technology plan cover sheet 2013-2015 (july 1, 2012 june ...€¦ · implement easy-to-use help...
TRANSCRIPT
1 | P a g e
Technology Plan Cover Sheet
2013-2015 (July 1, 2012 – June 30, 2015)
ORGANIZATION INFORMATION
District/Agency/School
(legal name):
LACRESCENT-HOKAH SCHOOL DISTRICT
District Number: 0300
Technology Plan Status The District/Agency/School has an approved 2012
technology bridge plan:
Yes
2013-2015 Technology
Plan Date of Creation:
June 12, 2012
IDENTIFIED OFFICIAL WITH AUTHORITY INFORMATION
Name RON WILKE
Title SUPERINTENDENT
Address
703 S. 11TH STREET
LACRESCENT, MN 55947
Phone Number & E-mail (507) 895-4484 [email protected]
TECHNOLOGY CONTACT INFORMATION
Name PUSHPA SUDHAKARAN
Title NETWORK MANAGER 1/TECHNOLOGY
COORDINATOR
Address 703 S. 11TH STREET
LACRESCENT, MN 55947
Phone Number & E-mail (507) 895-4484
2 | P a g e
Independent School District 300
2013-15 Technology Plan
Ron Wilke
Superintendent of Schools
Pushpa Sudhakaran
Network Manager 1/Tech Coordinator
703, S. 11th Street
La Crescent, MN 55947
507-895-4484
http://www.isd300.k12.mn.us
3 | P a g e
Table of Contents
Title Page #
Executive Summary 4
Planning and Needs Assessment 7
TAGLIT Teacher Survey 2009-10 11
TAGLIT Student Survey 2011-12 14
Vision, Goals, Objectives and Strategies for Technology 20
Goal 1 and 2 Strategies: Teacher Skills and Integration 24
Goal 3 Strategies: Student Competency 28
Goal 4 Strategies: Technology rich within safe and secure 29
Professional development Plan 34
Evaluation 37
2013-15 Technology Plan 38
2008-11 and 2011-12 Bridge Plan 47
Technology Budget 2013-15 53
Optional Links 55
APPENDIX A District Vision and Mission 56
B ENTIC 57
C Technology Performance Indicators/Rubrics 62
D WAN Diagram 63
E Teacher Tech Skills, Examples 64
4 | P a g e
Executive Summary:
Mission: La Crescent-Hokah School District is an innovative educational system
designed to prepare all learners to thrive in an ever-changing, global society.
The 2008-2011 Technology Plan and the 2011-2012 Bridge plan provided the school
district with direction in its work toward the following 4 major goals:
Goal 1: Increase teacher competencies, as defined by International Society
for Technology in Education (ISTE), in technology skill development.
Goal 2: Increase teacher competencies, as defined by ISTE, in technology
integration.
Goal 3: Increase student competencies, as defined by ISTE or MEMO, in
technology skill development (productivity, multimedia, communication,
research and problem solving).
Goal 4: Expand technology rich learning environments and opportunities
within a safe and secure system.
The 2013-15 technology plan will continue to retain the four broad goals from the
district’s previous technology plan. Strategies within each goal have been updated
relative to current needs across the district, including the following strategies from the
previous plan:
Adoption of TAGLIT survey to establish baseline technology skill and tech
integration levels for all staff. The teacher Survey was completed in 2010 and the
student survey completed in 2011 (baseline completed but survey ongoing,
carried over)
5 | P a g e
Expansion of the district’s staff development program called Educational
Technology through Integration and Collaboration (ENTIC). Over 75% of staff
has participated in this program as of 2012. 77 staff members participated in
ENTIC since its inception in 2007 (carried over).
Utilize Danielson’s Observation Rubrics to increase teacher technology
integration (carried over)
Adopted district research process in Dec 2007, MEMO standards in Jan 2008 and
student teaching tool kit scope and sequence in Feb 2008 (carried over)
Utilize district’s curriculum design framework to record and implement lessons
and units. This is an integral part of ENTIC (carried over)
Review K-4 implementation of keyboarding curriculum/program (carried over)
Establish a robust and secure wireless network in all buildings (carried over)
Upgrade infrastructure by purchasing gigabit switches (completed)
Upgrade data cabling to in all buildings from CAT 3 to CAT 5e (carried over)
Implement easy-to-use Help Desk software. Spiceworks was purchased and
installed (completed)
Install a reliable file storage for students and staff; Dell SAN installed
(completed)
Develop online learning options for students; SEMVA consortium established
(completed)
Investigate and develop web-based video conferencing for students (carried over)
Virtualize servers using Microsoft’s HyperV platform (completed)
Monitor security system for effectiveness (carried over)
6 | P a g e
Develop district-wide awareness of technology mission and vision (carried over)
Technology staff obtain industry-standard certifications (carried over)
Implement VOIP (carried over)
Increase access to media center resources during the school and extended day
(completed)
Evaluate current system wide database software; payroll online, student
management software upgraded and online PO generation implemented
(completed)
Redefine ideal classroom and assess how many classrooms match that criteria
(carried over)
Strategies new to the 2013-2015 technology plan include:
Administer and establish baseline data for Instructional Practices survey taken
from the MDE website to assess teacher technology skill and integration levels
Research and implement 1:1 student computing utilizing BYOD
Research and implement effective classroom tools
7 | P a g e
Planning and Needs Assessment
Demographics of School District
LaCrescent-Hokah Public Schools is located along the Mississippi River in the
southeast corner of Minnesota. The communities of LaCrescent and Hokah are serviced
by the public school system through an early childhood/ PK-4 elementary school, middle
school, high school, alternative learning center and district office. The middle school is
comprised of fifth through eighth grade and also houses the sixth through ninth grade
alternative learning program. The high school is comprised of ninth through twelfth
grade. The alternative learning center for grades ten through twelve, located in Hokah,
draws students from neighboring school districts as well as our own. Finally, a day
treatment program for middle and high school students is located at our Hokah facility.
There are approximately 1230 students enrolled in the public school system.
Approximately 93.3% of our student population is of white, non-Hispanic origin. The
remaining 6.7% of the student population is of minority decent. Approximately 29% of
the elementary students are economically disadvantaged. While only 17% of the
secondary level students have indicated they are economically disadvantaged, our
alternative learning center has 39% of its students in the economically disadvantaged
category. Approximately 12% of our students receive special education services.
The staff has utilized an alternative pay schedule since the 2000-2001 school year
and has been a member of the Quality Compensation (Q-Comp) programs since its
inception. The alternative pay for performance program is organized around five
components: 1.) developing leadership capacity through career ladders; 2.) job-embedded
8 | P a g e
professional development through goal setting and team meetings; 3.) performance pay
based upon completion of action research connected to student achievement, active
participation in learning communities, and student growth based upon district-approved
standardized assessments; 4.) completion of three formal observations per year; and 5.)
an alternative salary schedule based upon component three.
Organization Leadership and Technology Planning Committee
We have a technology steering committee in place that assists the IT dept. with
maintaining policies and also provides a future outlook for the district’s technology. The
membership includes parents, teachers, technical staff and board members. The
committee meets monthly on the first Thursday of the month from 3:15pm to 4:30pm.
The table below shows the members of tech steering committee:
Member Position
Mr. Bryan Tornow School Board member
Ms. Cindy Wright School Board member
Mr. Ron Wilke Superintendent of Schools/Technology Director
Mr. Ben Barton Middle School and ALC Principal
Mr. Rick Wolter High School Principal
Dr. Julie Beddow-Schubert PK-4 Principal/District Curriculum Director
Ms. Julie Holman Business Director
Ms. Pushpa Sudhakaran Network Manager 1/Technology Coordinator
9 | P a g e
Mr. Jack Swinghamer Network Manager 2
Ms. Lois Cox Technology Integrationist and High School Teacher
Mr. Logan Colby Middle School Teacher
Ms. Jo Ann Steffes Parent
Ms. Barb Wooley High School Teacher
Ms. Erin Dammen Elementary School Teacher
A wide range of needs assessments were conducted. They included formal
surveys, brainstorming sessions, technology sub-committee discussions, action research
projects completed by the staff, and self-assessments based upon the ISTE standards. In
addition the technology department completed an assessment inventory of the
telecommunication services, hardware, and software services needed to improve
educational services.
Surveys:
The district implements the use of TAGLIT survey to assess teacher and student
competencies. TAGLIT uses a four point scale to identify the stages of development in
instructional technology programming:
1. Embarking: The school is just getting with this aspect of technology for teaching
and learning.
2. Progressing: The school is making some effort and showing some progress with
this aspect of using technology for teaching and learning.
10 | P a g e
3. Emerging: The school is making considerable effort and showing considerable
progress with this aspect of using technology for teaching and learning.
4. Transforming: The school’s use of technology is transforming the way teaching
and learning take place.
