ET-IL Plan Elements

Educational Technology Information Literacy (ET-IL) Plan for 2009-10

Submitted to the Colorado Department of Education

on April 30, 2009

The ET-IL Plan consists of the following components

1) NEEDS ASSESSMENT

…………………………………………………………3

2) GOALS, OBJECTIVES AND STRATEGIES……………………………………….8

3) COLLABORATION AND INTEGRATION………………………………………..14

4) PROFESSIONAL DEVELOPMENT…………………………………………………18

5) TECHNOLOGY INFRASTRUCTURE AND SUPPORT …………………………….23

6) POLICIES AND PROCEDURES ………………………………………………..28

7) BUDGET DESCRIPTION ………………………………………………………..30

8) ACTION PLAN …………………………………………………………………………36

9) EVALUATION PLAN………………………………………………………………...39

ET-IL COMMITTEE SPRING 2009

Anthony Mathews    Flynn Elementary

Jenny Hackenberg   Flynn Elementary

Sara Gould               Hodgkins Elementary

Mark Brown              Metz Elementary

Shannon Willy          Metz Elementary

Glenn Moore            FM Day Elementary

Lori Rinkoff               Mesa Elementary

Anthony Streno        Clear Lake MS

Kevin Byers              Clear Lake MS

Denise Edlowitz        Scott Carpenter MS

Leann Cobry             Westminster HS

Stephanie Gronholz Westminster HS        

Marcia Dellacroce     Ranum High School

Brady Mills                Technology Services

Jeni Gotto                  Learning Services

Linda Kister               Learning Services

Art Drotar                   Learning Services

Oliver Grenham         Learning Services

NEEDS ASSESSMENT

Conducting a needs assessment involves identifying the ET-IL program needs within the larger context of organizational needs and goals. It is recommended that for a start, you should evaluate the progress of the previous ET-IL plan. There are many forms of needs assessments and districts should choose a method that meets local needs, be it a survey process involving students and staff or a more formalized process.

Guiding Questions:

1. What progress has been made towards meeting needs identified in the previous ET-IL plan?

2. Describe the needs assessment you conducted to develop this ET-IL plan.

3. Does your needs assessment(s) include the acquisition of technology and information literacy skills?

4. Does your needs assessment(s) include the acquisition of other 21st century skills?

5. Are there specific challenges in terms of service delivery that you face because of changes in student achievement or in the demographics of your district population?

6. List the key results of your needs assessment that will drive your goals, objectives and strategies.

7. Describe the current infrastructure and list any upgrades. Include the current and proposed level of service. (see E-Rate requirement below)

The needs assessment is a two part story for Adams County School District 50. First, it’s important to acknowledge and describe the larger context for the reinvention of the organization and the capacity needed for change. Secondly, a needs assessment survey was administered to all instructional staff in March that will serve as the primary instrument to guide the development of goals, objectives and strategies in addition to the anecdotal information that was collected during the course of the school year.

Need for District reinvention and capacity for change

Adams County School District 50 is a 17 square mile “landlocked” school district located in the north central section of the Denver metropolitan area. Once considered a typical suburban school district, economic and demographic shifts within the larger metropolitan region have changed the face of the District within a relatively short period of time to resemble that of an archetypal urban district: low-income, majority minority enrollment, aging facilities, high mobility, and poor student achievement. With these changes have come new challenges that the traditional educational system as designed is ill-prepared to handle. While providing schooling for all, the District is only providing learning for some. The District’s goal must be to ensure proficiency for all.

Academic performance for the District is persistently below the state average in reading, writing, math, and science as measured by the Colorado Student Assessment Program at all grade levels assessed; student achievement on the ACT is below the state average; the graduation rate significantly lags behind that of the state; and, the District is not meeting the Adequate Yearly Progress (AYP) targets of the No Child Left Behind legislation at any level. The District was also placed on “Academic Watch”, a precursor to losing state accreditation, during the 2006-07 school year by the Colorado Department of Education due to poor academic performance.

When District leadership recognized that only through critical self-evaluation would true reform and the realization of our vision statement be attained, the District entered into a partnership with the Colorado Department of Education for an external evaluation of the system. A team of state-approved educational leaders in the areas of curriculum and instruction, assessment, systems design, and leadership conducted a Comprehensive Appraisal for District Improvement (CADI) audit of the District in fall 2006. Using the results of this audit, the District engaged in a strategic planning process that launched a major effort to reinvent the school district to meet its promise that every student has the skills and knowledge necessary to be a successful 21st Century citizen.

Development of a shared vision

With a clear understanding of the urgency for systemic and systematic change, the District has embarked on a journey of reinvention that will transform the organization into one of the top performing school districts in the state of Colorado. The local community has demonstrated its support for the reinvention of our school district by passing a bond referendum to fund the construction of a new elementary school and a new high school. This referendum served as the catalyst for the transformation of District 50, not just redesigning its facilities, but more importantly in focusing on the creation of a dynamic system to serve the 21st Century learner. To define this dynamic system of educational improvement, the District asked, through the strategic planning process, what the community, parents, students, and staff expected of the District. The collective feedback was used to construct a shared vision with these same stakeholders that served to provide a solid foundation of support for our on-going reform efforts. The Adams County School District 50 vision statement describes what the community mandates for the District.

District 50 will be a district that …

· Ensures students’ skills and knowledge meet or exceed the requirements of a successful 21st Century citizen.

· Honors and embraces the diversity of its school community.

· Nurtures the love of learning and inquiry within every District 50 student.

· Serves as a lighthouse district in the state of Colorado for students’ academic achievement and life-long success.

An opportunity

During the summer of 2007, a District team consisting of the superintendent, school board members, central office leadership, principals, and teachers attended a symposium that validated our long-held but unrealized beliefs that a truly standards-based system would provide the foundation for the reinvention of our District. The model presented by the Re-Inventing Schools Coalition (RISC) outlined a “roadmap” that had a proven record of significantly improving student achievement in high needs school districts. This systemic reform model, developed and first implemented in the Chugach School District in Alaska has been recognized nationally, receiving the coveted Malcolm Baldrige Award in 2001. The Baldrige Award is given by the President of the United States to organizations that are judged to be outstanding in seven areas: leadership; strategic planning; customer and market focus; measurement, analysis, and knowledge management; human resource focus; process management; and results. Since that time, the Chugach School District model has been replicated across Alaska with impressive student achievement results in ethnically diverse and economically depressed areas of the state. The model has also been adopted by school districts in Australia.

Initial dialogue and a subsequent partnership with the Re-Inventing Schools Coalition (RISC) and a nationally-known standards-based expert, Dr. Robert Marzano, have invigorated the District’s reform efforts. Adams County School District 50 will capitalize upon this opportunity to build capacity within our school district by creating an authentic Learner-centered, Standards-based system maximizing learning for all students.

The standards-based model includes four major components:

a) Leadership addresses moral purpose, relationships, vision, being change adept, with a focus on results;

b) Shared Vision provides systems for input and communication, strategic planning, and performance;

c) Standards-Based Design includes well-defined standards, aligned assessments, an instructional model that is student-focused, and systems for reporting/recording student learning based on standards; and

d) Continuous Improvement Cycle is systemic and systematic, has explicitly defined evaluation criteria, embeds progress-monitoring cycles, and celebrates improved results.

Implementation of each component of the model is described in the Organizational Self-Assessment Tool (OSAT) continuum that allows a district or school to assess the degree to which individual components have been implemented according to a scale: that runs from awareness, to understanding, 1st implementation, routine use, refinement and replication (See Appendix A).

From this self-assessment the district or school will be able to identify other 21st century skills in addition to the acquisition of technology use. The model implicitly calls for the integration of technology as an instructional focus as well as a management system. Technology plays a major role in this effort. Accountability of both the schools and students will be recorded and reported digitally. Access to learning targets, performance tasks, and capacity matrices will be available on an electronic platform (i.e. Adams 50 Wiki). In addition, parents will have online access to monitor student progress (i.e. E-ducate®).

