Pennsylvania Department of Education

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1 Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Educational Technology Report Wednesday, August 31, 2011 (Last Approved: Tuesday, March 17, 2009) Entity: Marion Center Area SD Address: Route 403 Hwy N PO Box 156 Marion Center, PA Phone: (724) Contact Name: Frank Garritano

2 Mission The mission of the Marion Center Area School District is to serve the community by challenging and educating all students to be responsible and productive citizens of a global society. Vision The Marion Center Area School District will be recognized as an innovative learning community where students will be educated as leaders in the areas of academics, arts, athletics, character, citizenship, and vocational skills. To accomplish this vision our district will: 1. Articulate clear curriculum and academic goals for all students. 2. Provide teachers and students with current resources and tools. 3. Ensure all children are included and can learn through recognition, intervention and adjustment. The use of proactive professional training, analysis of assessment data, and a continuous improvement approach to education are our district's keys to success. Incorporating strategies such as flexible grouping, crossgrade placements, traditional learning, alternative learning, distance learning, differentiated instruction, and other innovative strategies incorporating advanced technology (i.e. classrooms for the future grant), to meet the educational requirements of individual student needs enabling our district to maintain a flexible, adaptive learning organization focused on the future.. Shared Values The following shared values will continue to strengthen and focus the Marion Center Area School District to providing outstanding opportunities for our students. We believe: 1. Students must be educated in an atmosphere of mutual respect. 2. Educational opportunities include academic subjects, arts, athletics, character, citizenship, technology and vocational skills. 3. Lifelong learning is imperative for one to succeed in the global economy. 4. A challenging curriculum, effective instruction and rigorous academic standards are essential to preparing students for the future. 5. Open lines of communication between the staff, student, home and community are necessary. 6. Multicultural awareness and tolerance are critical to maintaining a respectful and safe learning environment. 7. Technology must be incorporated into the PreK12 educational experience.

3 8. The school district is an integral part of the community. 9. Parents are partners in their child s education. 10. All relationships should foster good character and citizenship. Needs Assessment Reflections AYP and Subgroups Strength Concern Last Modified: 7/7/2011 MC's AYP data for 2010 reveals both strength and concern. To date, the district has made AYP in Reading and Math overall and in the subgroup areas of IEP and ED. However, in 2010, it was only because of "special provisions" that the district made AYP in those two subgroups. That, in combination with the increasing percentage targets for Reading and Math from 2012 to 2014, create an urgency that has not captured the faculty's thinking in the past. The other concern is that the ED population is almost more a concern than the IEP subgroup. Without the mandates for adapting instruction that come with the IEP students, the ED students will depend on instruction that individualizes and differentiates for them in the absence of a mandate. This means professional development of teachers as to how to differentiate instruction, and as to how to adjust instruction in response to formative assessments, is critical to the district over the next three years. The spring 2011 staff needs assessment shows 81 out of 104 teachers identified some level of moderate to high need in learning how to work with diverse learners. The district took a step in a positive direction through its professional development planning process by creating a professional development vision (chart) to guide its activities to help teachers. Data, aligned instruction and assessment, and improved instructional strategies are key parts of that vision. Identified High Priority Cause: Continued achievement of AYP goals, to include the IEP and Ed subgroups, is a high priority. It will require a true "systems" approach to improving student achievement. Strong effort is needed to create curricula that are standardsaligned from instruction to assessment to interventions and resources used. We must use systemwide data teams and must get the achievement and growth data into the hands of the teachers and counselors, and we must help them to learn how to use the data to inform instruction daily. If we can put in place and maintain a standardsaligned system that believes every child can learn, and if we provide appropriate professional development for our teachers, we should see improved results for all students. Concern Last Modified: 7/8/2011 The subgroup data, in combination with increasing AYP targets, creates urgency for professional development in differentiation of instruction. View for 2011 Reflection Strength Last Modified: 7/13/2011 MCASD has, as of its 2010 achievement data, shown success with its students. Part of this is because of the instructional program, which includes effective supportive technology for both instruction and for data management. As the instruction becomes

4 more focused and more differentiated, the role of technology for instruction and information management will continue to grow. The 2011 needs assessment of the professional staff indicates its recognition that it must seek knowledge and skills related to educational technology. Raw data for 2011 achievement results shows emerging needs particularly related to closing the gap for the special education and economically disadvantaged student subgroups. This will necessitate better information management, more differentiation of instruction and assessments, and access to virtual resources more than ever. The Educational Technology Plan, particularly in current budgetary constraints, must be highly aligned to instructional goals. That being said, our district must not allow budgetary constraints to hamper technological progress as it relates to the instructional and information management systems. What developments in technology have emerged that you can take advantage of to improve education for your school or community? Virtual Servers and Desktops Wireless Laptop Computer Labs School Messenger Auto Call System Interactive Whiteboards Virtual Learning Environment PODcasting and VODcasting Moodle Blogging Student Response Systems Distance Learning/Hybrid Content Classes Webbased student information systems accessed online by parents and students PowerSchool