11 | P a g e
TAGLIT Teacher Survey 2009-2010
Category Development Stage Score
Scale 1 to 4
Technology Plan 2.34
Teacher Skill Development
Basic Tools
multimedia tools
communication tools
research and problem-solving tools
2.66
2.46
2.97
2.47
Teacher technology use
productivity software
multimedia tools
communication tools
research and problem-solving tools
2.23
2.00
2.14
1.85
Tech related professional Development 2.18
Technology and the way classroom
works
(Teacher’s perspective)
2.71
Technology Hardware 2.56
Software 3.11
Hardware access at home 3.91
12 | P a g e
The TAGLIT survey was administered to all teachers in 2009-10. Teachers’ knowledge
and support for the technology plan had an average score of 2.3 indicating that a little
over 50% of the teachers were aware and supportive of the technology plan. With respect
to basic tools technology skills, the average score was 2.66 indicating some teachers still
needed assistance with this skill set. With respect to multimedia tools, the average score
was 2.46 indicating the teachers were between progressing and emerging. It was
identified that the area of highest need was video editing. Teachers were close to the
emerging level in the communication tools area with an average score of 2.91. Teachers
scored an average of 2.47 in the area of Research/Problem-Solving tools especially with
respect to probes and graphic organizers. Teachers were approaching the emerging level
with a score of 2.98 in overall use of technology in teaching and learning. Teacher Tech
Use Score ranged from 1.85 to 2.98 indicating certain areas needed work yet. Technology
and the way the classroom works score averaged 2.71, with many teachers indicating a
desire to increase inter-disciplinary instructional activities for students. Approximately
50% of teachers believe computers have been placed appropriately in the district.
Approximately, 40% of teachers felt they had adequate access to computers, printers and
projection devices. Only 29% felt they had adequate access to digital cameras and
scanners. Teachers indicated access to software and electronic/online resources was more
than adequate.
The TAGLIT survey was administered to all students in 2011-12. Approximately,
271 students participated in the survey. Results of the TAGLIT student survey indicated
that the computers and Internet access were slow. They want newer computers, faster
13 | P a g e
Internet access and other modern technology tools to keep them engaged and learn. The
survey also indicated that approximately 90% of our students have at least one computer
at home with Internet access. Only 4.8% of students do not have a computer at home.
This is encouraging since BYOD is one of the goals we have been researching as an
option to move to 1:1 ratio for our students.
14 | P a g e
TAGLIT Student Survey 2011-12
88% of 5th graders, 90.6% of the 9th graders and 91.3% of our 12th graders have at least one computer connected to Internet at
home.
Legend: Embarking Emb (lowest level), Progressing P, Emerging, Eme, Transforming T (Highest level)
5th Graders (in %)
Student perspective
of their skills
9th Graders (in
%)
Student
perspective of
their skills
12th Graders (in
%)
Student
perspective of
their skills
BASIC TOOLS
Word Processing
12Emb, 14.7P,
18.7Eme, 54.7T
2.8Emb, 11.3P,
31.1Eme, 54.7T
3.3Emb, 4.4P,
29.7Eme, 62.6T
Spreadsheet Entry 30.7Emb, 37.3 P,
22.7Eme, 9.3T
2.8Emb, 11.3P,
31.1Eme, 54.7T
8.8Emb, 42.9P,
24.2Eme, 24.2T
15 | P a g e
Spreadsheet Graphs 30.7Emb, 34.7 P,
22.7Eme, 12 T
29.2Emb, 38.7P,
25.5 Eme, 6.6 T
7.7Emb, 34.1P,
31.9Eme, 26.4T
Database Entry 50Emb, 26.7 P,
13.3Eme, 9.3T
38.7Emb, 27.4P,
25.5Eme, 8.4T
22Emb, 24.2P,
29.7Eme, 24.2T
Database sort and
report
41.3Emb, 21.3 P,
22.7Eme, 14.7T
34.9Emb, 24.5P,
28.3Eme, 12.3T
18.7Emb, 28.6P,
28.6Eme, 24.2T
MULTIMEDIA
Drawing/painting
25.3Emb, 12P,
32Eme, 30.7T
19.8Emb, 23.6P,
30.2Eme, 26.4T
8.8Emb, 24.2P,
33Eme, 34.1T
Video camera make
video
9.3Emb, 17.3P, 25.3
Eme, 48T
9.4 Emb, 16P,
33Eme, 41.5T
4.4Emb, 17.6P,
35.2Eme, 42.9T
Video editing 45.3Emb, 24 P, 21.3 38.7Emb, 34P, 15.4mb, 34.1P,
16 | P a g e
software, edit video Eme, 9.3 T 16Eme, 11T 16.5Eme, 34.1T
Digital
camera/scanner
24 Emb, 28P, 14.7
Eme, 33.3T
17Emb, 22.6P,
24.5Eme, 35.8T
6.6Emb, 12.1P,
35.2Eme, 46.2T
Image editing
software
40 Emb, 14.7P,
25.4Eme, 20T
22.6Emb, 34.9P,
18.8Eme, 23.6T
14.3Emb, 23.1P,
31.9Eme, 30.8T
Presentation software 8Emb, 9.3 P, 29.3
Eme, 53.3 T
8.5eEmb, 12.3P,
32.1Eme, 47.2T
4.4Emb, 5.5P,
38.5Eme, 51.6T
Multimedia software 48Emb, 30.7P,
14.7Eme, 6.7T
26.4Emb, 37.7P,
26.4Eme, 9.4T
13.2Emb, 22P,
33Eme, 31.9T
COMMUNICATION
TOOLS
10.7 Emb, 1.3P,
22.7Eme, 65.3 T
6.6Emb, 6.6P,
24.5Eme, 62.5T
1.1Emb, 2.2P,
22Eme, 74.7T
Online discussions 14.7Emb, 17.3 P,
28Eme, 40T
10.4Emb, 19.8P,
38.7Eme, 31.1T
1.1Emb, 13.2P,
39.6Eme. 46.2T
Web authoring 12emb, 29.3 P, 40.6Emb, 34P, 22Emb, 28.6P,
17 | P a g e
software 28Eme, 30.7T 15.1Eme, 10.4T 20.9Eme, 28.6T
PROBLEM-
SOLVING
CDs and DVDs
41.3Emb, 24 P,
20Eme, 14.7T
27.4Emb, 34.9P,
24.5Eme, 13.2T
11Emb, 15.4P,
34.1Eme, 39.6T
Access Online sites 4 Emb, 2.7P,
24Eme, 69.3T
2.8Emb, 8.5P,
32.1Eme, 26.6T
2.2Emb, 3.3P,
26.4Eme, 68.1T
Search Engine 0Emb, 5.3P,
17.3Eme, 77.3T
4.7Emb, 5.7P,
28.3Eme. 61.3T
0Emb, 3.3P,
20.9Eme, 75.8T
Search with Boolean 21.3 emb, 12P,
29.3Eme, 37.3T
30.2Emb, 23.6P,
29.2Eme, 17T
16.5Emb, 22P,
30.8Eme, 30.8T
18 | P a g e
Infrastructure and Telecommunication Assessment:
Based on the TAGLIT survey, the district recognizes the need to increase
bandwidth and, upgrade teacher and student computers. Many of our instructional and
administrative resources are web-based thus demanding the need for bigger Internet pipe.
Some of the examples include but not limited to MCA and NWEA testing website,
skyward student management software, MDE and web-based instructional resources such
as Khan Academy and United Streaming. Consequently, during this plan, the district will
focus on upgrading Internet access from 10 MBPS to 100MBPS. Based on Erate funding,
we will also be implement VOIP to be compliant with E911 requirements. We will be
connecting Hokah Learning Center with 10MBPS Ethernet connection instead of current
VPN over Internet. The district’s 660+ computers, many peripherals, applications,
infrastructure and the servers are all maintained by a lean technology department, which
consists of 1.Ron Wilke, Technology Director /Superintendent of Schools, Pushpa
Sudhakaran, Network Manager 1/Technology Coordinator and, Jack Swinghamer,
Network Manager 2.
The current wireless infrastructure is composed of one controller and
approximately 30 access points, mostly Cisco. An additional wireless controller is
required to support the district’s guest device policy. Without the controller, we cannot
segment the guest traffic from the district’s business traffic. Most of the buildings have
wireless, but some spots within the buildings have low to no signal available. Purchasing
of additional access points and the controller will solve this problem. A Wireless site
survey was recently conducted to assess the number of access points that would be
19 | P a g e
needed in the district to provide 100% coverage. The access points that the district
currently owns, support the following protocols: a/b/g. In keeping up with times, access
points that support the N protocol (802.11n) will be purchased this year to support the
faster transfer rates. As the district implements classroom sets of wireless devices, one
access point is not sufficient to provide 30 computers with satisfactory network
computing. We will have to add more access points so that no more than 20 network
devices are connecting to an access point at any given time.
District technology equipment assessment:
Currently, our ratio of student computers is 4:1. However many of these
computers are aging and in need of replacement. In an average classroom, there are at
least 2-3 desktop student computers. In addition, there are shared Ipads and netbooks that
many teachers use with students. We have 3 labs for HS, 1 lab for MS and two labs for
ES. The average age of equipment used for instruction is approximately 5 years. The
district is primarily PC-based but in future, we are planning to support both Apple and
PCs based on the instructional goals and objectives. Mounted data projectors at various
classrooms are as follows: ES = 63% MS=79% HS=59%. Document cameras at various
locations are as follows: ES=5% MS=10% HS=7%. Interactive white board and student
response systems at various locations are ES=70% MS=10% HS=10%. Age of the
computer, the hardware specifications of instructional/administrative applications that are
needed for the user and, instructional integration (ENTIC participation) determine if a
computer will be replaced.