Needs assessment survey results

The ET-IL Committee developed a survey to be administered to all staff for the purpose of determining and prioritizing needs. While the committee agreed that all schools and teachers have access to computers, their use remains very limited particularly at the elementary level. Thirty two percent (126) of respondents reported that they often or routinely integrate technology into their instruction. Interestingly, 32 percent of respondents reported that the primary student use of technology is for research. Other classroom uses are listed in Figure 1.

Figure 1. Classroom Use of Technology

The majority of respondents indicated a high rate of use for various computer programs that they use for their professional lives as shown in Figure 2.

Figure 2. Teacher Professional Technology Use

In responding to the survey question asking about their own professional development needs for technology use, 15 areas were identified as shown in Figure 3. Interestingly, integrating technology in the classroom was identified as the area with the highest professional development need and information literacy was ranked fourth.

Figure 3. Professional Development Needs

Although the previous ET-IL plan was well written, the current ET-IL committee felt limited progress was made with regard to implementation. With regard to infrastructure and hardware, the ET-IL committee felt that the most improvement had been made in this area over the last three years. The following were accomplished:

· Gigabit Fiber Wide Area Network connecting all district schools/sites.

· 100 Megabit Switched LAN’s or faster at all sites.

· 30 Megabits of Internet capacity district wide moving to 40 Megabits next school year for 2,700 computers in the network.

· Standardized computer desktop Operating System and hardware platform providing reliability, better up time, better support. No workstation is less than 2.0 Gigahertz speed and 256 Megabytes of memory, most workstations have 500 Megabytes – 2 Gigabytes of memory for improved performance.  

· VoIP Telephony will be completed by Fall 2009.

· Helpdesk support that is able to resolve 50%+ of all trouble tickets remotely.

A. GOALS, OBJECTIVES AND STRATEGIES

Establishing goals, objectives, and strategies for the ET-IL plan, leading to increased student achievement, should be based on the results of the needs assessment. Alignment of the ET-IL plan with district goals and objectives assures continuity of all district efforts. It is recommended that ET-IL planners coordinate efforts with district accreditation efforts as outlined in the CDE Accreditation Rules.

ET-IL Integration with Curriculum, Instruction, and 21st Century Skills

ET-IL as a Driver for Staff Collaboration (See Also Part C, Collaboration and Integration)

Increase/Improve Technology Access for Teachers and Students

Parental Involvement and Communication

Technology for Data and Assessment Support

Guiding Questions:

1. What are your district’s ET-IL goals?

2. Succinctly list your specific goals, objectives and strategies for ET-IL based on the results of your needs assessment. They should clearly support district goals.

3. How do the ET-IL goals directly support the district goals?

4. How will your ET-IL strategies help meet the Colorado Academic Standards, Technology Standards for Students and Technology Standards for Teachers?

5. Has your school adopted ET-IL standards for students at the local level? Are these locally designed standards and/or are they based on state/nationally-developed standards such as those produced by the Colorado Information Literacy Standards or the International Society for Technology in Education (ISTE)?

6. What 21st century learning skills are included in your ET-IL goals?

7. Define technologically literate for your district if different than the CDE endorsed definition (Technology literacy is the ability to responsibly use appropriate technology to communicate; solve problems; and access, manage, integrate, evaluate, design, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century)

8. How will your district ensure that every student is technologically literate by the time the student finishes eighth grade?

9. Identify the assessment tool the district used to determine if students were “technologically literate”.

10. Describe how relevant research will be utilized when defining implementation strategies.

11. Describe how the district will ensure that technology will be effectively integrated into curriculum?

12. Describe how your ET-IL plan (or other district plans) addresses your teachers, administrators, and other district employees using tools for data-driven decision making?

13. How does the district use technology to communicate with or involve parents and community members?

14. What district strategies are in place to maintain and procure technology? What goals will be established to maintain and procure technology?

15. Identify any additional strategies based on local needs that are not addressed in the questions above.

Vision

Information literacy and technology are inherent components of and for student achievement. “The current and future health of America’s 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy – 21st Century Literacy – that includes strong academic skills, thinking, reasoning, teamwork skills and proficiency in using technology.” (21st Century Workforce)

Adams County School District 50’s vision is to …

· Ensure students’ skills and knowledge meet or exceed the requirements of a successful 21st Century citizen.

· Honor and embraces the diversity of its school community.

· Nurture the love of learning and inquiry within every District 50 student.

· Serve as a lighthouse district in the state of Colorado for students’ academic achievement and life-long success.

To meet this vision in today’s global culture, students and adults must function as effective users of tools, ideas and information. This requires a collegial partnership between classroom teachers, teacher librarians, technology instructors and administrators pursuing best practices in teaching and learning. It is imperative that educational technology and information literacy are integrated into all curriculums and not viewed as separate, but just part of the way a teacher teaches and a learner learns. A clear and seamless integration of educational technology and information literacy is necessary to help staff empower students. This also provides a focus on learning with information and technology rather than learning about information and technology. Information literacy, as a model of learning based on real-world information resources, serves as basic survival skill for the Information Age.

As determined by the March needs assessment survey, all teachers and building leaders need training and support in tying information, resources and technology together to support student achievement. Our vision also includes promoting teachers’ use of data to facilitate information-based educational practices. As teachers and students work to develop higher level thinking skills and incorporate them into learning on a daily basis, collaboration and conferencing among adults and students will increase. Research notes that such skills are not just important for students when they are completing schoolwork, but are essential skills that can be transferred and used for all aspects of life: academic, professional and personal. District 50’s values promote “quality education as a collaborative effort among all members of the learning partnership.”

Retrieved from "http://wiki.adams50.org/mediawiki/index.php/ETIL:Vision"

Goals:

1. Create a professional development model that certifies teachers and administrators skill and knowledge for integrating technology and information literacy into the instructional and learning processes of an authentic learner-centered, standards-based system.

2. Implement technology measurement topics (standards) for use in an authentic learner-centered, standards-based system to ensure students are technologically literate.

3. Provide an adequate technology infrastructure.

4. Continually evaluate software for effectiveness and efficiency with regard to education technology and information literacy.

Goals:

Objectives:

Strategy:

Goal 1

Train staff and administration

Provide training at the New Teacher Institute (NTI) in July

Plan District in-services

Implement the professional development web-based program PD 360

Develop after school technology classes

Identify an onsite technology mentor

Increase utilization of library media specialists regarding information literacy

Goal 2

Unwrap the ET-IL state standards to design specific learning targets for curriculum

Develop and design performance tasks that utilize technology and information literacy standards

Utilize the NTeQ model for integrating technology into the instructional process

Goal 3

Continue to enhance and maintain current network systems infrastructure as well as ensuring the availability of an adequate number of high quality computers and hardware.

Staff needs to stay current on latest computers and hardware by attending relevant trainings

Goal 4

Acquire new programs to replace outdated software and develop new programming to meet our unique needs for implementing an authentic standards-based system.

Develop a process for cross walking current software with our measurement topics

Adams County school District 50 will use CDE’s endorsed definition where technology literacy is defined as the ability to responsibly use appropriate technology to communicate; solve problems; and access, manage, integrate, evaluate, design, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century. This definition aligns with the District’s reinvention of implementing an authentic learner-centered, standards-based educational system.

To assure that all students are technologically literate by the time they complete middle school, Adams County school District 50 as part of the implementation of a learner-centered standards-based system is creating a set of measurement topics for technology. Currently, teams of teachers are creating measurement topics for each of ten content areas. The ten content areas include Art, Language Arts, Math, Music, Personal/Social, Physical Education, Science, Social Studies, World Languages and Technology.

For each content area up to ten specific performance levels have been identified. When the standards-based system is fully implemented, the District will not have traditional grade levels. Rather, it will have “performance levels” for each content (subject) area representing expectations leading to graduation. For example, see Figure 4. Advanced knowledge and skills will be represented by performance levels beyond the performance level ten graduation requirements. All performance levels and measurement topics from Pre-Kindergarten “readiness” to level ten will be reviewed by the Adams 50 staff. Additionally, WestEd, a research and development service agency audited the Measurement Topics and gave recommendations as to the appropriateness of the rigor of the performance levels for postsecondary education and workplace readiness.

