Educational Technology Plan for Olentangy Local SD

Transcription

1 Educational Technology Plan for Olentangy Local SD School Years: etech Ohio Certified on Jun 27, 2007 Certification Period: July 1, Jun 30, 2010 *created using the etech Ohio online Technology Planning Tool version 3.0 (TPTv3) Status: etech Ohio Certified 1 Last Updated: Jun 27, 2007

2 TABLE OF CONTENTS Pre-Planning 1.0 Establish Technology Planning Committee 1.1 Overview of TPT v3 Planning Framework 1.2 Review Current Technology Plan 1.3 Vision/Mission Curriculum Alignment & Instructional Integration 2.1 How Are You Making Ohio's Technology Standards An Official Part Of Your District's Curriculum? 2.2 How Will You Be Using Technology to Improve Teaching and Learning in English/Language Arts? 2.3 How Will You Be Using Technology to Improve Teaching and Learning in Fine Arts? 2.4 How Will You Be Using Technology to Improve Teaching and Learning in Foreign Language? 2.5 How Will You Be Using Technology To Improve Teaching and Learning In Mathematics? 2.6 How Will You Be Using Technology to Improve Teaching and Learning in Science? 2.7 How Will You Be Using Technology to Improve Teaching and Learning in Social Studies? 2.8 How Are You Teaching Students About Technology Itself? Technology Policy, Leadership and Administration 3.1 Analyzing District Education Technology Policies 3.2 Analyzing District Leadership 3.3 Technology Leader/Coordinator Time Commitments Technology Infrastructure, Management and Support 4.1 Networking, Internet & Telecommunications 4.2 Access to Technology 4.3 Stakeholder Access to Educational Information & Applications 4.4 Educational Software 4.5 Security 4.6 Technology Support and Management 4.7 Total Cost of Ownership Budget and Planning 5.0 Budget Status: etech Ohio Certified 2 Last Updated: Jun 27, 2007

3 Pre-Planning 1.0 Establish Technology Planning Committee Business Manager Community/Business Leader Curriculum Coordinator Technology Coordinator Approvers: Keith Pomeroy (Technology Coordinator/Director) Scott Davis (Superintendent) Rebecca Jenkins (Treasurer) 1.1 Overview of TPT v3 Planning Framework etech Ohio's Technology Planning Tool version v 3.0, strategically addresses technology planning in an educational organization and provides guidance in implementing technology to increase student achievement. Within this technology plan you will find the educational organization's vision and mission statements as well as a plan for the following: ODE Academic Content Standards (ACS) alignment with the ODE Technology ACS, technology integration into the curriculum, technology policy, technology leadership and administration, infrastructure and networking, and budgeting. The technology planning framework addresses 5 questions adapted from "Asking the Right Questions: Techniques for Collaboration and School Change" by Edie Holcomb. In each phase of the plan, narrative responses describe the educational organization's technology planning in the following manner: " " addresses ASSESSMENT of current status within the educational organization " " addresses GOALS for growth in various areas "" addresses PROFESSIONAL DEVELOPMENT necessary to achieve goals "How will we know we're getting there?" addresses the EVALUATION PROCESS that enables the educational organization to MONITOR PROGRESS toward the specified goals. "How do we sustain the momentum?" Addresses ORGANIZATIONAL SUPPORT, EVALUATION and REVISION processes to achieve the goals As Ohio endeavors to build more agile and effective school improvement plans, this technology plan will be an instrumental tool in fostering quality planning and managing technological changes that will impact the communities where we live. 1.2 Review Current Technology Plan To what goals and strategies does your current plan commit to advance the use of technology to enhance teaching and learning? Are any of these goals no longer relevant? What goals and strategies were met, and to what degree of success? www Please address the following as you plan for the next three years. Be sure to record your conclusions for reflection. Were there any unexpected outcomes or new needs that emerged? Which goals and strategies still need to be addressed? How will the technology committee address them? www 1.3 Vision/Mission A. Vision Our students will perform at a level that surpasses or is equal to their ability in all areas of achievement. We will promote high expectations for students in all areas: academic, artistic, physical, health, citizenship and service. In a fiscally responsible manner, we will commit the resources necessary to establish and maintain: A respectful, caring and safe environment Research-based, student focused instruction Status: etech Ohio Certified 3 Last Updated: Jun 27, 2007

4 Information-driven decision making A focused and challenging curriculum Collaboration focused on improving student learning An active partnership with parents and community B. Mission Our mission is to facilitate maximum learning for every student. Status: etech Ohio Certified 4 Last Updated: Jun 27, 2007