20 | P a g e
Vision, Goals, Objectives and Strategies for
Technology
Technology Integration with Curriculum and Instruction
The ISTE (2001) describes curriculum integration as the “infusion of technology
as a tool to enhance the learning in a content area or multidisciplinary setting…effective
integration of technology is achieved when students are able to select technology tools
[such as a computer, Internet and productivity software] to help them obtain information
in a timely manner, analyze and synthesize the information, and present it professionally”
(p. 6). LaCrescent-Hokah Public Schools is striving to reach this level of technology
usage and has established their mission and commitment statements (Appendix A) to
further articulate the priorities of the system.
Alignment with district mission and commitments
The district’s primary commitment is to challenge all learners to succeed in an
ever-changing global society while considering their unique potentials. Of particular
interest is that the district is committed to being on the forefront of technology usage
while providing these challenges. We are committed to challenging students by
providing effective learning environments that are rich in technology and print resources.
It is our belief that by providing technology resources, we will facilitate increased
collaboration, foster accountability and support communication among students, parents
and staff. Through these commitments, we believe we will develop an innovative
21 | P a g e
educational system designed to prepare all learners to thrive in an ever-changing, global
society.
Vision for technology
With the assistance to the technology steering, curriculum steering and staff development
committee members, the district has identified the staff development needs as shown in
Appendix C to support growth in teacher and student technology literacy. District staff
development program, ENTIC is outlined in Appendix B.
Examples of teacher technology competencies and skillsets are found in Appendix E.
Growth in technology literacy will be accomplished through intensive staff
development efforts as well as ongoing support by the curriculum director, technology
integrationist and building principals. Finally, the district is committed to increasing
teacher capacity to effectively integrate technology into a standards based curriculum.
Goals, objectives and strategies
Our goal is to have technologically competent teachers develop integrated,
standards-based lessons grounded in best practice so that we meet the needs of all
learners through the three R’s (Rigor, Relevance, Relationships). Integrated, standards-
based instruction practice will be rigorous and relevant to individual student interest and
needs. Students will have multiple opportunities to utilize technology tools as a means of
collecting, analyzing, synthesizing and communicating understandings. Relationship
development will be facilitated with a balance of digital (e.g. online learning) and
22 | P a g e
interpersonal experiences. We will incorporate best practice strategies in staff
development and instructional practice to meet the described goals and objectives.
Our assessments identified four areas of need: 1.) Increase teacher competencies,
as defined by ISTE, in technology skill development; 2.) Increase teacher competencies,
as defined by ISTE, in technology integration; 3.) Increase student competencies, as
defined by ISTE or MEMO, in technology skill development (productivity, multimedia,
communication, research and problem solving); and 4.) Expand technology rich learning
opportunities within a safe and secure system. In an effort to address the identified needs
and ultimately reach our goal, we will focus on continued technology skill training and
integration training that promotes interactive learning opportunities through the ENTIC
program.
With the assistance of the curriculum director and curriculum mapping software,
the district will develop additional technology rich standards-based lessons and units.
The curriculum director will check for standard alignment, effective integration practices
and assessment practices that evaluate student technology competency development. In
addition the curriculum director, building principals and technology integrationist will
explore the development of online course offerings so that specialized and rigorous
courses can be developed. Each of the above efforts will be combined with increased
access to technology.
Technology strategies
The district has adopted teacher ISTE standards. Teachers are expected to
develop personal technology competencies and redesign instruction to support
23 | P a g e
technology literacy skills. These expectations will be supported through an instructional
coaching and collaboration model (ENTIC-Appendix B). The technology integrationist
will provide teachers with job-embedded professional development support throughout
this program.
Technology literacy standards adoption
Teacher technology standards, as defined by the ISTE, were adopted by the
district in the spring of 2006. Examples of products and skill sets have been defined as
well (Appendix E). The technology steering committee has adopted and continues to
unpack and review student MEMO and ISTE standards for implementation across the
district.
Online courses and digital curriculum
The district continues to explore and offer students a variety of digital learning
experiences. These learning experiences include traditional on-line classes through the
Southeast Minnesota Virtual Academy consortium of districts, with which the La
Crescent-Hokah School District is a member. In addition, hybrid digital course offerings
exist within the school district, including an increase in the utilization of the “flipped
classroom”.
Administration
The district administration team has identified personal technology skill
development and teacher evaluation related to technology integration as their priorities.
24 | P a g e
In addition, they are hoping to develop a culture within the district that will support
teachers as they research emerging technologies.
Goals and Strategies:
Our district continues to focus on the 4 goals identified in the last technology plan with
carried over and new strategies. The four identified goals for the new plan are: 1.)
Increase teacher competencies, as defined by ISTE, in technology skill development; 2.)
Increase teacher competencies, as defined by ISTE, in technology integration; 3.)
Increase student competencies, as defined by ISTE or MEMO, in technology skill
development (productivity, multimedia, communication, research and problem solving);
and 4.) Expand technology rich learning opportunities within a safe and secure system.
The La Crescent-Hokah school district strongly believes that enhancing the teacher
technology skill and integration levels will improve student technology skills and
competency. It has adopted a number of strategies to achieve these 2 goals as outlined
below:
Strategy 1 and 3: Study TAGLIT teacher survey results to assess areas of
improvement and modify ENTIC program to accommodate those needs
During the 2008-11 tech plan, the teacher TAGLIT survey was adopted and baseline
established. In an effort to address the identified needs and ultimately reach our goal,
initially our focus will be on continued technology skill training and integration training
that promotes interactive learning opportunities through the ENTIC program. Although
Goals 1 & 2: Increase teacher competencies, as defined by ISTE, in technology skill development and integration
25 | P a g e
more than 75% of staff has participated in ENTIC, it is important to continue to support
and update the technology skills of all teachers in the district by providing adequate
technology and training. This is also critical because the technology (both hardware and
software) changes frequently requiring teachers to update their skills.
The district’s ENTIC program has been successful in providing teachers with
technology hardware and instructional support. When funding is available (on almost a
yearly basis), teachers are allowed to apply to be a part of the ENTIC program. Their
application includes the hardware they are requesting, how they plan to use it in their
classroom, and the collaboration they do with teachers in the district or elsewhere. Using
an Understanding by Design process, teachers propose what their students will do with
technology – the end product should drive the choice of technology requested.
Our job-embedded staff development occurs though learning communities. In
addition, our tech integrationist works with teachers through one-on-one support and peer
observations, Teachers are asked to reflect on their technology integration and practice.
ENTIC is La Crescent-Hokah’s answer to how to support teachers as they integrate
technology into the curriculum, develop teacher technology competencies and ultimately
develop student technology skills. Student curriculum needs will drive technology use,
and personal implementation plans will be developed based upon teacher needs and
personal goals for the betterment of student technology skill development.
Strategy 2: Teachers set personal technology skill development and integration goals
based on survey results
26 | P a g e
Teachers utilize the TAGLIT survey data to guide and improve instructional planning to
meet the technology needs of their students. The technology integrationist and curriculum
director assist the teachers with this work.
Strategy 4: Utilize Danielson’s Observation Rubrics to increase teacher technology
integration
The Framework for Teaching divides the complex activity of teaching into 22
components across four domains. Each of the 22 components is made up of multiple
elements. There are a total of 76 elements over the 22 components. Each of the 76
elements has a rubric which includes descriptions of four performance levels for that
element: Unsatisfactory, Basic, Proficient, and Distinguished. The rubrics are a powerful
way to develop a common understanding of teaching practices among leaders, observers,
and teachers. Rubrics in the Danielson Collection have an advantage over versions found
in print. The Danielson Collection Rubrics are linked to appropriate fields in classroom
observation forms. This puts the correct rubrics in the places where they are needed when
doing observations to improve the quality of feedback and make the process more
efficient. The district plans to utilize Domains 1(Planning and Preparation) and 3
(Classroom Instruction) as a part of the supervision process to increase teacher
technology integration levels.
Strategy 5: Research and implement effective classroom tools
Classroom tools assist students and staff with 21st Century Learning Experiences,
which include the following:
Inquiry
o Humanities inquiry process
27 | P a g e
o Scientific inquiry process
Online collaboration
o Asynchronous/synchronous
o Voice, video, land lines, text chats
o Networking with experts and peers (remotely)
Creating content online to share with authentic audiences: consumers and
producers of content
Problem solving
Ethical use of digital content
The tools available for classroom use are changing daily. Because of this rapid
development by the technology developers, it is difficult to make plans too far in advance
to keep abreast of changes. The district provides 600 workstations in teaching labs,
classroom computers, and teacher workstations. Also included are netbooks in some
classrooms (provided by the ENTIC program or federal special education funding). The
teaching labs have an LCD projector in each for ease in teaching students using the
workstations. Two labs are dedicated to teaching Business and Family and Consumer
Science Department classes but can also be reserved by high school and middle school
teachers when available. Interactive white boards are installed in 75-80% of the
classrooms. Sound systems are installed in all elementary classrooms. We have started
with a limited number of iPads in specific classrooms (5-6th grade teams, 2nd grade, and
high school Social Studies) with the goal of moving toward total one-to-one classrooms
and grade-level teams.
28 | P a g e
A growing trend in the nation is to encourage students to bring in their own
devices and attach to the school wireless network. This provides greater access to
technology by students. Devices can be registered through the Technology Department to
allow connection to the wireless system. Students are encouraged to bring laptops, tablet
devices, eReaders, iPods, and smart phones (based on teacher classroom use). Access on
these devices is limited to Internet connection but currently does not access other district
services (printers, network drives etc.). However, with access to SharePoint, Google
Docs, and Moodle, students can be efficient in completing school tasks inside or outside
the building.