Figure 4. Standards-based Schematic Design

What students are required to know and be able to do is defined according each measurement topics at each performance level. Measurement topics are related essential learning elements that are organized into strands that are commonly taught in conjunction with each other to provide a guaranteed viable curriculum. They are the essential learnings that all students are expected to know, understand, and be able to do as measured by common defined rubrics.

Once the final measurement topics have been determined for the content area of technology, performance task assessments and associated rubrics to measure student performance will be developed. Student capacity matrices will also be developed that will be available to all teachers and students via the District Wiki page. Students will be able to demonstrate proficiency on any technology measurement topic in any classroom either at the elementary or secondary level. Secondary schools will continue to provide specialized technology and computer classes.

Last year, our District used the Middle Level Technology Assessment developed by Learning.com and 44 percent of our eighth grade students were determined to be proficient.

The team of teachers working on the technology measurement topics will also create instructional resources that will be available for all teachers and students on the District Wiki. These resources will include the most recent research and resources regarding how to integrate computer technology into classroom practices. For example, the NTeQ Model (iNtegrating Technology for inQuiry), ISTE’s Educational Technology Standards for Teachers, 21st Century Learning skills as defined by the Partnership for 21st Skills, as well as exemplar lessons. It is anticipated that the teams work will be completed by August.

Adams County School District 50 was the lead agency for C2D3 (Colorado Consortium for Data Driven Decisions) from 2003 – 2007. During that time many of the IBEP (Information Based Educational Practices) were incorporated with the Data Driven Dialogue process being institutionalized across all schools. Schools will continue to use this process to analyze their data for the purpose of developing their School Improvement Plans. As part of the aadministrator’s evaluation instrument, principals must meet the following standard:

“Understands and demonstrates the use of technology for analysis of students’ data, instruction and communication.” In order for principals to evaluate teachers on the use of technology and information literacy, it must be assured that all principals meet minimum technology proficiencies. In addition, principals must be able to use District technology resources to collect and analyze data, interpret results and communicate findings to improve instructional practice and student achievement in their schools. Through the District participation in C2D3, professional development in these areas has occurred in D50. Our challenge is to develop a clear plan to facilitate continued training in the future.

Parents are able to access information from our district and school web pages. Currently, we are using SchoolFusion but next year we will implement School Wires. We also use Parent Assist at the secondary level which allows parents access and monitor student attendance and progress. Parent Link is used to relay emergency as well as event notices to parents. Next year, we will also implement E-ducate®. E-ducate® is a web-based standards-based education management suite that equips our school district with the right tools to tackle a wide variety of essential jobs in an authentic standards-based setting. E-ducate® has multiple standards-based grading tools, scheduling abilities, detailed reporting for individual students and groups, a measurement topic (standards) manager that allows for version updates, web-based assignment deployment tools, online content management of blogs, calendars, forums, surveys, announcements, links, assignments, assessments, and custom notices. All stakeholder audiences are apprised of student progress based on the Student Snap Shot report along with historical progress charts. Parents and students will be trained on how to access and use E-ducate® so they can access it at any time to monitor learning progress.

Responsibility for maintaining and procuring technology rests with our Technology Services Department and is governed by Superintendent Policy GBEF: Computer Hardware and Software Use and Purchase. When a need is identified at any level within the District the policy procedures are followed. Technology Services also implements an annual computer replacement cycle which is funded through the general and capital reserve funds. On-going E-Rate funding coupled with general fund dollars are used for Telecom and the WSCA state purchasing power agreement is leveraged for maximum benefit.

C. COLLABORATION AND INTEGRATION

Collaboration among participants, identification of shared program and curricular goals, and common strategies for achieving desired educational results advances ET-IL integration. Collaboration occurs best in an environment where the administration, library and technical professionals support and encourage cross-program activities that involve 1. the improvement of education services, 2. the effective use of technology, 3. the acquisition of information literacy skills, and 4. the application of all to meet student achievement standards. It is important that ET-IL planners coordinate with district personnel responsible for Title programs and the Consolidated Grants Application, as Title II-D funds are routinely used in support of other Title efforts (ie. district purchases reading software with Title II-D funds to support Title I activities). The ET-IL plan must indicate collaboration with Title programs to be approved.

Guiding Questions:

1. What department or organization at the school district is responsible for the following programs:

2. ET-IL

3. E-Rate

4. Title II-D Consolidated Application

5. Accreditation

6. Curriculum and Assessment

7. Professional Development

8. What mechanism is in place for collaboration?

9. How does the ET-IL plan foster integration of all of the programs listed (in #1) above?

10. How is the administration, district and/or school involved in ET-IL planning and implementation?

11. Describe how technology and information literacy integrated into curricula?

12. What is the district doing to foster increased student achievement through the effective use of technology?

13. How does the district utilize and promote research-based strategies?

14. What is the district doing to coordinate ET-IL efforts with other program efforts such as Title I (Improving the Academic Achievement of the Disadvantaged), II-A (Preparing, Training and Recruiting High Quality Teachers and Principals) and V (Innovative Programs)?

Collaboration

To enhance collaboration, both building leadership teams and a district-wide committee will take leadership for ET-IL. Membership includes, but is not be limited to: elementary library clerks, teacher librarians, teachers, coaches, proctors, administrators, technology specialists and community members. A clear integration of information literacy and educational technology into all measurement topics (standards) is the focus. Both levels of committees will be charged with implementation, accountability and evaluation of this plan. The District level committee will regularly meet to plan, discuss implementation, provide revisions and evaluate this plan as needed. Coordination will be provided to Learning Services and Technology Services as related to the District’s accreditation plan and student achievement in general.

Current collaborative efforts outside the District include:

· Laptops and scholarships to seniors -- sponsored by the 7:10 Westminster Rotary Club (C4K)

· Students in middle schools and high schools write to receive refurbished computers from the 7:10 Westminster Rotary Club (C4K)

· Graphic Arts students work with local businesses to develop logos and other printed materials that will be used in the day-to-day operations of those businesses

Continued partnerships with state libraries and Westminster Public Library

· Continued participation by a district librarian in CoSLL – Colorado School Library Leaders

· Participation by a district technology specialist in TLF – Technology Leadership Forum

· Participation by all high school staff in the Workforce Connect business and education program sponsored by the Adams County Education Consortium

· Expanded school-to-career options for students

Curriculum & Instruction

Educational technology engages learners and information literacy provides thinking skills. This powerful combination can be used to more readily provide differentiation and accommodations in the classroom. As part of the District’s teacher evaluation tool, a proficient teacher uses teaching and learning strategies that demonstrate a consistent use of strategies designed to meet the needs of diverse learners, such as: interactive learning, students using technology, critical thinking activities and group strategies (Standard 2). With regard to differentiated instruction, the proficient teacher in Adams County School District 50 uses a variety of data sources and instructional strategies to meet the needs of the diverse learner. The pacing of instruction and learning strategies are based upon individual and/or group needs as determined from both formal and informal data analysis.

Many opportunities exist to integrate information literacy and technology into the content areas, particularly literacy and math. Adams County School District has implemented a district-wide literacy effort around the learning-teaching cycle and Read180 in several schools. Many resources have been devoted to this literacy effort and making information literacy and technology inherent components, rather than stand-alones is very important. The District is implementing teacher training on efficient and effective methods of utilizing graphing technology in all math courses. Secondary librarians work with teachers in lesson planning for library use to include all information literacy standards. With regard to English Language Learners, ILT can be used to activate background knowledge and provide teachers with more strategies for comprehensible input. The District is working to ensure that information literacy and technology becomes a regular part of doing business in all instructional settings. As Measurement Topics are implemented, District leadership will work collaboratively to ensure integration of these efforts.

A variety of technology courses for students are offered at the middle and high school levels. Some have a more vocational focus while others are more general in nature. Students demonstrating proficiency of each measurement topic will take a level test through our automated assessment system (Scantron). The measurement topics for all content areas currently have places where information literacy and technology can be naturally integrated into the learning process. Al curriculum reviews will include the information literacy and technology processes in their essential learnings and Learning Targets. Information literacy and technology must be incorporated, where appropriate, into common performance tasks and students will use capacity matrices to indicate their proficiencies of content and information literacy.