5 Curriculum Alignment & Instructional Integration 2.1 How Are You Making Ohio's Technology Standards An Official Part Of Your District's Curriculum? This section is a prerequisite for Sections 2.2 through 2.8 and should be considered as a separate task with a different goal. The goal of this section is to describe how your district is including Ohio Technology Standards into the distict s curriculum. Regardless whether your district calls it a "Graded Course of Study," "Curriculum Map," or something else all districts have some form of documentation that spells out what is expected to be taught. The content standards for technology should be written into these documents so they are interwoven with the content standards for math, science etc. For Educational Service Centers (ESCs), please identify how you are assisting your contracted schools in aligning their curriculum to technology standards. The academic content standards, known as curriculum, describe what to teach. Technology standards should be embedded within the content from other disciplines in order to deliver the curriculum in a highly effective and motivational way. 1. Using the grid below, please indicate the status of your district's efforts to embed Ohio's Technology Standards into the content standards for each curricular area. In the left column, "Where Are We Now?," please select "Not Started," "In Progress," or "Complete" for each curriculum area listed. In the right column, "Where Do We Want To Go? please select the school year you completed or plan to complete this process. English Language Arts In Progress Fine Arts In Progress Foreign Language In Progress Mathematics In Progress Science In Progress Social Studies In Progress Technology (specific course) In Progress Other Content Areas 2. In the textboxes below, please provide brief but comprehensive descriptions of how you are writing Ohio's Technology Standards into all of your curriculum areas. How are you measuring progress toward that goal, and how will you sustain a culture of technology integration into the future? -We will embed members of the district's technology committee on all of the curriculum mapping sessions that are ongoing every year. The district started curriculum mapping six years ago for the purpose of creating a less is more curriculum. These are now being referred to as power standards throughout the state. We continually revise these maps and by including the members of the district technology committee we can make sure that these maps include technology standards. We will be focusing our instructional technology professional development on several key areas. We will be focusing on software packages that are used to asses where students are in order to drive instruction and also focusing on communication tools that will allow teachers to generate content for students and parents. These sessions will involve after school workshops, late start curriculum days, video tutorial clips, sharing of best practices through Align (data warehouse with curriculum maps and instructional resources tied to each indicator), Sustained Professional Development (Instructional Technology working with teachers to model how technology can be integrated within the curriculum). How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. Status: etech Ohio Certified 5 Last Updated: Jun 27, 2007

6 We will use the feedback that we receive through evaluations and the beta survey to drive the direction for future professional development initiatives. We will be adding two additional licensed positions over the next three years, and we will continue to alter direction based on beta feedback. 2.2 How Will You Be Using Technology to Improve Teaching and Learning in English/Language Arts? The goal of section 2.2 is to identify the major elements of your district's plans to use technology to enhance teaching and learning in English/Language Arts at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized by the majority of your district s teachers to use technology to improve teaching and learning at the elementary, middle and secondary levels. For example, if all or most of your fifth through seventh grade English/Language Arts teachers are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, not broad-based. For example, if a high school science teacher is using simulation software to allow students to conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the Science curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in the English/Language Arts instructional process, as well as your target levels for improvement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use.5 increments such as 3.5. Current Levels of Technology Integration in English/Language Arts 1.0 Entry - Learn the basics of using new technology. 2.0 Adoption - Use new technology to support traditional instruction. 3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphics tools. 4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work, incorporating technology as needed. 5.0 Invention - Discover new uses for technology tools. Develop spreadsheet macros for teaching algebra for example, or design projects that combine multiple technologies. Pre-K K We have restructured our technology department in order to address the instructional side of technology. We have moved two existing employees to an instructional support role and have plans to hire two additional positions over the next two years. This team of individuals will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. In addition we will begin to work with teachers to use FirstClass ED to give students a Moodle, Web CT, or Status: etech Ohio Certified 6 Last Updated: Jun 27, 2007

7 Blackboard environment. We will be focusing on these tools in order to have students have 24/7 access to learning through threaded discussion/bulletin board type features, work flow, instant messaging with teachers and other students (only when turned on by the instructor. These same tools will allow us to begin to use blogging features with students as well as staff. Training will need to be in a workshops for teachers, during school workshops to train students, sustained professional development. How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, we will be monitoring this data to see the impact of these programs. This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. 2.3 How Will You Be Using Technology to Improve Teaching and Learning in Fine Arts? The goal of section 2.3 is to identify the major elements of your district's plans to use technology to enhance teaching and learning in Fine Arts at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized by the majority of your district s teachers to use technology to improve teaching and learning at the elementary, middle and secondary levels. For example, if all or most of your fifth through seventh grade Fine Arts teachers are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, not broad-based. For example, if a high school science teacher is using simulation software to allow students to conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the Science curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in the Fine Arts instructional process, as well as your target levels for improvement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use.5 increments such as 3.5. Current Levels of Technology Integration in Fine Arts 1.0 Entry - Learn the basics of using the new technology. 2.0 Adoption - Use new technology to support traditional instruction. 3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphics tools. 4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the technology as needed and as one of many tools. Status: etech Ohio Certified 7 Last Updated: Jun 27, 2007

8 5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies. Pre-K K We have a tremendous digital arts program at Olentangy Liberty and Olentangy High School, the teachers in these two buildings will be working with the Middle Schools to enhance the digital arts curriculum. These teachers have been involved in the software selection for the new middle school, and will be working closely on delayed start curriculum days to pilot these new programs in the middle school. We are also begining to focus on the ilife suite of software to enhance our Fine Arts Curriculum through the use of imovie, idvd, and Garage Band. This will be done through targeted workshops (after school) for these departments combined with sustained professional development to help model appropriate use in the classroom. How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, we will be monitoring this data to see the impact of these programs. This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. 2.4 How Will You Be Using Technology to Improve Teaching and Learning in Foreign Language? The goal of section 2.4 is to identify the major elements of your district's plans to use technology to enhance teaching and learning in Foreign Language at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized by the majority of your district s teachers to use technology to improve teaching and learning at the elementary, middle and secondary levels. For example, if all or most of your fifth through seventh grade Foreign Language teachers are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, not Status: etech Ohio Certified 8 Last Updated: Jun 27, 2007