Another valuable resource for information is Internet access. Although, currently the
technology integrationist references sites found to help teachers in their classroom
preparation as well as collaborative efforts by all teachers in the district. Subscription to
teacher resources on the web such as FreeTech4Teachers blog, Edutopia, Classroom 2.0
social network, and innumerable others provide resources to explore and add to a
curriculum for enhancement. Research is continuing on working social media into classes
and content.
Strategy 1: Continue to unpack and review student MEMO and ISTE standards
The district adopted the MEMO and ISTE standards as a part of the previous technology
plan. As is the case with all areas of student instruction, the school district will continue
Goal 3: Increase student competencies, as defined by ISTE or MEMO, in technology skill
development (productivity, multimedia, communication, research and problem solving)
29 | P a g e
to monitor and update the integration of technology standards across the curriculum. The
work will include the unpacking of student technology standards as needed throughout
the duration of this technology plan.
Strategy 2-7: Ongoing integration of research and technology standards into student
instruction
The school district will continue to utilize its curriculum design framework to ensure
continued work to design student learning experiences that effectively integrate student
technology and research into instruction across the district.
Strategy 1, 2 and 3: Research and implement 1:1 student computing utilizing BYOD
Research is being done to study the infrastructure, support and policy needs of the BYOD
initiative. Online research, networking with districts that have already implemented
BYOD are some of the ways we are cautiously learning more about the challenges with
the BYOD implementation. Budget is another major hurdle to the implementation of
BYOD and the district is utilizing leasing as a strategy to overcome this issue. A robust
and secure infrastructure is another area we are researching, which includes network
management tools to isolate and troubleshoot issues proactively. The last area we are
researching is to update polices to support the BYOD equipment. The district does have
a guest device policy in place that allows students/staff members access to the school’s
wireless system. The wireless system was built so that one VLAN was a part of the
Goal4: Expand technology rich learning opportunities within a safe and secure system
30 | P a g e
school’s regular traffic network that would allow district staff and students to access
printers, servers, and district applications. Another VLAN was segmented away from the
regular district traffic and included only Internet access, which will support our BYOD
initiatives. District tech staff monitor network for unauthorized users and rogue access
points continuously and disconnect them.
31 | P a g e
Strategy 4: Maintain a Contingency Plan/Disaster Recovery Procedure
Every night, all of the districts servers are backed up, at a different building than where
the servers are located. Before any major work/upgrading is done on the systems, we shut the
systems down, commit a full backup of the systems, then proceed with our work. We often strive
for 3 backups of critical systems. The backup system also has a 2 week retention cycle. The IT
dept. has yet to come up with a complete formal disaster recovery procedural plan. The district
has its DR procedures to get business up and running again in a timely manner.
Strategy 5: Maintain a reliable, Secure and robust Local Area Networks (LAN) and Wide
Area Networks (WAN) infrastructures
The district has upgraded all switches to gigabit and added POE switches as needed for
VOIP implementation as outlined in the previous technology plan. We need to add additional
access points and a wireless controller to manage all access points in the district. Currently,
several access points are unmanaged. In addition, a network management tool will be
implemented to troubleshoot clients and identify problems in the wireless network proactively.
In addition, the district’s Internet access will be upgraded to 100Mbps in summer of 2012. We
are working with our ISP, ACE Communications to get a dedicated Ethernet 10Meg solution to
the Hokah building from our HS MDI, which would allow us to make it a part of our WAN. Our
district’s WAN diagram can be found in Appendix D. Currently, we are using VPN over
Ethernet, which is not very reliable and slow.
32 | P a g e
Strategy 6: Work toward a four year replacement cycle and potentially move to 3 year
cycle
The district’s computers are aging and need to be replaced to support the needs of our students
and staff. A plan will be developed to replace hardware on a 4 or 3-year cycle.
Strategy 7: Review telecommunication Systems
The district’s phone system is antiquated and is unable to meet the full 911 compliance. We
have applied for the Erate discounts on VOIP implementation this summer. We have chosen Ace
Communications as our vendor for implementing this solution.
Strategy 8: Implement safe and secure technology access with tools and Policies:
The school district has 112 cameras in place and has been adding more to the system every year.
We also deploy Aristotle on every machine in the district to maintain security in the
infrastructure and on premises. We have implemented card access to both HS/MS building and
to our elementary school. For CIPA compliance, we use Microsoft’s Threat Management
Gateway (TMG) 2010 content filtering projection to block content based upon several
categories. Majority of the websites that are blocked either contain Nudity/Pornography,
Advertising Sites, and sites that contain Viruses, Spyware, and Malware. As a second protection
to the system, we also utilize OpenDNS, to do some of the filtering. The educational version of
the Google Docs used in the district is also CIPA compliant. In addition, we have parents sign a
release form allowing the district to set up accounts for children thirteen and under. Facebook for
instructional use is being piloted by a teacher this year and the response from students and
parents has been encouraging. For communications via email, the staff utilizes outlook 2010 and
33 | P a g e
the students utilize a program called Desknow, where students can only send email within the
district but receive email from outside. But, they cannot send email out, which protects students’
identity. We are also implementing VOIP this summer to meet e911 compliance. The district
uses a number of tools to maintain facilities and ensure safety thereby providing a safe
environment conducive to learning. For safety purposes, we will not get into details of the
various tools used. However, you can obtain details of the tools, by sending an email to the
contact listed on the cover page of this plan.
We have multiple polices that are in place, which govern how IT business within the
district is conducted. To support BYOD initiative in a safe and secure manner, we have a guest
device policy that allows staff and students to bring in their personal devices and connect to our
wireless system. They can have access to Internet but are shielded from accessing other district
network resources. The Children’s Internet Protection Act (CIPA) is a federal law enacted by
Congress to address concerns about access to offensive content over the Internet on school and
library computers. CIPA requires a school district to have an Internet Safety/Acceptable Use
policy in place that has had at least one public hearing and to be filtering Internet access in order
to prevent students from accessing material that may be pornographic or otherwise harmful to
them. We have this in place and our students and staff, are aware of it and abide by it. We also
have our acceptable use policy that guides students and staff for remote access, internet/email,
and IS security. We have worked hard in building and maintaining a system to ensure proper
restoration of data in case of a disaster to the server room at the HS/MS building, which is our
primary data center.
34 | P a g e
Professional Development Plan
A full-time technology integrationist had provided job-embedded staff development
opportunities for teacher technology skill development and assistance with the integration of
information literacy and technology into the curriculum. Unfortunately, due to budget cuts this
position has been reduced to part-time status this year. Best practice dollars have been allocated
for technology skill development classes for teachers. Finally, the ENTIC program will serve as
an intensive staff development program that will develop a cadre of teachers skilled in
technology integration at each building. This cadre has committed to disseminating their
knowledge in an effort to raise awareness.
The key to successful implementation of technology is adequate support systems in place.
La Crescent-Hokah School District provides the needed support for staff wanting to enhance
their technology skills or develop them. The integration specialist created a YouTube Channel
for Technology Integration video tutorials. These provide instant help to teachers to help teach or
remind them of how to complete a task in technology. The current videos include SharePoint
training. Future videos will include Google Docs, Moodle, Microsoft Office, completion of
online forms, and other videos requested by staff. With the 24/7 access to these videos, teachers
can have support when they need it. Professional development will also be provided for
administrators on how to support the different pedagogical teaching practices of online teaching,
blended teaching, flipping the classroom, using Google Docs for collaboration, and teacher
websites.
“Effective for renewal of professional licenses that expire on June 30, 2012, and
thereafter, applicants must also include in their 125-clock hours instruction or other professional
35 | P a g e
development activities that integrate technology effectively with student learning to increase
engagement and student achievement.” This is observed by the Technology Integrationist to
verify technology integration. Technology is planned based on what the desired outcome with
students is and then the appropriate technology to deliver that is found and training provided.
For teachers wanting to learn to teach in a blended format or online, classes are provided in an
online or blended format to provide the necessary training.
Other opportunities are provided through staff development days in the district
when teachers have an option to attend a choice of sessions. Several of these are technology
based taught by several of the very qualified teachers in the district. Areas to be addressed
include use of technology in the inquiry process and further development of teacher skills and
integration of video and other multimedia production. Ongoing training with student
management systems, curriculum-mapping software will be provided as needed by staff.
Interactive web tools for the classroom are encouraged through district communication and
classes provided. As classrooms move to 1-to-1 devices for anytime, anywhere learning,
professional development is provided for understanding of the power of these tools for
personalized learning. Online teacher training is provided on a regular basis to train teachers to
move to a virtual classroom. This class is taught online to give teachers the experience along
with the pedagogy of online teaching. Blended classes are provided at the high school.
Additional training is provided to help teachers develop blended classes, increase teacher
understanding, and promote differentiated learning for the students. The concept of flipping the
classroom is encouraged and training is provided to assist in this change in teaching style.
Ongoing training is also provided through a monthly newsletter published by the Integration
Specialist as well as on the Technology Integration website. Parent training for effective use of
36 | P a g e
the student tracking systems and other school-provided online resources is ongoing. We will
continue to develop.
Professional development for non-teaching staff is also adequately provided in the
district. We are investigating the additional features of SMART finance and will provide training
around features to be added. Support staff receives ongoing training with updates in existing
student management software programs as needed. Technology staff is involved in training to
keep their skills current with 21st century practices for schools by attending various workshops
and/or classes.
In addition, pedagogical practices are effectively used via online and hybrid instruction.