It is the responsibility of Learning Services to ensure that the curriculum is updated via the curriculum review process. This includes the integration of the information literacy and technology standards. It is the responsibility of principals to ensure this curriculum is being taught in their building and that teachers address the measurement topics through their instruction and hold students accountable for learning

Libraries

Technology is utilized in school libraries to provide resources to students and staff with an automated circulation system. Libraries also provide work centers for online research utilizing subscribed reference databases. Beginning with secondary librarians, the District provided training in the Big6 Skills model approach – to teach information literacy and technology skills as tools to solve any problem for any age. Some middle and high school teachers are piloting the use of this research model in their lessons. Other venues for integration in the District include, but are not limited to: Personalization by Pieces (research skills), development of performance assessments, Lexile use, Scantron Performance and Achievement Assessment Series’ eBooks, Video Streaming (Discovery Education or Safari Montage), Novel Stars, Schoolwires and from the Strategic Plan – improve academic achievement for all students, improve and enhance opportunities for ELL, SpED and gifted/talented students, increase parental involvement and use of cable programming.

It is the goal of district secondary libraries to operate according to the Power Library model with a focus on collaboration with the teacher librarian, teacher and the building principal. A Power Library: Is an essential, integrated part of the school’s instruction and activities; Integrates the Colorado Information Literacy Standards throughout the school’s curriculum; Actively engages in collaborative teaching and planning processes; Promotes, supports, and encourages reading, literacy, and learning in the school; Integrates and utilizes technology to enhance teaching and learning.

The following tools, materials and strategies are in place in Adams County School District 50:

Literacy

· Plato resources are designed for take-home use by students?

· EBook project to assist homeless and at-risk students?

· Literacy intervention – Read180, LANGUAGE!, Rosetta Stone

· Anywhere/anytime access to library databases

· Inter-library loan is an active, vital part of library media

· BIG6 or other guided-inquiry process a part of 9-10th research skills and advisory programs

Community

· Libraries are open before and after school for students and staff to use technology when it is not available at home.

· Adult education needs are constantly assessed (how) and resources provided through our schools to build capacity in the adults so they may be a support system to our students.

· Next year, a parent kiosk containing at least two computers to allow parents to access district resources online at any time during the day will be available at each school site.

· VOICES program assists families with District and community resources

Staff

· Off-site availability of all District databases and the web based professional development program know as pd 360.

· Support teachers in math, literacy and technology to help teachers integrate best instructional practices to support all learners

· Ongoing mentoring and support for teachers – building web page assistant, building TurnLeaf Assistant, PAL coaches and data facilitators

· Staff development on systems, tools, programs and strategies

D. PROFESSIONAL DEVELOPMENT

The ET-IL plan must include strategies for providing ongoing professional development for district staff in the integration of technology and information literacy with curriculum and school management, and in the use of technology for delivery of library services and access to information. Future federal reporting requirements request states to report the number of teachers deemed technologically proficient.

Guiding Questions:

1. Describe how the district’s professional development plan provides ongoing sustained professional development for teachers, principals, administrators, and school library media personnel serving the district.

2. Describe how the district will begin to determine the technological proficiency of teachers.

3. Describe the district’s plan to provide staff development that supports the integration of technology/21st Century tools into their daily educational practice

Collaboration

Each school currently has an instructional coach and a data facilitator. Future efforts need to expand the role for these two positions so that they function in conjunction with the building administrators and librarians to help teachers incorporate information literacy and technology into teaching and learning. District instructional coaches, data facilitators and media center staff will be trained on information literacy and technology standards and the integration into current District initiatives (e.g., measurement topics, performance assessments, learning-teaching cycle, use of textbook resources at all levels, etc.). The expectation is that the building leadership teams will serve as leaders in this effort within each building, working in close collaboration with the library/media person. Adams County School District 50 will establish training needs via a survey to assess gaps in knowledge of all staff in these areas. Potential professional development topics will include, but are not limited to: critical thinking skills; incorporation of eBooks; online databases; PD-360, DIBELS, Turnleaf, Lexiles, E-ducate®, Scantron Assessment Series, 21st Century skills, eSIS (Student Information System), Schoolwires, Student E-mail, and ERO (Electronic Registrar Online).

As the lead district for the Colorado Consortium for Data Driven Dialogue (C2D3) from 2003 – 2004, conversation around how to analyze and use data as part of the Data-Driven Dialogue has dramatically increased. Administrators, principals and staff meet monthly to look at student assessment data and make decisions regarding both classroom instruction and professional development. Training has been provided throughout the district on data analysis, with the use of a variety of protocols to structure the conversations. Forms have been developed (school improvement planning process - SIPP). These forms are constantly revised throughout the year as a result of the data-driven dialogue process. Technology tools used for data include Turnleaf, eSIS, School Wires, and Student E-mail, ERO, DIBELS, Scantron, PD 360, and E-ducate®.

Currently, professional development is taking place through site-based trainers in eSIS, Turnleaf, Schoolwires, DIBELS, PD-360, E-ducate®, ERO, and student email. Staff, both veteran and new, is updated at the beginning of the year on system changes through these site-based trainers.

Curriculum & Instruction

All District staff must be able to understand and be efficient with integrating technology into their specific workplace, therefore, an additional component of the professional development will be to train and bring coherence to curriculum delivery with consistent vocabulary, measurement topics, capacity matrices, and performance task templates for teachers to draw upon as resources. As new curriculum is implemented teachers will be provided opportunities for professional development regarding incorporation of the ILT process standards. Teachers will be provided strategies and opportunities to incorporate learner competencies in teacher instruction (i.e., project-based learning, research activities), and use learner competencies to create student learning based on the ability to seek, access, analyze, interpret, synthesize, apply, evaluate and express ideas and information. This spring, the District purchased PD 360 for the purpose of providing an on-demand web-based library system of research-based professional development video segments that meet the professional development needs of staff in a more efficient and differentiated manner as part of our professional development model.

The web-based product known as PD 360 (which has been developed by the School Improvement Network) is designed to make professional learning more convenient and effective and represents one delivery component of a comprehensive professional development model. Sparks and Loucks-Horsley (1989) suggest that the goals of professional development can be best accomplished through vehicles that allow for the following:

•Individually Guided Development

•Observation and Assessment

•Involvement in a Development or Improvement Process

•Training

•Inquiry

PD 360 is an on-demand library of Video Journal of Education programs, broken into hundreds of fully indexed and searchable video segments. PD 360 allows teachers to search for instant answers to their professional development questions whenever it is convenient for them. With follow-up and reflection tools, PD 360 promotes classroom implementation of professional learning. Group training materials keep professional learning communities focused on best practices, and integrated tracking and reporting ensure increased accountability. PD 360 can also be customized by uploading video segments supporting SBS and other district required trainings such as universal precautions.

Currently, informal and formal professional development occurs between media specialists and classroom teachers. With additional training and insight for both groups, this will be expanded and monitored by the ET-IL committee. The District is committed to continued use of online assessment management systems (Scantron and Turnleaf) to allow teachers to administer assessments electronically when needed and to access current and historical assessment data on their students. Administrators can develop reports to look at trends within buildings and across the District.

Currently, staff is provided opportunities for training in technology tools and applications. Surveys to identify staff and student needs in information literacy and technology areas will be implemented and completed prior to planning additional training opportunities. Any good information literacy and technology lesson should have elements of technology integration, higher level questioning skills, critical thinking skills, a research model, and collaboration with media specialists and/or tech aide (if applicable). Other “look-fors” can and should be integrated into an information literacy and technology lesson, if possible. The District will support and encourage teachers to use technology to plan lessons, supplement their existing materials and to evaluate student performance and determine student needs. Collaboration among classroom teachers, media specialists, technology teachers and building leaders is essential for this to be successful.

District expectations are that all certified personnel become proficient in information literacy and technology. Training around these standards occurs in the form of technology classes that are offered to all district personnel and through job-embedded training on district systems and programs. New teachers receive training on District systems through training at the beginning of the year and through job-embedded training at the building level. Assessment of the application of these standards for both teachers and administrators occurs within the Performance Evaluations for Licensed Teaching Personnel and Administrative Personnel. Adams County School District 50 will continue to seek corporate partnerships and training opportunities that focus on the importance of leadership in implementing effective technology integration in schools. Administrators need support and training to analyze exemplary leadership behaviors, national standards, and actions they can take to be successful in promoting and supporting technology integration.