5 How do you identify potentially useful new technologies (e.g., attending conferences, reading publications, and networking with peers)? Conferences Training Peers and colleague Research Testing and experimentation Arin Consortium PDE Recommendations What strengths and areas for growth, related to technology, have been identified by staff, students or parents? (utilize district and community wide staff, student and parent/community member surveys) Strengths of the district Strength: During the years our high school received several grants. We equipped nine classrooms with student laptops, whiteboards, teacher computers and received professional development for each teacher to use the technology to directly impact student instruction and learning. Strength: Twelve years of continuous technology usage by staff and students Strength: Districtwide technology standards and Professional Education Plan that values technology education for faculty through jobembedded opportunities

6 Strength: Experienced and competent technology staff Strength: Strong network infrastructure including campus wide wireless Strength: Supportive School Board appropriately budgeting to maintain a quality technology program Areas for Growth Need for enhanced training and professional development in use of classroom tools such a white boards/smartboards, virtual resources, OnHands for instructional and informational systems management; established cycles for educational technologyrelated updates for departments Inequity of technology access for students outside of school Varying and inconsistent methods of communicating with stakeholders Information to compile this needs assessment has been obtained from the following sources: MCASD Strategic Plan and surveys to the students and community Spring 2001 Professional Development Survey Needs Assessment Research of current trends and practices Ideas shared by students, staff, peers, colleagues Assessment of vision achievement by the district technology department and administration

7 PSSA scores and local assessments Goals and Strategies Goal: IMPROVE SCHOOL ENVIRONMENT AND CULTURE Description: Create a supportive environment that cultivates a student's sense of belonging, ownership of learning, and recognition as a unique and significant individual. Strategy: Continue to Enhance the Regional Wide Area Network Description: Maintain the WAN/LAN lines in the most efficient, costeffective method available to the school district. Activity: Participate in IU 28 training to enhance student literacy. Description: Continue to develop key concepts for the development and use of the WAN network to enhance student access to technology resoures on the world wide web. Person Responsible Timeline for Implementation Resources None Selected Start: 1/1/2009 Finish: Ongoing Goal: IMPROVE STUDENT ACHIEVEMENT Description: Our district will use data and research to improve student achievement by actively focusing on every area of our district's curriculum and continuously improving our methods of teaching based on meeting all students needs. Strategy: Science

8 Description: Improve the materials and technology available to enhance science curriculum and student learning. Activity: Science Technology Integration Description: Train teachers in researchbased practices that support the integration of technology in science. Person Responsible Timeline for Implementation None Selected Start: 8/22/2008 Finish: 9/4/2013 Resources Professional Development Activity Information Number of Hours Per Session Total Number of Sessions Estimated Number of Per School Year Participants Per Year Organization or Institution Name Marion Center Area School District Type of Provider School Entity Intermediate Unit Provider s Department of Education Approval Status Approved Knowledge and Skills Research and Best Practices Provides teachers with the skills Best practices as noted in to think and plan strategically, the "National Educational ensuring that assesments, Technology Standards for curriculum, instruction, and Students" teaching materials for struggling students are aligned to standards set forth by the state. Designed to Accomplish For classroom teachers, school counselors and education specialists: Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroombased assessment skills and the skills needed to analyze and use data in instructional decisionmaking. Empowers educators to work effectively with parents and community

9 partners. For school and district administrators, and other educators seeking leadership roles: Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania s academic standards. Provides leaders with the ability to access and use appropriate data to inform decisionmaking. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Educator Groups Which Will Participate in this Activity Role Grade Level Subject Area Classroom teachers Early childhood Science and Technology Other educational (prekgrade 3) specialists Middle (grades 68) Elementary (grades 25) High school (grades 912) Followup Activities Team development and sharing of contentarea lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans Portfolio