37 | P a g e
Evaluation:
This section outlines the district’s implementation plan in the form of goals and measurable
objectives. Action steps are identified and a responsible party is assigned to facilitate those
steps. Suggestions for measurement tools and resources are described. The district has
attempted to identify a realistic completion date. The district considers this implementation
plan to be a guideline that is a living document. The plan may be subject to financial
constraints based upon local, state and federal funding. In addition over the course of the
next four years technological advances and best practice research may bring forward new
ideas and the district would like to have the ability to monitor and adjust the implementation
plan based upon any potential advancements or changing district needs. However, our best
long-term estimation of plans is summarized in the following action plan.
38 | P a g e
La Crescent-Hokah Technology Action Plan 2013-15
Goal 1: Increase teacher competencies, as defined by ISTE, in technology skill development
Measurable Objectives:
Increase teacher productivity skills in spreadsheet and database proficiency from progressing to emerging as measured by Take A
Good Look at Instructional Technology (TAGLIT)
Increase teacher multimedia skills from progressing to emerging as measured by TAGLIT.
Increase teacher technology skill development in online discussions from progressing to emerging as measured by TAGLIT.
Increase teacher technology skill development in web authoring from embarking to emerging as measured by TAGLIT.
Increase teacher technology skill development in research/problem-solving tools from progressing to emerging as measured by
TAGLIT.
Strategy / Action Person Responsible Measurement Resources Due Date
Study TAGLIT teacher survey results
to assess areas of improvement and
modify ENTIC program to
accommodate those needs
Building administration,
curriculum director, technology
integrationist
Completed surveys submitted to
technology integrationist
Staff meeting Fall 2012 and
ongoing through June
30, 2015
Teachers set personal technology skill
development goals based upon survey
results
Building administration,
curriculum director, technology
integrationist
Completed goals submitted to
technology integrationist
Increased participation in technology
skill classes
Increased use of technology
integrationist within a team teaching
environment
TAGLIT Survey
Staff development
classes based upon
teacher need, ISTE
Standards
Fall 2013 and
ongoing through June
30, 2015
Continue to expand, modify and adjust
the district’s ENTIC program to meet
teachers’ instructional needs.
Curriculum director,
technology integrationist,
technology steering committee,
business director, technology
director
Successful completion of program
criteria.
Technology
integrationist, ISTE
Standards, budgetary
allocation
Fall 2012 and
ongoing through June
30, 2015
39 | P a g e
Strategy / Action Person Responsible Measurement Resources Due Date
Review and adjust Danielson rubric to
include teacher technology skill
development
Building administration,
Curriculum director,
technology integrationist,
technology steering committee
Danielson rubric used in teacher
evaluation includes teacher technology
skill feedback
ISTE Standards,
MDE, Danielson
materials
Fall 2013 and
ongoing through June
30, 2015
Research and Implement effective
classroom tools
Building administration,
Curriculum director,
technology integrationist,
technology steering committee
Research effective classroom tools
available and integrate them into ENTIC
program to support instruction
Technology
integrationist,
Technology Director,
ISTE Standards,
budgetary allocation
Fall 2013 and
ongoing through June
30, 2015
40 | P a g e
Goal 2: Increase teacher competencies, as defined by ISTE, in technology integration
Measurable Objectives:
Increase teacher integration skills with basic productivity tools (word processing, spreadsheet, and database) from embarking to
emerging as measured by TAGLIT.
Increase teacher integration skills with multimedia tools (draw or painting software, video production, digital camera/scanners,
presentation software, multimedia software) from embarking to emerging as measured by TAGLIT.
Increase teacher integration skills with communication tools (online discussions, web publishing, and email) from embarking to
emerging as measured by TAGLIT.
Increase teacher integration skill development in research/problem-solving tools (research process, probe ware, graphic organizers,
simulation software) from progressing to emerging as measured by TAGLIT
Strategy / Action Person Responsible Measurement Resources Due Date
Continue the use of TAGLIT survey
data for ongoing assessment of staff
technology integration (productivity,
multimedia, communication,
research/problem solving)
Building administration,
curriculum director, technology
integrationist
Completed surveys submitted to technology
integrationist
Staff meeting Fall 2012 and ongoing
through June 30, 2015
Teachers set personal technology
integration skill development goals
based upon survey results
Building administration,
curriculum director, technology
integrationist
Completed goals submitted to technology
integrationist
Increased participation in technology skill
classes
Evidence that student technology standards
are being integrated into curriculum
evidenced in curriculum mapping software.
Increased use of technology integrationist
within a team teaching environment
TAGLIT survey
Staff development
classes based upon
teacher need, teacher
ISTE standards,
student ISTE/MEMO
Standards, curriculum
Mapper, TAGLIT
Fall 2012 and ongoing
through June 30, 2015
Continue to expand, modify and adjust
the district’s ENTIC program to meet
teachers’ instructional needs
Curriculum director,
technology integrationist,
technology steering committee,
business director, technology
Successful completion of program criteria.
Evidence that student technology standards
are being integrated into curriculum
Technology
integrationist, ISTE
Standards, budgetary
allocation, TAGLIT
Fall 2012 and ongoing
through June 30, 2015
41 | P a g e
Strategy / Action Person Responsible Measurement Resources Due Date
director evidenced in curriculum mapping software.
TAGLIT survey
Technology integrationist team teaches
(basic productivity, multimedia, and
communication and research skills)
with classroom teachers.
Technology integrationists,
teachers Increased use of technology integrationist
within a team teaching environment
TAGLIT survey
Instructional coaching
training, curriculum
development dollars
Fall 2013 and ongoing
through June 30, 2015
Review and adjust Danielson rubric to
include teacher technology integration
development
Building administration,
Curriculum director,
technology integrationists,
technology steering committee
Danielson rubric used in teacher evaluation
includes teacher technology integration
feedback
ISTE Standards,
MDE, Danielson
materials
Fall 2012 and
ongoing through June
30, 2015
Research and Implement effective
classroom tools
Building administration,
Curriculum director,
technology integrationists,
technology steering committee
Research effective classroom tools available
and integrate them into ENTIC program to
support instruction
Technology
integrationist,
Technology Director,
ISTE Standards,
budgetary allocation
Fall 2013 and ongoing
through June 30, 2015
42 | P a g e
Goal 3: Increase student competencies, as defined by ISTE or MEMO, in technology skill development (productivity, multimedia,
communication, research and problem solving).
Measurable Objectives:
Increase student productivity skills in spreadsheet and database proficiency from progressing to emerging as measured by TAGLIT.
Increase student multimedia skills from progressing to emerging as measured by TAGLIT.
Increase student technology skill development in online discussions from progressing to emerging as measured by TAGLIT.
Increase student technology skill development in web authoring from embarking to emerging as measured by TAGLIT.
Increase student technology skill development in research/problem-solving tools from progressing to emerging as measured by
TAGLIT.
Strategy / Action Person
Responsible
Measurement Resources Due Date
Continue to unpack and review student
MEMO and ISTE standards
Technology steering
committee, curriculum
director, technology
integrationist
Recommendation by technology steering
and curriculum steering committee for
adoption of standards.as they change
School Board adopts recommended
standards
Evidence of MEMO and ISTE standards
recorded in teacher curriculum maps
MEMO Standards,
MDE rulings, ISTE
Standards
Fall 2012-Winter 2015
Review student technology tool kit
scope and sequence
Curriculum director,
technology
integrationist,
Approval of student technology tool kit
scope and sequence-curriculum steering
MEMO/ISTE standards Spring 2013
Implement district research process Curriculum director,
technology
integrationist,
curriculum steering
committee
Evidence of research process integrated
into instruction as recorded in teacher
curriculum maps
MEMO standards, ISTE
standards, American
Association of School
Librarians, Carol
Kuhlthau’s information
search process, Big Six
Research Process,
McREL,
Fall 2012-Winter 2015
43 | P a g e
Strategy / Action Person
Responsible
Measurement Resources Due Date
Review K-4 implementation of
keyboarding curriculum/program
Curriculum director,
technology
integrationists, business
department,
elementary principal,
elementary staff
Adoption of keyboarding curriculum
Formalized structure for delivery of
instruction built into elementary schedule
Business department,
MDE, MEMO /ISTE
standards
Spring 2013
Utilize the district’s curriculum design
framework to develop, record and
implement lessons and units that
require students to use basic
productivity tools
Technology
integrationist,
curriculum director,
classroom teachers
Standards report from Curriculum Mapper
identifies that all student technology
standards are embedded in lessons and
units.
TAGLIT survey indicates increase in
student skill development
Staff development, Net
Trekker, SharePoint,
McREL, MDE, student
ISTE/MEMO standards,
Student toolkit,
Understanding By
Design, Alan, November
website
Fall 2012 and ongoing
through June 30, 2015
Utilize the district’s curriculum design
framework to record and implement
lessons and units that require students
to use multimedia tools
Technology
integrationist,
curriculum director,
classroom teachers
Standards report from Curriculum Mapper
identifies that all student technology
standards are embedded in lessons and
units.
TAGLIT survey indicates increase in
student skill development
Staff development, Net
Trekker, SharePoint,
McREL, MDE, student
ISTE or MEMO
standards, Student toolkit,
Understanding By
Design, Alan November
website
Fall 2013 and ongoing
through June 30, 2015
Utilize the district’s curriculum design
framework to record and implement
lessons and units that require students
to use communication tools
Technology
integrationist,
curriculum director,
classroom teachers
Standards report from Curriculum Mapper
identifies that all student technology
standards are embedded in lessons and
units.