Libraries

Educators will provide ample opportunities to use their school library and instructional technology resources so that students are active, engaged learners with access to the necessary tools for researching, compiling, synthesizing and producing work that meets the proficiency requirements for District measurement topics and state standards. Educators will be trained on collaborative processes for effective information literacy and technology integration. A key factor to the success of the ET-IL plan will be successful implementation and integration of technology tools and teaching/learning tools and skills. As part of an authentic learner-centered standards-based system, the district is actively promoting anytime, anywhere learning. Our challenge is to respond to the adult needs identified in the recent ET-IL survey and provide job-embedded, content-focused learning in conjunction with PD 360 to support the professional learning communities and systemic change.

It is a primary goal of Technology Services in the hiring process to select individuals for positions who have the necessary base skills and a very strong background of experience in the areas of support needed. After hiring, employee’s previous experience and the current skill sets are augmented with exposure to new tasks/assignments/projects along with additional training and education. As the District’s Curriculum department adds new educational software products or online assessment tools, the appropriate Technology Services support personnel are linked to the training in the new software or products along with the Curriculum department. Examples include multiple school library and lab software products, Read 180, CPS classroom hardware/software survey products, Ultra Key, Type to Learn, text book software, multiple Internet-hosted software curriculum products, Video Streaming (Discovery Education or Safari Montage), Kidsperation, Inspiration flow charting, and tools. Additionally, select Technology Support individuals annually attend training and user conferences for eSIS (Enterprise Student Information Management System). This is for user support of the student system application or front-end system. Select software development and database administrator personnel annually receive database training to augment skills in support of the student information management system database platform and attend annual training and conferences related to Wide Area Network (WAN) infrastructure to ensure ongoing support of Cisco networking equipment and to maintain the greatest level of network availability time and access to District business applications and curriculum/assessment products. Other annual training and conferences are included in the Technology Services’ department goals so that solid awareness is maintained in critical industry trends and best practices.

District-level support:

· Director of Assessment and Instructional Technology

· District Library Media Coordinator

· Model use of information literacy and technology

· Model use of IBEP (Information Based Educational Practices)

· Commit to achieve a high level of technical expertise and skill

· Commit to understanding current and future trends in technology integration

Building-level support:

· Supervise to ensure implementation of plan

· Model use of information literacy and technology

· Model use of IBEP (Information Based Educational Practices)

· Model collaboration with media staff

· Commit to achieve a high level of technical expertise and skill

· Commit to understanding current and future trends in technology integration

Building library staff:

· Facilitate flexible library scheduling

· Maintain professional affiliation with Colorado Association of Libraries and use the Colorado Power Libraries Project model

· Commit to achieve a high level of technical expertise and skill

· Commit to understanding current and future trends in technology integration

· Act as liaison between district and school to help bring information to the school

· Act as liaison between state library community and district to bring information to the district

· Support appropriate use of technology in learning

· Support appropriate use of resources needed to enhance and support learning

· Support of use of technology in information access, use and evaluation

· Support knowledge of information literacy and technology in schools

Today’s global society has made major shifts from an industrial focus to an information focus. This shift is just now filtering into American education. One of the most important components of learning may be knowing how to ask the right questions. The knowledge necessary to do this is the basis of information literacy -- the ability to access, evaluate, and use information from a variety of sources – and all learning. Therefore it has become necessary for our district to reinvent the way we do business in an effort to meet the demands of the twenty first century.

Currently the teacher evaluation instrument used by the District includes the following measurement criteria:

· Use of technology to analyze trends in student behavior or performance.

· Data-driven instruction is evident in the classroom (i.e. various tools to collect school data)

· Uses building resources to enhance instruction: Librarian, Data Facilitator, ELL Coach and PALCoach

· Collaboration with others to lead changes in practice

· New techniques are tried as a result of training or collaboration

· Evidence of consistent use of strategies designed to meet the diverse learning styles: Students using technology, Interactive learning, group strategies

Criteria in the administrator’s evaluation instrument include:

· Understands and demonstrates the use of technology for analysis of students data, instruction and communication.

E. TECHNOLOGY INFRASTRUCTURE AND SUPPORT

This section is designed to address planning for the physical technology infrastructure required for the district to deliver ET-IL services. This includes elements of hardware, software, telecommunications services, and staffing needed to support the ET-IL program and subsequent technology infrastructure. The key elements of technology infrastructure are outlined below. Your district may have additional items that need to be included in your ET-IL plan based on local initiatives. Please remember that services that are requested on the Form 470 used in the E-Rate application process need to be reflective of the ET-IL plan.

Telecommunications Capacity

Telecommunications Services

Equipment Access for Curriculum Support

Equipment Access for Instruction, Including Assistive Technologies

Equipment Access for Data and Assessment

Equipment Access for Delivery of Library Services, Including Assistive Technologies

Network and Data Security

Level of Technology Staff Support

Internet Access Capacity

Guiding Questions:

1. Describe your basic technology infrastructure. Include telecommunications.

2. Identify what you will need to do to provide adequate telecommunications capacity to meet ET-IL and district program needs.

3. Describe your basic telecommunications services.

4. Identify what you will need to do to provide adequate telecommunications, internet, and network services to meet ET-IL and district program needs.

5. What infrastructure/services are needed to assure district curriculum support?

6. What infrastructure/services are needed to assure assistive technologies are identified, provided and supported?

7. What infrastructure/services are needed to support staff use of assessment and data tools?

8. What infrastructure/services are needed to support delivery of library information services? What infrastructure/services are needed to support network and data security?

9. What level of technology staff support is needed to assure the infrastructure/services identified above?

10. How does your infrastructure support communication and involvement of parents and community?

Telecommunications Capacity and Services

The District maintains a Gigabit Fiber Wide Area Network (WAN) supported by modern networking protocols and using Cisco networking gear. The new Fiber WAN was fully functional as of December 2008. A hybrid ring topology was designed and implemented. The three high schools are interconnected core sites. Each of the core sites have five to eight spokes (edge sites) connected to them. Layer-three protocol switches are maintained at each core site.

The District’s network components are consistent with a single vendor (Cisco) and platform. All core and edge site routing equipment is maintained with annual support/maintenance agreements with the vendor. Spare equipment is available and installed when a site switch experiences a failure so that minimal down time is experienced.

Each edge site was upgraded to include a new Cisco switch with the ability to receive the Fiber connection. Before the Fiber WAN, the T-1 based connections were regularly reaching full utilization capacity at most sites, this resulted in WAN traffic bottlenecks. With the new Fiber, network traffic utilization is reaching approximately 10% of capacity. There are no more bottlenecks and there is significant room for growth for voice, video, and data. See the basic network diagram below.

The Fiber WAN is funded through E-Rate and District general fund monies. The District is currently in year-one of a fifteen-year contract with Unite Private Networks to maintain the WAN. Therefore, this WAN with its current capacity of 1-Gigabit to all buildings will be in place through and past the 2012 school year. See the simple WAN diagram below:

SIMPLE WAN DIAGRAM

RHS

HLHSWHS

HARR

FLYN

FAIR

ESC

NEW ELEM

TENN

GREGMETZSHER

SKYL

CLEA

SCOT

FMDY

MESA

SUNS

WEST Elem

SHAW

PUR

Current

DataCenter

Future

DataCenter

To keep pace with the growing need to support access for instruction, library services, assistive technologies, and data and assessment; the District will continue to maintain a single Network Operating System (NOS) which is Microsoft Windows. The NOS, as well as the servers that support it will continue to be maintained with all necessary service packs and security updates on a regular basis. All server hardware is standardized on HP equipment. An HP Virtual Machine Chassis environment is maintained for most mission critical software applications and includes ‘failover’ support. On an annual basis, a portion of the budget is dedicated to regular upgrade and replacement of servers. This contributes to consistent and uninterrupted network services including e-mail, network authentication, print services, data storage services, security, access to curriculum applications, access to the student system and assessment systems, Internet access, and other functions.