9 broad-based. For example, if a high school science teacher is using simulation software to allow students to conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the Science curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in the Foreign Language instructional process, as well as your target levels for improvement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use.5 increments such as 3.5. Current Levels of Technology Integration in Foreign Language 1.0 Entry - Learn the basics of using the new technology. 2.0 Adoption - Use new technology to support traditional instruction. 3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphics tools. 4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the technology as needed and as one of many tools. 5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies. Pre-K N/A N/A K-4 N/A N/A We will be focusing initially on our recording technologies in foreign language. We are currently using a program called Recall Pro and we are also using Garage Band in other locations. These teachers will be working together on delayed start curriculum days with the MS/HS instructional technology person and some after school workshops. We will also be working to implement the use of electronic whiteboards in the foreign language department at our new middle school and pilot the use in this curricular area. How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, we will be monitoring this data to see the impact of these programs. This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. 2.5 How Will You Be Using Technology To Improve Teaching and Learning In Mathematics? Status: etech Ohio Certified 9 Last Updated: Jun 27, 2007

10 The goal of section 2.5 is to identify the major elements of your district's plans to use technology to enhance teaching and learning in Mathematics at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized by the majority of your district s teachers to use technology to improve teaching and learning at the elementary, middle and secondary levels. For example, if all or most of your fifth through seventh grade Mathematics teachers are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, not broad-based. For example, if a high school science teacher is using simulation software to allow students to conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the Science curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in the Mathematics instructional process, as well as your target levels for improvement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use.5 increments such as 3.5. Current Levels of Technology Integration in Mathematics 1.0 Entry - Learn the basics of using the new technology. 2.0 Adoption - Use new technology to support traditional instruction. 3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphics tools. 4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the technology as needed and as one of many tools. 5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies. Pre-K K We will work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island) in the are of mathematics. The instructional team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. The insturctional team will also be working with the middle school and high school teachers to start to pilot the use of electronic white boards on a limited basis to start to combine the use of our video streaming and the Align project (Curriculum Resources) in order to measure the benefits of using this technology within mathematics. This will be done through after school workshops and sustained professional development. How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, Status: etech Ohio Certified 10 Last Updated: Jun 27, 2007

11 we will be monitoring this data to see the impact of these programs. This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. 2.6 How Will You Be Using Technology to Improve Teaching and Learning in Science? The goal of section 2.6 is to identify the major elements of your district's plans to use technology to enhance teaching and learning in Science at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized by the majority of your district s teachers to use technology to improve teaching and learning at the elementary, middle and secondary levels. For example, if all or most of your fifth through seventh grade Science teachers are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, not broad-based. For example, if a high school science teacher is using simulation software to allow students to conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the Science curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in the Science instructional process, as well as your target levels for improvement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use.5 increments such as 3.5. Current Levels of Technology Integration in Science 1.0 Entry - Learn the basics of using the new technology. 2.0 Adoption - Use new technology to support traditional instruction. 3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphics tools. 4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the technology as needed and as one of many tools. 5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies. Pre-K K The science teachers continue to push the uses of technology and the restructuring of technology will allow us to focus in and support their efforts. The science teachers are pushing the most effective uses of electronic white boards we have seen, we will work with them through after school sessions, delayed start curriculum days, and sustained professional development to spread these uses of electronic white boards. Status: etech Ohio Certified 11 Last Updated: Jun 27, 2007

12 We are also working on a project using Ubuntu Linux to refurbish older machines and provide more science classroom computers that will allow them to use the probes that are in our high schools and have them report information out to the web services that these science departments are using. We are piloting this at Olentangy Liberty High School, and if this is successful then the instructional team will be working with server and desktop design and support to place more machines in all high school science classrooms. The instructional group will then be working with the science teachers in after school training sessions to use this new equipment. How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, we will be monitoring this data to see the impact of these programs. This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. 2.7 How Will You Be Using Technology to Improve Teaching and Learning in Social Studies? The goal of section 2.7 is to identify the major elements of your district's plans to use technology to enhance teaching and learning in Social Studies at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized by the majority of your district s teachers to use technology to improve teaching and learning at the elementary, middle and secondary levels. For example, if all or most of your fifth through seventh grade Social Studies teachers are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, not broad-based. For example, if a high school science teacher is using simulation software to allow students to conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the Science curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in the Social Studies instructional process, as well as your target levels for improvement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use.5 increments such as 3.5. Current Levels of Technology Integration in Social Studies 1.0 Entry - Learn the basics of using the new technology. 2.0 Adoption - Use new technology to support traditional instruction. 3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphics tools. Status: etech Ohio Certified 12 Last Updated: Jun 27, 2007

13 4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the technology as needed and as one of many tools. 5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies. Pre-K K We will be focusing mainly at the middle and high school level on using the FirstClass Ed package to create access to extend the curriculum to 24/7 access. This will allow us to generate a space for student to research information and debate topics in an environment that extends their learning using twenty first century skills. The workflow capabillities, threaded discussion, and instant messaging features will allow us to extend learning and meet digital natives where they are. This will allow us to focus on writing across content areas. This will require after school training, but a significant amount of sustained professional development for the teachers in order to make sure the tools are used effectively. How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, we will be monitoring this data to see the impact of these programs. This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. 2.8 How Are You Teaching Students About Technology Itself? The goal of Phase 2.8 is for district technology planning staff to describe your district's efforts to teach students what they need to know and be able to do in order to meet Ohio's technology content standards. IMPORTANT NOTE: Phase 2.8 is about technology as its own academic content standard and focuses on specific technology courses. Phase 2.8 is the place to indicate what technology instruction you are offering at the elementary, middle and secondary levels. Examples of these "pure technology" courses would include, but are not limited to: career technology, library media, keyboarding, multi-media or digital video production, web page authoring, network administration, etc. Status: etech Ohio Certified 13 Last Updated: Jun 27, 2007