TAGLIT survey indicates increase in
student skill development
Staff development, Net
Trekker, SharePoint,
McREL, MDE, student
ISTE or MEMO
standards, Student toolkit,
Understanding By
Design, Alan November
website
Fall 2012 and ongoing
through June 30, 2015
Utilize the district’s curriculum design
framework to develop, record and
implement lessons and units that
require students to use
Technology
integrationist,
curriculum director,
Standards report from Curriculum Mapper
identifies that all student technology
standards are embedded in lessons and
Staff development, Net
Trekker, SharePoint,
McREL, MDE, student
ISTE or MEMO
Fall 2012 and ongoing
through June 30, 2015
44 | P a g e
Strategy / Action Person
Responsible
Measurement Resources Due Date
research/problem solving tools classroom teachers units.
TAGLIT survey indicates increase in
student skill development
standards, Student toolkit,
Understanding By De-
sign, A. November site.
45 | P a g e
Goal 4: Expand technology rich learning environments and opportunities within a safe and secure system
Measurable Objectives:
Implement 1:1 student computing with Bring Your Own Devices (BYOD).
Increase technology rich instructional environments as defined by the “ideal classroom” from 33 classrooms to 73 classrooms
Strategy / Action Person
Responsible
Measurement Resources Due Date
Maintain a reliable and robust wireless
infrastructure to support BYOD
initiative
Technology Director,
Technology
Department, Business
Manager
Infrastructure meets industry specifications
District checklist
CISCO, Ace Fall 2012 and
ongoing through
June 30, 2015
Evaluate the need for additional
technology support especially
considering BYOD initiative
Technology director,
business manager,
superintendent
Evaluate technology request and work flow Systems analysis
model, industry and
educational
recommendations
Ongoing through
June 30, 2015
Research and evaluate capacity for one
to one mobile computing model
Technology steering
committee, technology
department
Establish a feasibility plan and potentially
develop an action plan
MDE, site visits,
Microsoft, Cisco, Dell,
Lenovo
Fall 20013 and
ongoing through
June 30, 2015
Maintain a Contingency Plan/Disaster
Recovery Procedure
Technology steering
committee, technology
department
Establish a feasibility plan and potentially
develop an action plan
MDE, site visits, online
research
Fall 20013 and
ongoing through
June 30, 2015
Maintain a reliable, Secure and robust
Local Area Networks (LAN) and
WAN infrastructures
Technology director,
Technology
Department
Switch reports
TMG reports
Connect Hokah Learning Center to rest of the
district by 10MBPS Ethernet solution
MDE website, Cisco,
HP and online research
Ongoing through
June 30, 2015
Work toward a four year replacement
cycle and potentially move to 3 year
cycle
Technology director,
business manager,
superintendent
Technology department documents
Technology infrastructure documents
indicate ratio decrease.
Lease companies Ongoing through
June 30, 2015
46 | P a g e
Strategy / Action Person
Responsible
Measurement Resources Due Date
Review Telecommunication Systems Technology director,
business manager,
superintendent
VOIP implemented in all buildings
Additional data cabling as needed for
managed VOIP solution
Ace Communication,
Tech Department
Sep 1, 2012
Continue to expand, modify and adjust
the district’s ENTIC program to meet
teachers’ instructional needs
Curriculum director,
technology director,
technology
integrationist, business
manager
Successful completion of ENTIC
requirements resulting in the establishment of
the “ideal classroom”
Lease company, MDE,
grants
Fall 2012 and
ongoing through
June 30, 2015
Investigate and develop web-based
video conferencing opportunities for
students
Curriculum director,
technology
integrationist,
curriculum steering
committee, technology
steering committee
Submit feasibility report to technology
steering committee and curriculum steering
committee
Action plan developed as needed
CESA 4, Web
resources, MDE, ACE
Communications,
Southeast Service
Cooperative
Winter 2012 and
ongoing through
June 30, 2015
Increase technology based community
education offerings to promote parent
and community technology skill
development
Community education
director Course handbook has additional classes
offered
Community members
willing to teach classes,
custodial staff available
Fall 2012 and
ongoing through
June 30, 2015
Monitor security system for
effectiveness
Technology
department,
administrative team,
Administrative and technology department
minutes
Bankoe, police
department
Ongoing through
June 30, 2015
Technology department will seek out
and engage in staff development
opportunities that lead to additional
industry certification and assist the
district in maintaining a safe/secure
network.
Technology director,
curriculum director Industry certification
Continuing education hours
Cisco, Microsoft,
CESA
Fall 2012 and
ongoing through
June 30, 2015
47 | P a g e
2008-2011 Technology plan and 2011-2012 (Bridge Plan) Evaluations:
Process: An evaluation of the action plan from previous tech plan was conducted by the technology department, technology
steering committee, curriculum director and technology director. The technology department focused on the hardware, infrastructure and
policies portion of the evaluation, while sub-committee members from technology steering committee focused on each of the criteria areas
outlined in the technology planning guide provided by the state. Within the criteria sections discussions about current policies, procedures
and standard practices were discussed. These discussions were collected and used by the technology and curriculum director to review the
2008-2012 implementation plan and evaluate the effectiveness of the district’s efforts.
2008-2011 tech plan and 2011-2012 bridge plan action plan matrix
Need Strategy / Action Evaluation
Goals 1 and 2: Increase teacher
competency in technology Skill
development and integration
Research and adopt a survey tool to
assess teacher technology skills and
integration levels
Develop user friendly survey tool to
establish baseline technology skill
levels of all staff in the areas of
basic, multimedia, communication
and research problem solving tools.
TAGLIT survey adopted for students and staff.
48 | P a g e
Need Strategy / Action Evaluation
Establish baseline for teacher
technology skills and integration
Use survey tool to determine
baseline skill integration
(productivity, multimedia,
communication, research/problem
solving) levels of all staff
TAGLIT student and teacher surveys administered
and baseline established. Data given to
Integrationist to fine-tune ENTIC offerings.
Teachers assess their technology skills
and set goals for improvement
Teacher set personal technology
skill development goals based upon
survey results
Integrationist will continue to work via ENTIC in
the next tech plan (2013-15)
Continue to support teachers via
professional development
Expand ENTIC Program by 10-20
people per year for the next four
years
Over 75% of staff has participated in ENTIC. This
strategy is carried over to 2013-15 tech plan.
Research and establish a rubric to
assess teacher technology skill
development
Review and adjust Danielson rubric
to include teacher technology skill
development
Administrators are working with the observation
rubrics. This action will be carried over to next tech
plan
Needs Strategy/Action Evaluation
Goal 3: Increase student
competencies, as defined by ISTE or
MEMO
Establish standards to assess student
competencies
Review student MEMO and ISTE
standards for adoption
MEMO standards adopted in Jan 08.
49 | P a g e
Review student technology tool kit
scope and sequence
Develop student technology tool kit
scope and sequence
Adopted Feb 2008.
Implement district research process Adoption of district research process Adopted research process in Dec 2007
Review K-4 implementation of
keyboarding curriculum/program
Develop and implement elementary
keyboarding curriculum/program
Adoption of keyboarding curriculum in progress
and will be carried over to next tech plan
Utilize district’s curriculum design
framework to develop, record and
implement lessons and units that
require students to use basic
productivity tools
Develop and implement lessons and
units that require students to use
basic productivity tools
In progress and carried over to next plan
Utilize district’s curriculum design
framework to develop, record and
implement lessons and units that
require students to use multimedia
tools
Develop and implement lessons and
units that require students to use
multimedia tools
In progress and carried over to next plan
Utilize district’s curriculum design
framework to develop, record and
implement lessons and units that
require students to use communication
tools
Develop and implement lessons and
units that require students to use
communication tools
In progress and carried over to next plan
Utilize district’s curriculum design
framework to develop, record and
implement lessons and units that
require students to use
research/problem solving tools
Develop and implement lessons
and units that require students to
use research/problem solving
tools
In progress and carried over to next plan
50 | P a g e
Needs Strategy/Action Evaluation
Goal 4: Expand technology rich
learning environments and
opportunities within a safe and
secure system
Fast and reliable technology
infrastructure
Develop infrastructure capacity to
support additional hardware/software
Updated switches to gigabit speed in all buildings. But,
the wireless infrastructure needs upgrades. Hence
carried over to next plan.
Establish an all Microsoft network Migrated from Novell to Microsoft
infrastructure.
Completed
Technical support inadequate Evaluate the need for additional
technology support
Ongoing. Carried over to next plan
Support mobile technology Establish a wireless network Wireless access points-anytime/anywhere in district.
Continuing to upgrade wireless network. Carried over.
1:1 computing using BYOD initiatives Research and evaluate capacity for
one to one mobile computing model.
Guest policy created segmenting the guest network
from the rest of the district network. Carried over to
next plan. Students charged for each device.
BYOD initiative without
compromising security and speed of
network
Research development of policy
allowing for student home laptop
computers to be allowed on our
network.
Guest network created. Completed.
Hardware replacement needs to be on a
cycle.
Maintain a four year replacement
cycle and potentially move to 3 year
cycle
Not accomplished. Carried over to next tech plan
Provide ongoing staff development Increase ENTIC participation by 10
to 20 staff per year
Over 75% of staff participated in ENTIC since 2006.