With the Fiber WAN in place, the District has excellent internal traffic capacity (1 Gigabit) between all sites for voice, data, and video.

The District is completing a migration to VoIP (IP Telephony) technology. This project will be completed and all antiquated voice systems and equipment will be replaced with the exception of one site (pending construction) by August 1, 2009. This will result in a collapsed voice and data network providing more robust teacher-student-parent communication.

Equipment Access for Curriculum Support, Assistive Technologies, Data and Assessment, and Library Services

Each school building has a modern Local Area Network (LAN) for support of all technology provisions within the building. All District LANs are based on consistent network switches in a switched 100 Megabit environment with Gigabit connections between distribution closets. All classrooms have network connectivity and at least one computer. Most schools have library labs as well as technology labs.

All student and faculty computers are connected to the LAN which is part of the WAN. All computer desktops and laptops have access to full network services including Internet.

The District computer workstation/desktop environment is consistent and standardized. A single hardware vendor and a single Operating System (OS) platform are implemented. This allows for better computer performance and allows for greater Return on Investment (ROI). All desktop/workstation computers are networked and provide access to approved networked software applications. All desktop/workstation computers are purchased with a full 3-year warranty. These advantages contribute to better computer performance, ability to support modern curriculum software applications, smaller spare part inventories, quicker resolution to helpdesk tickets, etc. The minimum CPU speed for computer desktops is 2.0 Gigahertz. The minimum amount of RAM on workstations is 256 Megabytes in a small percentage of machines with the average of 1 Gigabyte in most machines.

The District will continue to maintain the highest possible level of desktop computers through its annual computer replacement. Nearly 25% of all computer desktops were upgraded/replaced through the annual replacement cycle in 2008-2009. A similar replacement cycle is scheduled for the next three fiscal-year cycles. There are a total of 2,600 computer desktops and laptops on the District Network. In the libraries and computer labs, dedicated servers are maintained in each school for instructional applications and student/teacher data storage. During the summer of 2009, the student and teacher data storage will be migrated to a central Network Access Storage (NAS) environment with high-capacity and high-speed. Subsequent improvements will include the migration of some student software applications to the centralized storage environment also. Moving the data storage and software applications to NAS is made possible because of the Fiber WAN.

Annual Server upgrades will continue through the capital reserve budget process. Approximately 15% of all remote servers are upgraded/replaced. Approximately 10% of all central servers are upgraded/replaced. With the Fiber WAN in place, the District is currently migrating to a central user-data-storage environment. This will reduce costs for remote server hardware/software maintenance and will increase performance and reliability. This migration is scheduled for completion before the 2009-2010 school year begins. The District’s Qwest Metropolitan Optical Ethernet (QMOE) LAN connection will be expanded from 50 Megabits to 70 Megabits in the summer of 2009. The QMOE network connects the District’s core network site with an offsite managed services provider in the Denver Tech Center. This offsite location is used as an alternate data center where critical hardware and software applications are permanently hosted. The alternate data center provides top quality physical security as well as equipment environmental support while reducing costs. Expansion of the QMOE link also supports increased capacity for helpdesk support, Internet capacity, and disk to disk backup.

Discovery Education Streaming (formerly United Streaming) is available to high schools and is planned for expansion to other schools and levels. Dedicated streaming servers are maintained at each site which allows instructional videos to be downloaded nightly, saved, and used on a daily basis by students/teachers.

The District makes use of a student information management system that is based on modern database technology and is Web accessed. This centralized-real-time database allows for accurate reporting and better interface solutions with assessment and achievement systems.

The current library catalog software application will be upgraded for the 2009-2010 school year to improve student access to library supplies and textbooks.

Network and Data Security

The District has 2 separate Active Directory forests to isolate faculty data from student access. There is a 1-way trust so that the student domain trusts faculty accounts to allow teacher access to student H: drive data, but no access from the student domain to faculty resources. If a student manages to elevate their account to a Domain Administrator, they still have no access to the faculty data, including H: drive, Email, SIS access.

The District has implemented a wireless network using 802.1X (EAP-TLS) to prevent unauthorized use. All district machines are issued a certificate through an internal PKI, and only district machines with a certificate are allowed access to the wireless network. This helps prevent a home machine without anti-virus software from attacking and infecting the network.

We are in the process of implementing a “Guest” wireless access that allows faculty and students to bring their personal machines and access a subset of the district resources. We allow access to the Internet and systems that we expose to the Internet though our firewall, such as Outlook Web Access. This is being applied as we upgrade the hardware to Cisco devices that have this capability. We currently have two sites with this new hardware that allows guest access, and have scheduled one more site to be upgraded over the 2009 summer. The new High School that is being built will have this equipment and guest wireless when the building is opened.

All websites and services that are open to the Internet that allow access with a District account are secured with a SSL Certificate purchased from Thawte. Access to these services through the guest wireless access is also encrypted with the same certificate. We currently upload data to outside vendors that require us to send faculty and student demographic data. Any transfers of data to a system outside of the District network use a secure FTP protocol (FTP over TLS/SSL). The District maintains a WSUS server to approve and push updates to all district machines on the network. This allows us to enforce updates and ensure that any security patches that are needed are appropriately applied. With the consolidation of data files and network resources to a central NAS, the District will be able to isolate subnets from each other creating a barrier to help restrict any inappropriate access between sites. This will also prevent a virus on a workstation at one site having direct access to other sites. The District uses an ISA Server 2004 as the main firewall. We restrict nearly all TCP / UDP ports other than those needed for general web surfing. By blocking access to non-standard ports, we reduce the ability for students to bypass filters and access inappropriate material and services, such as games and BitTorrent files.

During the summer of 2009, the District is going to be replacing our acceptable web usage filter with a DeepNines product that is more “school-oriented” than the current corporate product. This product will allow us to filter content based on Active Directory user groups so that certain faculty such as a Resource Officer can have access to sites that students normally do not have access to. We will also be able to open up web sites to the appropriate students during windows of time when needed. . We will also be able to restrict bandwidth for certain sites and categories that need to be open but cause an impact on the network bandwidth.

Level of Technology Staff Support

The infrastructure/services above require adequate technology staff support. One technology director is required. A minimum of two systems support specialists and one systems administrator is required. A full software application support department is required to maintain a student information management system along with associated system interfaces and secondary student databases/applications; one software applications manager, one data base administrator, one software engineer, and one software helpdesk technician/trainer. For network support; one network administrator is required. A full helpdesk department is needed to track and resolve all trouble tickets. The helpdesk support requires one manager, and a minimum of three field desktop technicians. The helpdesk support contract in place with the District’s helpdesk managed service provider maintains a minimum of three (3) trained helpdesk call center technicians. The helpdesk contract also provides helpdesk software tracking and reporting. All these staff levels intend to be maintained through the 2012 school year.

A well-trained helpdesk staff supports the District. The remote helpdesk staff, remote control software, and a standardized-equipment-enterprise allows for approximately 75% of all Helpdesk tickets to be resolved without a technician onsite. This Helpdesk support translates into a network and educational software tools that perform at high levels.

Internet Capacity

The District currently maintains a 50 Megabit Qwest Metropolitan Optical Ethernet (QMOE) link which connects the District’s central-core network location to an offsite managed services provider. This managed services provider is CH2MHILL located in Englewood Colorado. This contractor provides contracted helpdesk services, alternate data center provisioning, and provides Internet Service Provisioning. The District’s Internet capacity is currently 30 Megabits through the helpdesk service and is expected to grow to 40 megabits for the 2009-2010 school year to meet delivery needs of library services, assistive technologies, and data and assessment needs.

F. POLICIES AND PROCEDURES

District policies and procedures protect not only the user, but also the integrity of the network and data. While some policies remain static, others need to be revisited to determine their utility in the face of changing technologies and changing information literacy needs.

Increased Access for All Students and Teachers.

Data and Network Security.

Internet Safety and Children’s Internet Protection Act Compliance (CIPA).

Student and Staff Acceptable Use Policies.