14 As you are considering how you will teach the technology academic content standards, consider reviewing your Comprehensive Continuous Improvement Plan (CCIP) goals and strategies. Activity Using the Apple Classroom of Tomorrow (ACOT) Scale and the grid below, indicate your school's current level of effective technology integration specifically concerning technology courses, as well as your target levels for improvement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use.5 increments such as 3.5. Instructional Integration 1.0 Entry - Learn the basics of using the new technology. 2.0 Adoption - Use new technology to support traditional instruction. 3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphics tools. 4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the technology as needed and as one of many tools. 5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies. Pre-K K The team of instuctional technology individuals will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. How will we know we're getting there? We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, we will be monitoring this data to see the impact of these programs. This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. Status: etech Ohio Certified 14 Last Updated: Jun 27, 2007

15 Technology Policy, Leadership and Administration 3.1 Analyzing District Education Technology Policies Awareness - Policy is not in place; little or no understanding of importance of policy Adoption - Traditional policies are in place; lack of consistent use Exploration - New/updated policies are being researched Transformation - Policies support high performing learning environments A.Electronic network linking district with other stakeholders for information exchange, collaboration and distance education B.District wide program providing data or administrative systems to schools (e.g., fiscal databases, student assessment results) C.Technology-related facilities design, equipment and software Exploration Adoption Exploration How do we get there? The district is working on several plans of action to address these uses of technology; Transformation Exploration Exploration D.Technology acquisition and standards Exploration Exploration E.Research and evaluation of educational Adoption Adoption technology initiatives F.Development and dissemination of Adoption Adoption educational technology devices, applications and approaches G.District funding for educational technology Adoption Adoption H.Equity and access to technology Adoption Exploration 1. We are in the process of creating a portal for parents that is to be released in August of This will give parents access to class list information, transportation information, food service account information, and library information. The district will then add additional information over the next three years as we work to identify the information we want to share with parents. 2. The district continues to add features to our data warehouse. We are currently working on a project to roll out a feature called Align. This resource not only gives teachers and administrators access to data on their students, but also gives them access to resources to connect resources to our curriculum maps (lessons, videos, books, audio, etc.). 3. We are working to adjust our in house electronic elementary grade card as there are continual adjustments to our standards based reporting system. How do we know we are getting there? We will be using our project planning software to set clear timelines for each of these projects. We will monitor our timelines and also work with Technology Acquisition Committee to continually asess satisfaction and changes to be made to the district portal. This committee will be working to decide what additional information should be in the portal and help us develop a satisfaction survey to help determine effectiveness of the district portal. How do we sustain the focus and momentum? This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we Status: etech Ohio Certified 15 Last Updated: Jun 27, 2007

16 offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. We will be analyzing the instructional practices as we begin to focus on the instructional side of technology. We will continue to focus on aligning our instructional practices to meet our curriculum maps. The instructional positions that we are adding over the next two will continue to adapt strategies based on all of the data we have available 3.2 Analyzing District Leadership Awareness - These administrators do not use technology. An expectation to use technology with students and staff is not expressed nor do the administrators support the staff in the use of technology. Adoption - Administrators have access to technology but don't use it on a comprehensive basis. Educators in the building are expected to use the technology but not in a powerful way to improve student achievement. Leaders support staff in developing technology skills. Exploration - Leaders encourage and support educators in the use of technology, but the use may not be pervasive throughout the system. Administrators use technology and see some benefit. Transformation - Leadership provides strong vision encompassing all aspects of educational technology. Technology is vital to administrators and is utilized in innovative ways on a daily basis. Administrators fully understand how to use the tools effectively in the classroom and to manage education. A.Instructional leadership, assessment and Adoption Exploration curriculum B.Competencies/Standards (e.g. ISTE NETS- Adoption Adoption A) C.Advocacy for technology Adoption Exploration D.Measures and accountability for effective Adoption Adoption use E.Role model in the use of technology Adoption Adoption F.Professional development Adoption Adoption G.Support for educational technology Adoption Adoption H.Professional practice Adoption Adoption How do we get there? In order for our administrators to move forward systematically we nee to send clear message that technology will be used to achieve our core mission to facilitate maximum learning for all students. We will be working with the Data, Research, and Accountability department to use the assessment tools (NWEA and Study Island) and data warehouse to work with administrator to analyze and interperet data in order to guide instruction and intervention. We will then work with Principals to have them facilitate use of these assessment tools and the data to drive instruction with their staff. How do we know we are getting there? Progress Monitoring; 1. Evaluations for feedback from Principal training sessions 2. Evaluations from teacher training on use of assessment packages and use of data to drive instruction 3. BETA survey data 4. Annual review of the technology plan by the Distruct Technology Committee How do we sustain the focus and momentum? 1. Professional Development- Continue to work with Data, Research, and Accountability to provide training for Principals through our regular administrative meetings. Then work with Principals to train teachers as part of late start curriculum days, after school training, and through release time. 2. Revision- Using feedback from evaluations and monitoring student achievement will allow us to revise both our training for Principals and our training for teachers. Status: etech Ohio Certified 16 Last Updated: Jun 27, 2007