Ongoing, Carried over to next tech plan
51 | P a g e
Online learning options for students Develop online learning options for
students
Completed, SEMVA created but not enough interest from
students.
Improve community technology skills Increase technology based
community education offerings to
promote parent and community
technology skill development
Ongoing, Carried over to next tech plan
Support computing needs of all
stakeholders
Increase access to technology outside
the school day for students, parents
and community
Completed
Technology access Increase access to technology and
media resources during the school
and extended day (e.g. 7:00-4:30)
LMC Director position eliminated and a para position
staff is at the HS/MS LMC
Secure school environment Monitor security system for
effectiveness
Ongoing, carried over
Provide adequate technical support Technology department will seek out
and engage in staff development
opportunities that lead to additional
industry certification and assist the
district in maintaining a safe/secure
network.
A network manager was hired with CCNA and MCSA
(2/4 courses). Bonuses awarded based on certifications
Staff needs to be aware of district’s
tech plan, mission and vision.
Develop district-wide awareness of
technology mission and vision by
reviewing technology mission/vision
TAGLIT survey results show that the technology plan
awareness among teachers is between progressing and
emerging with a score of 2.34. This strategy will be carried
over to next plan
Interactive communication with
community at large.
Encourage community use of email
via the website. Research possibility
of a forum link
SharePoint website created and teachers are posting home
work. There is a wealth of information for parents and
students. This strategy is carried over to next plan because
we are researching easy-to-use web-publishing software in
place of SharePoint.
Staff development activities and
resources specific to the emerging
technology vision are needed.
Covered in technology committee
monthly research.
In progress. As previously stated, a monthly newsletter is
now being published by the technology integrationist.
52 | P a g e
Improve staff proficiency with
technology already at their disposal.
Search for materials is part of Tech
committee monthly research charge
In progress. ENTIC project
Review telecommunications VOIP implementation Ace communication selected as vendor for 2012
implementation of VOIP, subject to Erate funding. Carried
over.
Virtualization of servers to increase
capacity
Microsoft’s free version of the
HyperV servers implemented instead
of VMware
Complete.
53 | P a g e
Technology budget 2013-15:
L Fd Org Pro Crs Fin Obj Description 12-13
Budget
13-14
budget
14-15
Budget
100s-
200s
HR Costs $161,882 $166,738 $171,741
E 01 005 605 000 000 311 Prof&tech Services $6,500 $6,825 $7,166
E 01 005 605 000 000 320 Communication/Phone $2,280 $2,348 $2,419
E 01 005 605 000 000 350 Repairs&maint Serv $5,200 $5,200 $5,200
E 01 005 605 000 000 366 Travel $1,000 $1,000 $1,000
E 01 005 605 000 000 401 General Supplies $2,000 $2,000 $2,000
E 01 005 605 000 000 430 Instruct Supplies $300 $300 $300
E 01 005 605 000 000 435 Contract/Software
Licensing
$42,345 $43,615 $44,924
E 01 005 605 000 302 530 Equipment Purchased $25,000 $25,000 $25,000
54 | P a g e
E 01 005 605 000 302 580 Principal On Capt.
Lease
$66,082 $66,082 $66,082
E 01 005 605 000 302 581 Interest on Capt.
Lease
$2,977 $2,977 $2,977
E 01 005 605 000 342 311 Prof & Tech Services $3,000 $3,090 $3,183
E 01 005 605 000 342 520 Building Acquisition $8,333 $8,583 $8,840
Total Technology
Budget
$326,899 $333,759 $340,832
55 | P a g e
Optional Links:
District Website is located at www.isd300.k12.mn.us
Link to Acceptable Use Policy located at
http://www.isd300.k12.mn.us/About_US/_layouts/WordViewer.aspx?id=/About_US/Policie
s/Internet%20Accpt.%20Use%20and%20Safety.Pol.doc&Source=http%3A%2F%2Fwww%2Ei
sd300%2Ek12%2Emn%2Eus%2FAbout%5FUS%2FPolicies%2FForms%2FAllItems%2Easpx%3F
Paged%3DTRUE%26p%5FSortBehavior%3D0%26p%5FFileLeafRef%3DImmunization%2520R
eq%252eSample%2520A%252ertf%26p%5FID%3D217%26PageFirstRow%3D91%26%26View
%3D%7BC8276666%2D7DB1%2D4BE0%2DAEEC%2D69D6D7AD14F8%7D&DefaultItemOpen
=1
Link to job descriptions can be found at
http://www.isd300.k12.mn.us/About_US/Job%20Descriptions/Forms/AllItems.as
px
Mission statements and commitments can be found at
http://www.isd300.k12.mn.us/Documents/Mission-Commitments.aspx
District technology steering committee link is located at
http://www.isd300.k12.mn.us/DIST_TECH_STEER/default.aspx
56 | P a g e
Appendix A
DISTRICT MISSION AND VISION
Mission Statement
La Crescent-Hokah School District is an innovative educational system designed to prepare all
learners to thrive in an ever-changing, global society.
Lancer Commitments
1. Challenging all learners to succeed considering their unique potentials.
2. Ensuring effective learning environments for all learners.
3. Preparing all learners to be ready for success in school.
4. Assisting all learners in making healthy lifestyle choices.
5. Fostering collaboration and shared accountability.
6. Providing professional staff development activities that reflect best practice.
7. Providing educational facilities and operations conducive to effective learning.
8. Improving communications and relationships between school, home and community.
9. Being at the forefront in the use of technology.
10. Maintaining fiscal integrity.
57 | P a g e
APPENDIX B
District Staff Development: ENTIC Program-9
(Educational Technology through Integration and Collaboration)
ENTIC-9 is now open. ENTIC is La Crescent-Hokah’s answer to how to support teachers as they integrate technology into
the curriculum, develop teacher technology competencies and ultimately develop student technology skills. Student curriculum
needs will drive technology use, and personal implementation plans will be developed based upon teacher needs and personal
goals for the betterment of student technology skill development.
In addition to applying individually, if a team would like to apply for ENTIC, one application can be made on the behalf of
the entire group. However, each individual in the application must commit to completing all of the criteria for their program
(First time, Veteran).
If you have already been a part of the ENTIC program, please go to the second page for a description of the
Veteran ENTIC program.
2012-2013 School Year (First year of first time participants)
1. 15 hours of technology training. This may occur outside of your contract time and it will be paid. However, it may
involve getting a substitute so support from HVED or other organizations can meet with you to provide support.
(examples include--equipment introduction; engage in technology integration training and planning focused on
integration technology into curriculum and based upon student need; prepare for a 15 minute share session)
2. Complete ethics training online.
3. Meet with integrationist and/or assistive technology specialist on a regular basis. (e.g. collaboration, Co-teaching, peer
observation)
4. Complete a pre-survey.
5. Create an implementation plan (action plan form) for year two based upon teacher needs and personal goals for the
betterment of teacher technology competencies and student technology skills. (See attached form)
58 | P a g e
6. Integrate technology into your teaching and student learning. Embed technology standard(s) into one unit per year (2
units completed by the end of the second year) and document both in curriculum mapper.
7. Create and maintain a dynamic web presence by the end of your two year involvement.
8. Give a 15 minute presentation or write a short article about teacher and/or student use of technology to enhance student
learning. Submit the article to T3 newsletter and to Houston County News.
9. Be responsible for the care and security of the equipment.
2013-2014 School Year (Second year of first time participants)
1. Maintain a coach/mentor relationship with integrationist and/or assistive technology specialist.
2. Implement plan created in year one. This plan is based upon teacher needs and personal goals for the betterment of
teacher technology competencies and student technology skills. (See attached form)
3. Analyze, evaluate and modify implementation plan as needed.
4. Create and maintain a dynamic web presence by the end of your two year involvement.
5. Complete a post-survey and reflection form.
6. Participate in formative and summative assessments (e.g. surveys) on impact of student learning as a result of this pilot.
7. Be responsible for the care and security of the equipment.
8. Failure to follow-through on ENTIC requirements will result in the forfeiture of the ENTIC products.
Veteran ENTIC Program
(Educational Technology through Integration and Collaboration)
1. Maintain a coach/mentor relationship with integrationist as it pertains to implementation of personal improvement plan
and/or learning how to use new equipment
2. Create and implement a one year implementation plan (action plan form) based upon teacher needs and personal goals
for the betterment of teacher technology competencies and student technology skills. (See attached form)
3. Integrate technology into your teaching and student learning. Embed technology standard(s) into one unit per year and
document the unit in curriculum mapper.
4. Analyze, evaluate and modify implementation plan as needed.
5. Create and maintain a dynamic web presence by the end of your two year involvement.
6. Complete surveys as requested.
59 | P a g e
7. Participate in formative and summative assessments (e.g. surveys) on impact of student learning as a result of your
work.
8. Participate in educational technology discussions related to your use of the technology.
9. Give a 15 minute presentation or write a short article about teacher and/or student use of technology to enhance student
learning. Submit the article to T3 newsletter and to Houston County News.
10. Be responsible for the care and security of the equipment.
11. Failure to follow-through on ENTIC requirements will result in the forfeiture of the ENTIC products.
Reminder: If you are a part of a team applying for ENTIC 9, one application can be sent in. However, each individual in the
application must commit to completing all of the criteria for their program (First time, Veteran). Staff and teachers also have
access to the technology integrationist on an appointment-basis throughout the day. Help is available for any technology
training need of the staff through this position or as directed to online resources. Technology training classes are also held at
different times throughout the year to provide additional support or to introduce new technologies to the staff.
