district standards supported and funded by the community through long -range planning and financial management that enables and drives student achievement .

Goal 7:To provide long -range planning and financial management that enables and drives student

achievement .

Goal 8:

Maximize achievement of all students and close the achievement gaps among students by creating

systems leading to success for all students .

Diagram 2 Goal Detail

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Attachment A

54

Attachment B

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Attachment C Library Media Center Monthly Report

School: __________________ Month/Year: __________________ Presented below is statistical data for the past month, showcasing the library media program. The numbers in the right column represent the total number of lessons taught, materials circulated or weeded, student visits to the library, and other library activities that occurred during the past month. Additional documentation may be attached to this report. Instructional Activities Collaborative Planning Sessions with Teachers Classes taught (Fixed) Information Literacy Lessons Taught (total #) (indicate breakdown) Social Studies ____ Language Arts _____ Science ______ Math _____ Music/Art _____ P.E./Health _____ World Languages ____ ESL ____ A.L.P. _____ Reading Promotions or Activities (indicate type below) Book Fair _____ Book Discussion ________ Book Selection __________ Book Talk ____ Storytelling _____ Displays ________ Describe any special literature activities this month: Professional Development Activities

Conferences/Workshops attended

Presentations/Training/Workshops taught

Describe any professional learning activities either attended or taught:

Library Media Center Usage

Total Attendance (estimate # of student visits per day)

Circulation Statistics Print ____ Non-Print _______ Equipment ______

Comments on anything that affected usage (positively or negatively):

Management:

Expenditures for New Materials:

Total number of materials acquired:

Total number of materials weeded:

A/V Related Activities:

TV / Radio Production: __________ A/V setups: ________ Other related video projects: _________ Resource Management / Development

Virtual Library/Web Resource ______ Booklists ______ Lesson Plans/Other ____________

Major goal for next month: Attached any additional documents and send to Media Services by end of month.

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Attachment D

57

StarBase

Grad Status

Scheduling

Data

Student

Grades

Information not

currently collected .

Could be stored in

StarBase Activities

Class Period

Attendance

Discipline

Access Database

for Manipulation

of data

College Book

College Book: Microsoft Access database .

Could be stored in StarBase

ARENA: Whole Student DevelopmentCHAMPION: Mary Forde

GHS Long

Range Goals

The cumulative ,

four-year

graduation rate

Average Daily

Attendance

Schedule

Request for

Required Crs

Final course

grades of >= C

Participation

Measurements

Leadership

Activities9

th Activity

Suspension

Data

Musical

Performing

Groups

Theater Art

Productions

Interscholastic

Athletic Program

Senior Post

Grad Plan

Enrollment

Internship

Program

Attachment E

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Attachment F

educational technology plan 2006-2009 · educational technology plan 2006-2009 . ... developing a...

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