17 3.3 Technology Leader/Coordinator Time Commitments We have restructured our technology department in order to better align the services we provide to the district. We will now have team leaders in the following four areas; communications (network infrastructure/ /all communication platforms), database development and administration, server and desktop design and support, and instructional technology. As we restructure we are centralizing all of our technology specialist positions (middle and high school), which will allow us to be far more proactive from a central standpoint than we have been able to be in the past. We have the remote infrastructure in place to allow us to change the way we function significantly. This change will allow us to become more focused on our strategic planning and professional growth as a group to try to blend the operational and instructional sides of technology. This will allow us to bridge the gap that is often missed in school districts, there is often a major focus on the operational side of technology or too much focus on the flash and excitement of technology. We hope to use this restructuring to focus in on having the operational side support the teaching and learning that is the primary goal of every learning institution (without placing all relevance on the teaching rather than the evidence of learning). How will we know we are getting there? We will be analyzing both the operational and instructional sides to see if our efforts are working. The following items are examples of strategies that we are implementing and will be assessing the uses over the course of the next three years; Operational -Portal to share student information with parents (to be in place in August of 2007). We will be assessing the amount of logins and survey feedback from parents about the usefulness of the portal. We plan to slow release features within the portal over the first two years of implementation of the portal. -Rapid Web Designer for teachers and administrators- we will be bringing all staff under one umbrella for web development. We have used blogs, teacherweb, and Build Your Own Website in the past for staff websites to communicate with parents. We will be able to provide all of the features of these other systems (including RSS feeds) in this one solution while providing a consistent look and feel to our website. We will assess the effectiveness of this implementation by tracking the growth of use of the tool. We will be able to track the number of staff sites that are actively being used through this software installation. Instructional Strategic/Project/Action Planning 15% 25% Acquisitions/Procurement 10% 10% Deployment/Implementation of Technology 15% 5% Maintenance & Repair 5% 0% End-user Technical Support & Training 5% 5% Curriculum Alignment & Instructional 5% 15% Integration Fiscal Management/Grant Applications 15% 5% Superintendent Cabinet/Executive/Board 5% 5% Meetings Tech Staff Development & Management 15% 20% Policy Development, Monitoring & 5% 5% Enforcement Evaluating New/Emerging Technologies 5% 5% Other 0% 0% Total 100% 100% Status: etech Ohio Certified 17 Last Updated: Jun 27, 2007

18 We will be using the number of technology related professional development sessions offered, evaluations from these sessions, and the beta survey in order to evaluate if the professional development is having an impact. We will be comparing our beta survey results from previous surveys to compare current opinions of teachers in the district. These beta results were used during our performance audit in 2005, and we will be able to compare results to see if our efforts are generating any progress in the use of these tools. We will also be monitoring student achievement through the assessment packages that we have put in place, we will be monitoring this data to see the impact of these programs. Instructional Technology This team of instructional technology positions will be working to provide professional development offerings that focus on the core skills that teachers need in order to use technology for their own practice and work with buildings to start to use the tools that have been put in place for assessment and achievement purposes (NWEA and Study Island). This team will then be able to begin to work in a sustained professional development model to support teachers integrating technology tools within their curriculum, both offering workshops and working side by side in the classroom with teachers to help model and support use of technology tools. We will be using feedback from evaluations and the BETA survey in order to drive our ongoing initiatives as we offer professional development, and we will also be evaluating the assessment packages and adjusting approaches and/or programs based on the results for students combined with feedback from staff. Operational Technology -Portal to share student information with parents (to be in place in August of 2007). We will be assessing the amount of logins and survey feedback from parents about the usefulness of the portal. We plan to slow release features within the portal over the first two years of implementation of the portal. -Rapid Web Designer for teachers and administrators- we will be bringing all staff under one umbrella for web development. We have used blogs, teacherweb, and Build Your Own Website in the past for staff websites to communicate with parents. We will be able to provide all of the features of these other systems (including RSS feeds) in this one solution while providing a consistent look and feel to our website. We will assess the effectiveness of this implementation by tracking the growth of use of the tool. We will be able to track the number of staff sites that are actively being used through this software installation. We will continue to evaluate and adjust our systems while adding additional systems as we see the necessity. We continue to grow and change our systems based on the needs and feedback of staff in the district. Status: etech Ohio Certified 18 Last Updated: Jun 27, 2007

19 Technology Infrastructure, Management and Support 4.1 Networking, Internet & Telecommunications This section is designed to speak to the network/telecommunications infrastructure necessary to support the technologies in use by the district for administrative and instructional computing. These uses range from EMIS reporting, shared administrative applications, video on demand (VOD), voice over IP (VoIP) telephony, thin client server access, Internet research and others. With a wide range of new, converging or expanding services relying heavily on a converged network, capacity planning is imperative to the success of subsequent strategies that use the network. For example, a network using thin client connectivity to servers, with heavy Internet access, file and print services, as well as voice over IP, will need careful network capacity planning to introduce video streaming technologies. ACTIVITY 1: Complete the portfolio of network services and telecommunications services provided. Indicate any changes that you plan to introduce.use the following scale in answering " " - None - This technology does not currently reside on the network. - Some - There are pieces of this technology residing on the network. It does not exist in all buildings or only in certain places. - Many - This technology is pervasive throughout the district and/or building. Use the following scale in answering " to go - Decrease -We plan to decrease this technology on the network. - No Change - We plan to maintain the level of technology on the network. - Researching - We are investigating if we want to implement this technology on the network or if we want to increase or decrease this technology on the network. - Increase - We plan to increase this technology on the network. Thin/Network Clients None No Change File and Print Sharing Many No Change Internet Traffic Many No Change Video Conferencing (IP) Some Increase Video Conferencing (ATM) None No Change Video On-Demand (local building/district None Researching server) Video Streaming (Internet) Many No Change Voice Communications - Voice over IP Many No Change Voice Communications - Centrex/PBX None No Change Remote Access (Dial-up/VPN) to School Some Researching Resources Wireless Some Increase Many Increase Enterprise/Shared Applications (e.g., online grade book) Many Researching <b>activity 2:</b><br> Discuss the impact of the network and telecommunications services activity above on the bandwidth requirements of the LAN, WAN and Internet connection. Record the impact on bandwidth below. Status: etech Ohio Certified 19 Last Updated: Jun 27, 2007