60 | P a g e
ENTIC 9 2012-2013 Requests
Rubric
Scores
Name 8u P L Option 1
Cost of Option
1
Funding
Recommendation Notes
Janine Wolter 13.8 4 iPads and covers
$
2,000.00
$
3,360.00
Mary Kate Martin 14.8 SMART Board
$
3,500.00
$
3,500.00
Robyne Fritz 15 Laptop
$
600.00
$
600.00
Allison Kaatz 16.6 SMART Board
$
3,500.00
$
3,500.00
Nicole Greener 17.6 Hovercam
$
279.00
$
279.00
Barb Bjornstad 20.8
Mimio, Projector,
Mobile White board
$
1,797.00
$
1,797.00
Jane Goetzinger 18.5 Hovercam with 2 lenses
$
300.00
$
300.00
Jim Clark 12.7 4 iPads and covers
$
2,000.00
$
3,780.00
3rd grade team 18 24 iPads and flash app*
$
12,000.00
$
6,720.00
16
iPads *(app not included)
Jason Shippy 18.5
Hovercam & Grade
Central
$
378.00 0
He already has a document
camera.
Social Studies Team 15 20 iPads
$
10,000.00
$
4,200.00
10
iPads
Josh Forman 13 Projector and Hovercam
$
1,179.00
$
1,179.00
61 | P a g e
Cathy Erickson 19 2 iPads
$
1,000.00
$
880.00
Shawn Harper 14.5 6 iPads
$
3,000.00
$
2,640.00
Tena Valiska 15.5
Student Response
System
$
1,600.00
$
1,600.00
Nicole Garbers 16.6 3 iPads
$
1,500.00
$
1,320.00
Lisa Kroner 14 SMART Board
$
3,500.00
$
3,500.00
Hilary Bernsdorf 16.1 iPad--32GB
$
639.00
$
639.00
Leah Olson 13 SMART Board
$
3,500.00
$
3,500.00
Wiring in place in her
room
Merry Kocar 15.7
Desktop/laptop with
camera and microphone
for Skype
$
600.00
$
600.00
Allison Baudek 14 Hovercam
$
279.00
$
279.00
Becky Haack 18.5 Hovercam and Projector
$
1,179.00
$
1,179.00
Cyndy Reichgelt 16 Laptop and Hovercam
$
879.00
$
879.00
Kristine Lieser-Hager
2 iPads and 3 iPod
Touches
$
1,525.00
$
1,525.00
Possibly covered out of
another budget?
Total cost for all request,
option 1
$
56,734.00
$
47,756.00
62 | P a g e
APPENDIX C
La Crescent-Hokah Technology Performance Indicators/Rubrics
Level 1: Awareness: The individual does not have to possess working knowledge of a particular technology but understands its basic
use.
Level 2: Functional Use: The individual has the ability to independently begin basic use and possess a basic understanding of how
technology can be utilized in the classroom or for administration
Level 3: Application Use: The individual possesses a working knowledge of the technology and is able to integrate technology into
the classroom and/or administrative work.
Level 4: Management Use: The individual possesses advanced knowledge, is able to perform more advanced uses, manage and
provide oversight for the planning and implementation of technology operations.
63 | P a g e
APPENDIX D
La Crescent-Hokah School District WAN
64 | P a g e
APPENDIX E
Teacher Technology Competencies and Sample Skill Set Examples
65 | P a g e
Level 1 Level 2 Level 3 Level 4
Section I. Technology
and Operations
Concepts
Teacher must achieve indicated level of competency in 7 out of the 8 areas in Section I. A. Input/Output Devices
Teacher Competency
Level: 3
1.1 Can save data to a
floppy drive. 1.2
Knows how to load
paper in a printer and
recognizes when there
is a problem. 1.3 Other ________
________________
2.1 Can save data to a
jump/flash drive.
2.2 Knows how to use
the menu on the
printer to cancel a
print job.
2.3 Can burn a CD for
data storage.
2.4 Understands the
print queue, how to
access it and change
default printer.
2.5 Set up and use
mobile projector in
the classroom.
2.6 Other ________
________________
Date____________
3.1 Can use a digital
camera including
downloading pictures.
3.2 Can burn a DVD
for data storage.
3.3 Can scan pictures
or documents for use
in other files.
3.4 Can download
digital video.
3.5 Other ________
________________
4.1 Is able to install
printers and scanners.
4.2 Can troubleshoot
printing problems. 4.3
Plans for the future
printing needs of the
district.
4.4 Other________
________________
B. Productivity
Applications (word
processing, database,
spreadsheets)
Teacher Competency
Level: 3
1.1 Produce a simple
document in Word
and Excel. 1.2
Examples of
functions are copy,
cut, and paste.
1.3 Knows how to
save and retrieve
files.
1.4 Other ________
________________
2.1 Creates charts in
Excel.
2.2 In Word, is able to
create tables and
insert pictures and
clip art.
2.3 Does basic sorting
data in Excel.
2.4 Other ________
________________
Date____________
3.1 In Excel, can
create multiple-page
worksheets and move
between worksheets.
3.2 Can create
formulas and can use
functions (+, -, x, /).
3.3 Can create more
advanced document
such as newsletters in
Word.
3.4 Can use help
menu and online
resources
3.5 Other ________
________________
4.1 Serves as a
resource for district to
answer questions.
4.2 Can install and
troubleshoot district
problems with
productivity software.
4.3 Creates an Access
database for data
collection. 4.4 Can
do queries in Access
and use databases for
mail merges.
4.5 Other ________
________________
C. Graphic Utilities 1.1 Produces a simple 2.1 Adds animations Date____________ 4.1 Is able to teach
66 | P a g e
PowerPoint, Video/Audio
Production etc…
Teacher Competency
Level: 3
presentation with text.
1.2 Other ________
________________
and transitions to the
basic presentation.
2.2 Also can change
background colors.
2.3 Inserts pictures,
clip art, and United
Streaming videos
including
understanding the
linking process.
2.4 Has a basic
understanding of
Windows movie
maker.
2.5 Other _______
_______________
3.1 Makes use of the
notes page and the
pen while running a
presentation.
3.2 Can add
music/sounds
3.3 Can create a timed
presentation.
3.4 Creates movies
for classroom use
with either still
pictures or video.
3.5 Can use help
menu and online
resources?
3.6 Other________
________________
others how to be
proficient in this area.
4.2 Plans for future
implementation in the
district.
4.3 Other ________
________________
67 | P a g e
D .Smartboard and
document cameras
Teacher Competency
Level: 3
1.1 Has heard and
seen a demo.
1.2 Other _______
_______________
2.1 Is able to
participate as a
student in a classroom
using a Smartboard.
2.2 Has a plan for
how to use it in the
classroom.
2.3 Collaborates with
other Smartboard
users.
2.4 Other ________
________________
Date____________
3.1 Creates lessons
either with Microsoft
Office or the
Smartboard Notepad
to enhance a unit of
teaching. 3.2 Locate
and evaluate age-
appropriate interactive
technology resources.
Incorporates it into
existing curriculum.
3.3 Other________
________________
4.1 Is able to teach
others how to be
proficient in this area.
4.2 Plans for future
implementation in the
district.
4.3 Other________
________________
E. Network Systems
Teacher Competency
Level: 3
1.1 Understands the
concepts of a
network
connecting all
users.
1.2 Other _______
_______________
2.1 Is able to use a
variety of network
drives to access and
store data for multiple
users through shared
files.
2.2 Other ________
________________
Date____________
3.1 Demonstrates file
management on
network drives.
3.2 Demonstrates
knowledge of file
types.
3.3 Can create
shortcuts to files and
folders.
3.4Other________
________________
4.1 Is able to access
student profiles to
reset passwords.
4.2 Has management
rights to the network.
4.3 Other________
________________
F. Student Management
Systems (relative to the
requirements of teaching/
building assignment)
Teacher Competency
Level: 3
1.1 Is able to take roll
each hour.
1.2 Grades are kept
up to date.
1.3 Other _______
_______________
2.1 Knows how to
update teacher list
from the office.
2.2 Can grade either
by weighting or
points.
2.3 Keeps grades
current for parent
access via internet
2.4 Can print reports
of student grades with
or without names. Is
able to add comments
to the grades to go to
Date____________
3.1 Can generate
reports (See I. F. 2.4)
3.2 Adds categories
and assignments.
3.3 Posts grades
3.4 Other ________
________________
4.1 Can work with the
master database to
keep student
management system
current.
4.2 Serves as a trainer
for other teachers.
4.3 Other________
________________
68 | P a g e
parents.
2.5 Other ________
________________
G. Communications (email,
discussion boards, webinar,
SharePoint)
Teacher Competency
Level: 3
1.1 Answers and
sends email responses
on a regular basis.
1.2 Other________
________________
2.1 Uses more
advanced email tools.
2.2 Uses technology
tools to communicate
with staff and parents.
2.3 Can set up user
groups for ease in
emailing.
2.4 Can attach files to
emails.
2.5 Other ________
________________
Date____________
3.1 Participates as
available in a
webinar.
3.2 Participates in
teacher
communication
networks such as
blogs and discussion
boards (Moodle,
United Streaming or
Discovery Education
3.3 Other ________
________________
4.1 Is able to set up a
webinar meeting. 4.2
Understands Share
Point and its ability to
share files and
applications with
colleagues.
4.3 Other________
________________