10 meet varied student learning styles Peertopeer lesson discussions Lesson modeling with mentoring Date Comment 7/7/2011 Part of upcoming science curriculum cycle 7/7/ science curriculum cycle Strategy: Technology Integration Description: Provide data based research and technology support for all classroom teachers. Identify and employ technology in the science classroom which is authentic in its application. Activity: Professional Development in Technology Integration Description: Provide training to teachers in the application of researchbased practices that support the integration of technology as an instructional tool. Person Responsible Timeline for Implementation None Selected Start: 8/22/2008 Finish: 6/4/2013 Resources Professional Development Activity Information Number of Hours Per Session Total Number of Sessions Per School Year Organization or Institution Name Operational skill will be fostered and participants will examine successful implementation models which support the use of identified technology in ways that promote student success. Teachers will use technology effectively to make instructional decisions and offer opportunities for students to reinforce, maintain and enrich concepts, skills and processes being taught within the Type of Provider School Entity Intermediate Unit Estimated Number of Participants Per Year Provider s Department of Education Approval Status Approved

11 classroom. Teachers will respond more effectively to diverse abilities and subgroups of our student population. Teachers will be able to deliver high quality instruction which supports success for all students. Knowledge and Skills Enhances teacher content knowledg in the teachers area of certification and assignment. Research and Best Practices This is based on current state and federal goals to integrate technology into all educational curriculum to enhance student learning. Designed to Accomplish For classroom teachers, school counselors and education specialists: Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroombased assessment skills and the skills needed to analyze and use data in instructional decisionmaking. Empowers educators to work effectively with parents and community partners. For school and district administrators, and other educators seeking leadership roles: Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania s academic standards.

12 Provides leaders with the ability to access and use appropriate data to inform decisionmaking. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Educator Groups Which Will Participate in this Activity Role Grade Level Subject Area Classroom teachers Early childhood Reading, Writing, Other educational (prekgrade 3) Speaking & Listening specialists Middle (grades 68) Science and Technology Elementary (grades Arts & Humanities 25) Mathematics High school (grades 912) Geography Followup Activities Team development and sharing of contentarea lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peertopeer lesson discussions Lesson modeling with mentoring Journaling and reflecting Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans Portfolio Activity: Professional Development in Technology Integration

13 Description: Provide training to teachers in the application of researchbased practices that support the integration of technology in science. Person Responsible Timeline for Implementation None Selected Start: 10/1/2008 Finish: 6/30/2012 Resources Professional Development Activity Information Number of Hours Per Session Total Number of Sessions Per School Year Estimated Number of Participants Per Year Organization or Institution Type of Provider Provider s Department of Name Education Approval Status Marion Center Area School District Knowledge and Skills Operational skill will be fostered and participants will examine successful implementation models which support the use of identified technology in ways that promote student success. Teachers will use technology effectively to make instructional decisions and offer opportunities for students to reinforce, maintain and enrich concepts, skills and processes being taught within the classroom. Teachers will respond more effectively to diverse abilities and subgroups of our student population. Teachers will more ably deliver high quality instruction which supports success for all students School Entity Approved Research and Best Practices Best practices as noted in the "National Educational Technology Standards for Students" published by the International Society for Technology in Education are referenced by this initiative. Designed to Accomplish For classroom teachers, school counselors and education specialists: Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroombased assessment skills and the skills needed to analyze and use data in instructional decisionmaking. Empowers educators to work effectively with parents and community partners. For school and district administrators, and other educators seeking leadership roles:

14 Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania s academic standards. Provides leaders with the ability to access and use appropriate data to inform decisionmaking. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Educator Groups Which Will Participate in this Activity Role Grade Level Subject Area Classroom teachers Early childhood Mathematics Principals / asst. (prekgrade 3) principals Middle (grades 68) Other educational specialists Elementary (grades 25) High school (grades 912) Followup Activities Team development and sharing of contentarea lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans Review of written reports summarizing instructional activity Portfolio

15 Peertopeer lesson discussions Lesson modeling with mentoring Journaling and reflecting Activity: Technology Application Description: Use technology to enhance, enrich, and support students in science instruction. Person Responsible Timeline for Implementation Resources None Selected Start: 1/1/2009 Finish: Ongoing Goal: MATHEMATICS Description: To increase the school percentage of students performing at proficient or higher in mathematics, with a minimum proficiency target in compliance with Pennsylvania s AYP goals during the duration of this strategic plan, as follows : 56% proficiency from , 67% proficiency in 2011, 78% proficiency in 2012, 89% in 2013, and 100% proficiency in 2014, as evidenced by the PSSA. Strategy: Technology Description: Identify and employ technology in the mathematics classroom. Activity: Calculator and Computer Technology Description: Acquire technology in the form of materials, equipment, hardware, and software which provides both teachers and students with the tools needed to access a high quality mathematics program. Train teachers as needed to use and support use of these technologies. Person Responsible Timeline for Implementation Resources None Selected Start: 9/1/2009 Finish: 6/30/2014