20 LAN Bandwidth WAN Bandwidth Internet Bandwidth Telephone Circuits We have gone through several large projects over the past two years to create a fiber WAN and install an IP telephony solution. We continue to assess and review new options with the increased bandwidth in place. We are currently using the United Streaming product to stream content based video to the classroom. We are analyzing the Video Furnace product to see if these are capabilities we want to add for instructional reasons as we open a new high school in the school year. The Instructional group will work closely with the district technology committee (technology department chair positions) to analyze these technologies and adjust based on the needs assessed. This group will be working directly with teams of teachers to focus our professional development and revise our practices based on feedback from these sessions. We continue to assess what technologies will address our core mission of facilitating maximum learning for all students and will make decisions based on that lens. How will we know we are getting there? We will continue to communicate information out to all staff through the conferencing features within our system (FIrstClass). The instructional group will use these features to present more and more information and support out to staff (i.e. video tutorials, documentation, quick tips, FAQ's). We will continue to monitor our progress using the project management tools that we have put in place and the feedback we receive through our online surveying tools and feedback from professional development sessions. We will monitor our progress based on the goals that we have established and the feedback that we receive from staff. We will monitor our benchmarks as part of our departmental continuous improvement plan, but we will also monitor using the assessment tools that we have put in place (JobPro Central, Quask-online surveys, TAPS). We will use data from these systems to assess and revise. 4.2 Access to Technology What is the current impact? No Changes No Changes No Changes No Changes None - This technology does not exist in the building(s) and/or district. Some - This technology is in the building(s) and district, but there are only a few in each location. Pervasive - This technology is an integral part of the building(s) and/or district. Computer to Teacher Ratio (1:n) 1:1 1:1 Computer to Student Ratio (1:n) 1:4.5 1:4.5 Peripherals (e.g. scanner, digital camera) Some Some Emerging Technologies Middle adopter Middle adopter Assistive and adaptive hardware (e.g. Intellikeys, Alpha Smart) and specialized software Some Some Currently each teacher has one machine in their classroom that they use. We are considering laptops for teachers at the elementary level. Our student to computer ratio has continued to remain at an acceptable level, although many of these machines are located in computer labs accessible by multiple grade levels. We are considering some laptop cart installations mainly based on space constraints and possibly moving computers out of computer labs into Status: etech Ohio Certified 20 Last Updated: Jun 27, 2007

21 classrooms in order to gain more instructional space. The level of peripherals varies by building often based on when the building was constructed. We need to continue to monitor parody in the district to maintain equitable access to technology. As the fastest growing district in Ohio, this is a continual challenge to maintain existing facilities as we are adding new buildings each year. We will continue to monitor emerging technologies, but because of budget constraints and a conservative approach of not wanting to be on the "bleeding" edge we will tend to be a middle adopter at best. We want to make sure that the technology will impact our core mission, and this takes time to prove. How will we know we are getting there? We will continue to monitor our access to technology by monitoring building populations in comparison to the number of pc's in order to maintain equity. We will revise the number of pc's based on the number of students. We will continue to analyze our replacement schedule and look for alternate options for this as the number of pc's to be replaced grows rapidly with our continued growth in number of buildings in the district. We will consider options such as leasing in order to make replacement dollars stretch as far as possible. We have gone through a systematic process to standardize software across our buildings and we will be inventorying peripherals in order to understand if we have similar capabilities across buildings. We will then set a district standard for peripherals and set timelines to bring all buildings up to that standard as part of our replacement cycle. We will be piloting emerging technologies as we see items that we think will have an impact. We will assess the impact these technologies have and then plan timelines to extend pilot programs that are successful district wide. We will sustain focus by working with the Technology Acquisition Committee and the district technology committee to monitor parody throughout the district and to report and monitor pilot projects. We will also use these two committees to identify emerging technologies that should be targeted and piloted. We will use the instructional technology team to focus professional development and create assessment methods for all pilot projects. We will use after school sessions and curriculum days to provide professional development. 4.3 Stakeholder Access to Educational Information & Applications 1. None: Our organization does not have this type of electronic system. We maintain paper records. 2. Minimal: Our organization utilizes some electronic documents to manage these systems and processes such as spreadsheets or word processor. 3. Adequate: Our organization uses database software to manage these systems and documents. 4. Advanced: Our organization shares this type of information using industry-adopted data standards and practices (e.g. SIF, XML-Web Services or EDI). Tool Student Information Services 3 - Adequate 4 - Advanced Instructional Applications 3 - Adequate 3 - Adequate Data Analysis & Reporting 4 - Advanced 3 - Adequate Grade Book 3 - Adequate 3 - Adequate Library Automation 3 - Adequate 4 - Advanced Facilities Management 3 - Adequate 4 - Advanced Voice Telephony 4 - Advanced 4 - Advanced Human Resources & Financial Management 3 - Adequate 3 - Adequate Network Account Management 3 - Adequate 4 - Advanced Transportation 3 - Adequate 4 - Advanced Food Services 3 - Adequate 4 - Advanced Status: etech Ohio Certified 21 Last Updated: Jun 27, 2007