District Policies Regarding Student Use of Personal Technologies

CIPA requires a school to have an Internet Safety Policy that protects minors from pornography or activities that could harm them. CIPA compliance is required for E-Rate and Title II Part D of No Child Left Behind programs. Under CIPA, the Internet Safety Policy must also contain a “technology protection measure” that prohibits access to graphic images considered pornography or harmful to minors.

Guiding Questions:

1. Describe the policies/procedures in place for the areas required/recommended. What are some of their key components?

2. Describe the district’s filtering and security measures.

3. Describe the district’s procedure for renewal of acceptable use policies.

4. How are school staff, parents and students kept updated on these policies?

5. Have you conducted a security audit of your network? What type of security is used to secure your network and safeguard the privacy of data?

6. Describe your district’s compliance with the Safe Schools Act and how it includes technology related infractions.

7. Explain the district’s policy on ensuring equitable access to all students and teachers.

Policies & Procedures

The District currently uses an Ironport S-Series appliance that intercepts any inappropriate website and displays a message indicating that the page is blocked.  We currently block pre-defined categories including, but not limited to, Adult Content (pornography), Criminal Activity, Hacking, and Tasteless and Offensive, and Web Based Email.  We also block Gaming, Gambling, Chat, Personals / Dating, and Streaming Video to encourage the students to stay on task.  Sites within these categories are updated on a nightly basis from the product vendor.

As sites are discovered by the students and witnessed by faculty, we have the ability to create additional blacklists that will force any site to be blocked.  We can also open up a website to an individual machine or school site based on a principals need or policy.

Student email is provided as an outsourced service that monitors usage for inappropriate content, and logs all email traffic to and from a student.

During the summer of 2009, the District is going to be replacing our acceptable web usage filter with a DeepNines product that is more “school-oriented” than the current corporate product. This product will allow us to filter content based on Active Directory user groups so that certain faculty such as a Resource Officer can have access to sites that students normally do not have access to. We will also be able to open up web sites to the appropriate students during windows of time when needed. We will also be able to restrict bandwidth for certain sites and categories that need to be open but cause an impact on the network bandwidth.

Superintendent polices are in place that specify appropriate use of the District network and associated resources for staff and students. Staff must read and sign an acceptable use policy that is renewed each year. Students must also sign an acceptable use form annually when beginning starting school. In addition, parents must read this policy information that is detailed in the student Rights and Responsibilities Handbook and sign off that they understand and accept the policy as written.

The current work that is underway to revise the technology measurement topics includes cyber ethics for each of the ten performance levels. This measurement topic will be used to help students learn about the appropriate use of technologies in today’s society.

G. BUDGET DESCRIPTION

The district is to provide a copy of the operating budget for each fiscal year covered under this plan. To the extent possible, identify existing and potential ET-IL funding sources, and annotate the operating budget line items to show how the district will fund the non-discount portion of E-rate requests. The budget should include estimates for expenditures on items such as infrastructure, hardware, software, consulting contracts, telecommunications services, staff, library infrastructure and professional development opportunities for all staff. It is the understanding that most district’s will not have the ability to provide a three year operating budget, therefore CDE will request a copy of the operating budget in subsequent years.

Please note that any Title II-D formula or competitive funding is approved and managed through an official budget submission process via Colorado Department of Education Grants Fiscal Management. The budget description listed in this section is not an official request to the Department of Education.

Remember to address the following key components:

Evidence of adequate budget to acquire and maintain infrastructure and services over the next three years.

Identify existing and potential funding sources.

Identify the E-rate eligible and non-eligible budget items

Provide a funding source for E-rate eligible and non-eligible budget items

Identify the funding source for the non-discounted portion of E-rate eligible budget items

Provide a list of all anticipated technology purchases including expenditures for existing technology

Guiding Questions:

1. Provide a budget narrative. Explain where E-rate eligible purchases are located.

2. Please show clear evidence of the district’s ability to maintain the infrastructure.

3. How will you coordinate ET-IL fund expenditures with funds available from other Federal, State, and local sources?

4. What are your funding sources for budget items?

5. Are there any particular funding challenges you may face over the next three years that impact your organization’s ability to implement the ET-IL plan? If so, what are they?

6. Show clear evidence of the district’s ability to fund the non-discounted portion of E-rate eligible items.

Budget

The District maintains a strict annual budget process to fund the non E-Rate portion for all items under the E-Rate process. These funds come from both the general fund and capital reserve budgets. In most cases the District pays only the non E-Rate portion while the vendor receives the E-Rate approved dollars directly. The District’s three-year E-Rate schedule is as follows:

3-Year E-rate Schedule

Year 12

Vendor

Applicant For Identifier

Total Amount

SLD Portion

Non-eligible

District Resp.

2009-10

MicroTech-Tel

09-10 PBX Maintenance

$34,610.88

$29,805.02

$4,805.86

$6,255.46

2009-10

CH2M HILL

09-10 ISP/bundled/

$100,872.00

$85,741.20

$2,430.00

$17,560.80

2009-10

Qwest

09-10 TelecomQ

$75,334.81

$63,985.16

$2,734.20

$14,083.85

2009-10

Centrifuge Inc.

09-10 student email & web hosting

$31,956.24

$27,162.80

$7,862.50

$12,655.94

2009-10

UPN

09-10 Lit Fiber (monthly)

$184,501.80

$156,826.53

$0.00

$27,675.07

2009-10

MicroTech-Tel

09-10 PRI with

$26,400.00

$22,440.00

$0.00

$3,960.00

2009-10

MicroTech-Tel

09-10 CLEC rev

$12,860.04

$10,931.03

$0.00

$1,929.01

2009-10

AT & T Wireless

09-10 cell phone with internet

$35,802.12

$30,431.80

$0.00

$5,370.32

2009-10

CH2M HILL

09-10 Router & CM (Smarnet/Unity/call manager maintenance)

$17,349.72

$14,726.73

$3,158.68

$5,781.67

2009-10

AT & T Wireless

09-10 Data Service

$91,200.00

$77,520.00

$13,680.00

$13,680.00

TOTALS

$610,887.61

$519,570.27

$34,671.24

$108,952.12

Year 13

Vendor

Applicant For Identifier

Total Amount

SLD Portion

Non-eligible

Districts Portion Plus non-eligible Portion

2010-11

MicroTech-Tel

01-11 PBX Maintenance

$1,000.00

$0.00

$0.00

$1,000.00

2010-11

CH2M HILL

10-11 ISP/bundled/

$100,872.00

$85,741.20

$2,430.00

$17,560.80

2010-11

Qwest

10-11 TelecomQ

$75,334.81

$63,985.16

$2,734.20

$14,083.85

2010-11

Centrifuge Inc.

10-11 student email & web hosting

$31,956.24

$27,162.80

$7,862.50

$12,655.94

2010-11

UPN

10-11 Lit Fiber (monthly)

$184,501.80

$156,826.53

$0.00

$27,675.07

2010-11

MicroTech-Tel

10-11 PRI with

$26,400.00

$22,440.00

$0.00

$3,960.00

2010-11

MicroTech-Tel

10-11 CLEC rev

$12,860.04

$10,931.03

$0.00

$1,929.01

2010-11

AT & T Wireless

09-10 cell phone with internet

$35,802.12

$30,431.80

$0.00

$5,370.32

2010-11

CH2M HILL

10-11 Router & CM (Smarnet/Unity/call manager maintenance)

$17,349.72

$14,726.73

$3,158.68

$5,781.67

2010-11

AT & T Wireless

10-11 Data Service

$91,200.00

$77,520.00

$13,680.00

$13,680.00

TOTALS

$577,276.73

$489,765.25

$29,865.38

$103,696.66

Year 14

Vendor

Applicant For Identifier

Total Amount

SLD Portion

Non-eligible

Districts Portion Plus non-eligible Portion

2011-12

MicroTech-Tel

11-12 PBX Maintenance

$0.00

$0.00

$0.00

$0.00

2011-12

CH2M HILL

11-12 ISP/bundled/

$100,872.00

$85,741.20

$2,430.00

$17,560.80

2011-12

Qwest

11-12 TelecomQ

$75,334.81

$63,985.16

$2,734.20

$14,083.85

2011-12

Centrifuge Inc.