16 Professional Development Activity Information Number of Hours Per Session Total Number of Sessions Per School Year Organization or Institution Name Marion Center Area School District Knowledge and Skills As appropriate to the particular technology and equipment Estimated Number of Participants Per Year Type of Provider Provider s Department of Education Approval Status School Entity Approved Research and Best Practices Designed to Accomplish Instructional materials support instruction; technology and equipment that produces the most effective learning will be pursued For classroom teachers, school counselors and education specialists: Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Educator Groups Which Will Participate in this Activity Role Classroom teachers Other educational specialists Grade Level Early childhood (prekgrade 3) Middle (grades 68) Elementary (grades 2 5) High school (grades 9 12) Followup Activities Team development and sharing of contentarea lesson implementation outcomes, with involvement of administrator and/or peers Peertopeer lesson discussions Lesson modeling with mentoring Evaluation Methods Participant survey Date Comment

17 3/30/2009 The elementary building labs are beng updated with new computers that allows for updated software applications. The high school CFF implementation advances. The middle school is being considered for expansion in the CFF outgrowth with stimulus funds. Strategy: Technology Description: Identify and emply technology in the mathematics classrooms. Activity: Calculator and Computer Technology. Description: Acquire technology in the form of materials, equipment, hardware, and software which provides both teachers and students with the tools needed to access a high quality mathematics program. Person Responsible Timeline for Implementation Resources None Selected Start: 9/1/1999 Finish: Ongoing Date Comment 7/7/2011 Always in progress. Budget restraints come into play with this activity. Goal: READING Description: To increase the school percentage of students performing at proficient or higher in reading, with a minimum proficiency target in compliance with Pennsylvania s AYP goals during the duration of this strategic plan, as follows : 63% proficiency from , 72% proficiency in 2011, 81% proficiency in 2012, 91% in 2013, and 100% proficiency in 2014, as evidenced by the PSSA. Strategy: Technology Integration Description: Identify and employ technology in Reading Instruction. Activity: Technology Application Description: Use technology to enhance, enrich, and support students in reading instruction. Person Responsible Timeline for Implementation Resources

18 None Selected Start: 1/1/2009 Finish: Ongoing Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS Description: At least 95% of eligible students overall and within each eligible subgroup will participate in required statewide assessments. Strategy: Increase Levels of Communication Description: Through the use of technology provide effective means of communication to all stakeholders to improve student engagement in state assessments. Activity: Maintain uptodate hardware and software Description: Set up a product lifecycle schedule to keep new and existing software up to date. Person Responsible Timeline for Implementation Resources None Selected Start: 9/4/2008 Finish: 6/30/2013 Date Comment 7/7/2011 Impacted by budget constraints Activity: Promotion of available services Description: Research and implement new and existing ways of communication to keep stakeholders informed. Person Responsible Timeline for Implementation Resources None Selected Start: 1/1/2009 Finish: Ongoing

19 Activity: Update District WebSite Description: Make district website more interactive and userfriendly. Person Responsible Timeline for Implementation Resources None Selected Start: 1/1/2009 Finish: Ongoing Date Comment 7/7/2011 Continue to seek resources and benefits via consortia, such as WAN Activity: Use of online and open source resources Description: Incorporate quality online and open source content as it becomes available. Person Responsible Timeline for Implementation Resources None Selected Start: 1/1/2009 Finish: Ongoing Budget Potential Budget for a NEW plan report that will span 7/1/2012 to 6/30/2015 There is currently no budget created for these years. Potential Budget for an AMENDMENT to the currently approved plan report that spans 7/1/2009 to 6/30/2012. There is currently no budget created for these years. Staff Development