22 We have several processes currently taking place that will move us from adequate to advanced in the areas listed within this section. We are in the process of installing a zone integration server this summer that will allow us over the next twelve months to configure the SIF agents for our transportation, food service, and library automation systems. These systems will all be sharing information by July of We will then make connections to our Directory Services (Open Directory) so that network accounts will be handled by the Zone Integration Server (ZIS). We are also in the process of creating a portal for parents that we will roll out to parents in August of We will begining to use the connections between our systems over the next three years to present more information to parents about their children. We will be taking our elementary electronic (standards based) grade card and Teacher Assist Module (esis) and have them interface with our portal. The technologies that we are using to put the portal in place will allow us to use tools we already have to manage facilities, this will keep our total cost of ownership low since we will not need multiple software packages to run these systems. How will we know we are getting there? We have very clear timelines and benchmarks for each of these projects. We will know that we are getting there based on the project plans that we have designed. The majority of these goals will be completed in the first eighteen months of this technology plan. How will we sustain the focus and momentum? We will sustain focus by looking at how our functionality changes as our systems begin to talk to each other (SIF implementation) and as we add functionality to our portal for parents. We will sustain focus by using the Technology Acquisition Committee (Board Committee) as a sounding board for changes, modifications, and additions to the tools that we put in place for parents. We will also continue to assess our options for connecting other systems through our ZIS to keep our systems current, and begin to build SIF agents for the internal systems that we have built (XML connections using the SIF agent builder from SIFA). 4.4 Educational Software Never - When selecting educational software, this process never occurs. Rarely - When selecting educational software, occasionally this process is followed. Sometimes - When selecting educational software, we typically follow and/or incorporate this process. Always - When selecting educational software, this process is always followed and/or incorporated. Selection Processes Requirements gathering, feature/fit analysis to goal Professional development planning for end users and support personnel Criteria for evaluation developed - including alignment to ACS and curriculum Rarely Rarely Rarely Always Sometimes Sometimes Evaluation of demo copies Sometimes Always Implementation pilots Sometimes Sometimes Replacement cycle (upgrade, retire, new) Rarely Sometimes System requirements / technical and operational support Sometimes Always We have restructured our technology department in order to address the instructional side of technology. We have moved two existing employees to an instructional support role and have plans to hire two additional positions over the next two years. We have developed a process for software approval but have not followed this process consistently. This team will work with the district technology committee and the building technology committees to implement our Status: etech Ohio Certified 22 Last Updated: Jun 27, 2007

23 software approval process in a consistent fashion. How will we know we are getting there? We will know that we are getting there when our committees are meeting on a consistent basis. This will align our processes for software approval and will allow us to begin to budget for replacement of aging software packages. We will know that we are getting there as these budget priorities shift in order to address the software needs of many of our older buildings. We will sustain focus by making the management of these committees and meetings for the purpose of items such as software approval a written expectation of the employees in instructional technology roles. 4.5 Security 1. None: Organization does not have any of these policies or securities in place. 2. Minimal: The basic functions are present, but not all layers are addressed. 3. Adequate: The basic functions are present and all layers are addressed and integrated. 4. Advanced: The basic functions are present, all layers are addressed and integrated, and proactive monitoring with security response and forensic log analysis procedures are in place. AUP (Acceptable Use Policy) Yes Yes User Account management and network 3 - Adequate 4 - Advanced authentication policies Security zones 2 - Minimal 3 - Adequate Wireless network security policies 3 - Adequate 4 - Advanced Central log mechanism and review policy 3 - Adequate 3 - Adequate Incident response procedures 2 - Minimal 3 - Adequate Network security 3 - Adequate 3 - Adequate Host Security 3 - Adequate 4 - Advanced Data security / integrity 3 - Adequate 4 - Advanced Anti-virus software 3 - Adequate 3 - Adequate Spyware 3 - Adequate 3 - Adequate Firewall 3 - Adequate 3 - Adequate Filtering 3 - Adequate 3 - Adequate We are working on two specific projects to address security issues. We are analyzing and have been asked to take a recommendation back to the Superintendent on a network access control device that will enforce our policies. We are currently analyzing two products to determine which we will recommend. The two products are CISCO's clean access and a product called Campus Manager. Each of these products will require authentication and will run a policy check on the machines that are attempting to access your network. If the machine does not meet your policies (antivirus, spyware, etc.) the security package will try to remediate the problem. If the issue is remediated and the individual has authenticated successfully then the machine will be placed on the network. If the issue cannot be remediated or the individual has not authenticated successfully, then the machine will not be granted access to the network. We are also working with IP telephony subcontractor to create security zones within our CISCO infrastructure. We are trying to create layers of security in order to protect the integrity of our data. We will also be working with the Technology Acquisition Committee to analyze our data security measures and look for recommendations to improve security. These measures are all to be layered on top of the efforts that have been taking place as part of our Performance Audit in We were given recommendations to use the security procedures that are posted at Status: etech Ohio Certified 23 Last Updated: Jun 27, 2007