11-12 student email & web hosting

$31,956.24

$27,162.80

$7,862.50

$12,655.94

2011-12

UPN

11-12 Lit Fiber (monthly)

$184,501.80

$156,826.53

$0.00

$27,675.07

2011-12

MicroTech-Tel

11-12 PRI with

$26,400.00

$22,440.00

$0.00

$3,960.00

2011-12

MicroTech-Tel

11-12 CLEC rev

$12,860.04

$10,931.03

$0.00

$1,929.01

2011-12

AT & T Wireless

11-12 cell phone with internet

$35,802.12

$30,431.80

$0.00

$5,370.32

2011-12

CH2M HILL

11-12 Router & CM (Smarnet/Unity/call manager maintenance)

$17,349.72

$14,726.73

$3,158.68

$5,781.67

2011-12

AT & T Wireless

11-12 Data Service

$91,200.00

$77,520.00

$13,680.00

$13,680.00

TOTALS

$576,276.73

$489,765.25

$29,865.38

$102,696.66

Evidence of the District’s ability to maintain the Telecommunications and Internet infrastructure services is shown through the planned 2009-2010 Technology Services Telecommunications General Fund budget. This budget schedule represents the portion that will be paid directly by the SLD to the vendors and the portion that will be included in the Technology Services General Fund budget to support the entire non E-Rate portion for all telecommunications items. See below.

2009-2010 GENERAL FUND TECHNOLOGY SERVICES TELECOMMUNICATIONS PURCHASED SERVICES BUDGET (INCLUDES E-RATE ITEMS):

TELECOM PURCHASED SERVICES

Pre Erate

Post E-rate

2009-2010 Budget

Phone System and Network Cabling support - Time and Materials - move/add/change/repair

 

 

5,000

Microtech-Tel and PBX phone system maintenance contract, parts and labor (includes phone switches, PBX, telephones, circuit packs, software)

$ 37,000

37,000

37,000

Cisco Router Smartnet - Support, Software, Maintenance, Parts

 

 

25,000

Cisco Smartnet - Call Manager

 

 

 

Dex Media

 

 

1,300

VPN High Speed Internet Circuits

 

 

1,900

CLEC Telephone bills (main telephone numbers listed with Qwest)

$ 16,626

2,500

3,000

Qwest Telephone 1MB lines (emergency phones, security, elevators lines)

$ 27,000

4,000

5,000

Unite Private Network Fiber Service

$ 185,000

28,000

30,000

Micro Tech-tel Long Distance

$ 3,600

600

1,000

Intrado Premier PS/ALI User Agreement (DID's for E911)

 

 

250

Qwest T-1 Circuits (30). Remote site T-1 circuits. (Cancelling Qwest contracts due to Fiber WAN)

 

 

5,000

Micro Tech-tel PRI T-1 Circuits, (4) Trunks, DID's

$ 27,000

4,000

6,000

Qwest E911 CAMA Trunks (4)

 

 

9,000

Qwest - All Other Independent Telephone Lines (Baker Health, Crown Pointe, BOE Dial Ups)

 

 

6,000

E-Rate Manager software renewal

 

 

1,500

CH Internet Service Provider, 30MB

$ 90,000

15,000

15,000

CH QMOE Managed 30 MB (E-ratable for Internet portion of the QMOE)

$ 10,872

1,631

2,000

Qwest OC3 Circuit (1) (Working to cancel with Qwest)

$ 33,000

4,872

5,000

Qwest DS3 Circuits (3) (Working to cancel with Qwest)

$ 15,216

8,000

8,000

CH Schools - DS3 Cross Connects (Baker T1 which is going away)

 

 

700

CH QMOE Cross Connect - 20 MB (other 30 MB is in ISP costs)

 

 

8,000

CH Qwest DS3 to MSI Data Center (Does this go away with the T1's that were cancelled? !!

 

 

35,000

Qwest T1 to Each District Location (All cancelled. VERIFY ACCURATE BILLING

 

 

5,000

Qwest QMOE - 50 MB (30 mbs is E-Ratable)

$ 13,400

13,400

7,000

The planned 2009-2010 capital reserve budget below represents technology infrastructure support as well as support for the annual computer replacement cycle. In addition to these capital reserve funds, $200,000 is scheduled for computer replacement through the school general fund budgets.

2009-2010 TECHNOLOGY INFRASTRUCTURE CAPIAL RESERVE

Purpose

Item Requested

Total Cost

 

Required replacement of voice trunking system - final year

VoIP Telephone equipment and services

$ 50,000

Required for continuation of hosted web page, student email

Web hosting

$ 15,000

Required to continue student information management system

Upgrade software/hardware/licensing or replace

$ 200,000

Required replacement/upgrade of core network hardw/softw

WAN network equipment and software

$ 30,000

Replacement cycle of oldest desktop computers

Computer hardware, software, installation

$ 150,000

Fiber WAN connection to DIRC, HLHS Annex, ISC

Fiber equipment and installation

$ 20,000

The following contains the planned 2009-2010 General Fund budget to support all other Technology Infrastructure.

2009-2010 GENERAL FUND TECHNOLOGY SERVICES INFRASTRUCTURE BUDGET (NON E-RATE ITEMS):

PURCHASED SERVICES - 0300

2009-2010 Budget

CH2MHILL Microsource Helpdesk Contract

 

455,000

McAfee Active Virus Defense Suite - Renewal, Maintenance, Updates, Support

 

27,560

AAL eSIS software license and maintenance. Basic eSIS

 

49,000

AAL/eSIS State reporting software development costs (required contingency in the event that there are unplanned state reporting changes)

 

16,000

IronPort S Series WebReputation Filters, Anti-Malware, WebRoot, URL Filtering, Platinum Support ($30,000 quote - part of new ISP costs)

 

-

Ironport C Series Appliance Bundle Renewal Spam, A/V, VOF, Support

 

24,700

DeepNines Frontline9100 iTrust Appliance Bundle: Web filtering, Internet traffic management, network monitoring (software/hardware)

 

26,000

Oracle software license renewal, maintenance, support

 

16,500

Halon fire suppression--maintenance, certification, and repairs

 

1,300

Contractor Network and system engineer - outside scope of helpdesk

 

76,000

Other Contract work, development, labor

 

10,000

Certified printer repairs

 

-

Move/Add/Change work for network requests - unplanned / emergency work

 

3,000

Offsite storage of backup tapes

 

-

Telident E911 maintenance/support.

 

-

Microsoft MSDN Subscription

 

1,200

Microsoft Priority Technical Support

 

1,000

Diskeeper software licensing (server de-frag software)

 

4,200

Magic Helpdesk Software License Renewal

 

500

Red Hat Enterprise Linux Support (DLT Solutions)

 

3,000

Packet Shaper license renewal, support, maintenance

 

4,000

Thawte Internet security certificates: mail.adams50.org, parent, iVisions, wiki

 

900

Airwave (Moonblink Communication)

 

2,500

DameWare NT Utilities

 

1,100

Symantec Backup Exec Tape Backup Software Renewal, Maintenance, Support

 

4,000

TOAD Software renewal (Database management / development for Oracle)

 

1,200

BoardDocs Online Board Meeting System Subscription (Emerald Data Solutions)

 

12,000

Mileage reimbursements

 

400

Parlant ASP Notification system plus attendance notification

 

20,000

RIMM BES annual support and upgrades

 

5,000

CH2MHILL 30 amp/208volt support at CH for Infinite Visions System, SBS e-ducate system, other critical software applications

 

4,500

CH2MHILL (1) 7' Network Rack Storage at CH Data Center

 

10,200

CH2MHILL (1) Additional Network Rack at CH Data Center

 

10,200

CH2MHILL Managed SAN Storage 800 GB

 

24,000

CH2MHILL Managed SAN Storage Fiber Channel Access

 

1,800

CH2MHILL Managed Backup/Restore 400/800GB, 400GB native 800 GB compressed

 

4,500

CH2MHILL (1) 120V/20 AMP Redundant Circuit

 

3,600

Kaseya Network Management Suite Maintenance

 

7,200

eSIS User Support Contractor