24 How will we know we are getting there? We will need to work with the Technology Acquisition Committee to set clear benchmarks for the installation and completion of these products, as well as doing an annual review with this committee of our security procedures. This committee will then make additional recommendations based on the assessment and progress of current projects. How will we sustain the focus and momentum? We will need to work with the Technology Acquisition Committee to set clear benchmarks for the installation and completion of these products, as well as doing an annual review with this committee of our security procedures. 4.6 Technology Support and Management Support Ratios (1:n) We will continue to forecast our needs based on the increases in enrollment, increases in number of systems, and the increased needs of the district. We continue to address staffing as part of our five year forcasting model, and have made revisions based on the changing needs of the district. Current increases within the five year forecast include one Technology Specialist (226 day contract), two Instructional Specialist (Teacher on Special Assignment), and one 0.5 Technology Aide contract. We will continue to track the response time for support through TAPS in order to monitor support. We have also added a random survey for staff in order to rate customer service satisfaction (this was part of our Performance Audit recommendations). How will we know we are getting there? We will be able to use the information from TAPS, our customer service surveys, and the BETA survey to track our progress in supporting the staff in Olentangy. We will continue to revise and add remote management tools based on these results to try to continually become more proactive in our approach. We will adjust staffing and support based on the data that is collected and shift resources in order to handle large projects and/or problems. We will continue to use our management tools to help us manage our day to day operations and customer service. We will continually revise based on the feedback we receive through these tools. We will use the new team structure to monitor our long term projects and goals, identify areas of need, revise goals, and identify new goals as part of our team meetings and continuous improvement process. We will continue to report our goals and progress or completion of prior goals to the Assistant Superintendent in an annual report. 4.7 Total Cost of Ownership (1:n) Support Staff to Students 1:684 1:684 Support Staff to Teachers 1:52 1:52 Support Staff to Computers 1:185 1:185 Support Staff to Buildings 1:1 1:1 Average Response Time (Days) 1 1 Service Level Agreement (SLA) No No Full-time technology coordinator/director Yes Yes (1:n) None - This factor is not accounted for in the cost analysis. Some - This factor has cursory consideration but is not a primary decision driver. More - There is deliberate consideration for this factor, but it may not always be a primary decision driver. Status: etech Ohio Certified 24 Last Updated: Jun 27, 2007

25 Extensive - This factor is always considered in cost analysis and is a primary decision driver. Process Vendor Relationships More More Procurement Plan More Extensive Specifications/Requirements/Fits Analysis More More Integration of donated time, materials or More More services Deployment/Installation plan More Extensive Initial Training and Professional Development More More Evaluation of current external support costs More More versus new purchase Loss of institutional knowledge for replaced More More systems Phase Out/Replacement cycle More More Disposal costs More More We are continually trying to improve our total cost of ownership, and as the fastest growing school district in the state we are able to address each of these areas specifically. The Technology Acquisition Committee is constantly providing feedback on how to reduce our total cost of ownership and as we make major decisions we are continually asking for feedback from this committee. Procurement-We are constantly being large numbers of equipment as part of replacements and as a part of opening buildings (We are scheduled to open five buildings in the three years of this technology plan). This has allowed us to establish relationships with vendors, but also to use the bid process in order to sustain competition. Specifications- We have standardized our equipment over the past three years and will continue to revise these standards as necessary. This has also allowed us to establish relationships with vendors to maintain our warranty work for both pc's and printers. Deployment- We have spent the last three summers analyzing the cost/benefit of outsourcing imaging and deployment. We continue to take this cost into account and revise our strategy based on the cost versus the benefit in terms of time and resources. Professional Development- We have now assigned staff to the role of instructional technology. There is an increase over the next two years of two people in this area. This will allow us to target professional development in a sustained manner. External Support Costs- We have established a matrix in response to our performance audit that will allow us to decide if a machine should be repaired or replaced. We have used this matrix for the past year and will continue to revise as necessary. Replacement Cycle- We are currently on a five year replacement cycle, but we are including an increase in these costs in a bond issue that will go to voters during the school year. Our costs continue to escalate because we continue to add buildings and as these buildings age the current dollar amount will not address the replacements in these buildings. How will we know we are getting there? We will be using our Technology Access Point System (TAPS) to track the cost of our maintenance of systems, we will be able to compare this to our contracts with vendors for our warranty work (these are no cost to the district as they are warranty work and are billed to the manufacturer of the equipment). We will be able to verify response times and effectiveness of inside and outside repair work and revise strategies as necessary. The new structure in our technology department will allow us to meet in teams (instructional, communications, database design and support, and server and desktop design and support) to set benchmarks and establish timelines for each of our projects. We use a project planning software called JobPro Central that will be used in Status: etech Ohio Certified 25 Last Updated: Jun 27, 2007

26 order to maintain our goals and allow us to revisit and revise as we begin to function under the new structure. Using the tools we have in place (JobPro Central, small team meetings) we will continually analyze and revise our strategies. We have tried to lay out over the past two years no more than six major goals that we expect to accomplish as a team. We then analyze and revise based on what we have accomplished and what we need to revise. These will be divided among the groups within the technology department, but we will be cross training within these groups to increase and sustain institutional knowledge. Status: etech Ohio Certified 26 Last Updated: Jun 27, 2007

27 Budget and Planning 5.0 Budget Sound budgeting is important for your technology plan; not only to project future spending and funding, but also to meet requirements for various private, state and federal funding opportunities. It is recommended that a representative from your treasurer s office be involved in completing this phase. Where are we Current Total Fiscal Year Network/Telecommunications Services 166, , , , ,040 Hardware 350, , , ,000 1,050,000 Student Data Administrative Systems 50,000 50,000 50,000 50, ,000 Software 272, , , , ,500 Security 50,000 50,000 75,000 75, ,000 Technology Staffing/Support 841, , ,576 1,051,576 2,854,728 Professional Development 15,000 15,000 20,000 25,000 60,000 Consumables 120, , , , ,000 Additional Total 1,865,396 1,865,396 2,015,396 2,091,476 Provide details about your budget process. How did your committee gather this data? Have you included spending amounts for planned future technology hardware, software, professional development, or other services? The items listed within the budget above are actually controlled by different departments within our school district. The personnel costs are controlled within the personnel department, and the costs for connectivity are controlled by the business department. We are expected to make decisions about hardware and software as well as consumables. We have worked hard over the past few years to reduce software costs for district systems in order to create capacity and budget space to focus on the instructional side of technology. We will continue to lobby for the budget items that are necessary through the districts established budgeting process. We will also continue to shift priorities as we complete projects and are able to focus funds to accomplish other long term goals. Status: etech Ohio Certified 27 Last Updated: Jun 27, 2007