20 Who will be in charge of facilitating the professional development activities? o Professional development activities are under the overall facilitation of the Director of Curriculum, Instruction and Assessment, in consultation with the administrative team and the Act 48 Committee. As a result of the work of the Professional Education Plan Committee, Marion Center has a "vision" chart for its professional development over that aligns these needs as garnered from the strategic plan, the professional development plan and the educational technology plan. This chart will be used to filter activities. "Technology" is a specific segment represented on the chart and so will play a role in all districtapproved and districtrun professional development activities. The Director of Technology works closely with the Act 48 Committee in the implementation of these efforts. Selected faculty also play pivotal roles. Are there inservice slots set aside for technologyrelated professional development? o There are currently two inservice days and four Act 80 Days on the school calendar. Will the professional development be required for all that use it, or is it optional? If optional, what incentives exist to encourage teachers to pick up these new skills? o Participation will depend on the nature of the training. This will be determined by the administrative team in consultation with the Act 48 Committee. In general, training and application related to PowerSchool and OhJands will be required of all staff. When staff is a part of a curriculum cycle, training offered will tend to be required. Some buildingspecific trainings will be required. Optional trainings throughout the school year in use of various technology will hopefully be available over the life of this plan. What models of professional development would work in your organization to train your staff? o Models will include oneonone training, classroom training, webinars, and online tutorials and screencasts. We have submitted a proposal to create a CPE course for indistrict delivery that could earn a participating teacher 30 Act 48 hours if they are willing, in addition to participating in the Act 80 Day professional development activities, to complete jobembedded assignments that involve application of the learning from those activities. Do you have the resources in house to train these staff members or do they need to go to outside providers, or a combination of the two? o It will be a combination of the two as appropriate to the nature of the training. For example, should our CPE course approach be approved, the administrative team and selected faculty will serve as instructors, using external resource people where needed. What financial and time resources exist to keep the staff up to date in learning about new technologies? o The district budget determines financial resources and includes professional development and technology as line items. Where requests fit the "filter" of the professional development vision chart, on school time both in and out of the district may be offered with administrative approval and within contractual guidelines. What professional development opportunities are available from outside sources (such as service providers, courses at institutions of higher education, conferences, courses delivered via distance learning or over the Internet; courses sponsored by your state education or library agency)?

21 o ARIN IU 28 o o Conferences (PETE & C, etc.) Courses, (collegiate; CPE; online; etc.) What professional development opportunities and resources exist for your professional staff (i.e., teachers or librarians) to ensure that they can not only use the new technologies, but to use them to deliver improved teaching and learning or improved library services? o ARIN IU 28, conferences, local and online universities; indistrict training involving systems such as PowerSchool, OnHands, Moodle, and Interactive White Boards. Teachers are encouraged to do observations of peer classroom instruction. A math coach is available on the elementary level to model instructional strategies in classrooms. What classes or seminars are available to your staff on an ongoing basis within your organization? o In our district we offer the following technology training: new teacher (networking orientation, , etc.), Compass Learning, and interactive whiteboard training, and additional training with new technologies and software as necessary. All in service and Act 80 Days have some educational technology training component. Support on an individual need basis is always available. Can your staff meet with others who are already further along in implementing technology in another school or library? o Yes, there are opportunities through peertopeer contact. These may occur at an individual teacher's request or as a result of regional opportunities through the intermediate units or other structure. What professional development opportunities are available from out sources (such as service providers, courses at institutions of higher education, conferences, courses delivered via distance learning or over the Internet; courses sponsored by your state education or library agency)? o ARIN IU 28, regional and state conferences, local and online universities. Monitoring Who will be responsible for monitoring activities? (e.g. Technology Coordinator, Professional Development Coordinator, etc) o The administrative team, in consultation with the Act 48 Committee, will monitoring the kind, quality and impact of professional development activities. Input from the Technology Director and staff will be incorporated. In particular, the Director of Curriculum, Instruction and Assessment will serve as overall facilitator. How will you determine technology integration is occurring appropriately? (e.g. if technology is used regularly to enrich curriculum, is the technology used right for the task?)

22 o This will be determined on a district, school, grade level/department, and individual teacher basis. Classroom observation, surveys, teacher feedback, student feedback, and impact on student achievement and instruction will be the filters. The building principal will play a critical role here. How will you determine technology implementation is appropriate for your identified needs? o This will be determined on a district, school, grade level/department, and individual teacher basis. Classroom observation, surveys, teacher feedback, student feedback, and impact on student achievement and instruction will be the filters. The building principal will play a critical role here. Datadriven research and best practices will be used. Staff surveys, observation, and product analysis will provide the data. Evaluation How will you determine if the report was successful in meeting the goals (e.g., interview/survey staff, patrons, other stakeholders; measuring progress made towards the benchmarks you set out in your goals; observations)? o Ongoing evaluation through staff, student, and parent surveys will occur. Observations by the technology staff and building administrators regarding usage and integration will also contribute to our thinking. Annual review through the Act 48 Committee will be vital. Our most valued "filter" of success will be improved instruction and improved student achievement. What goals and strategies of the report were you able to meet? To what extent? o We remain focused on supporting the short and longterm activities and strategies to reach the seven goals of our strategic plan. We were able to bring training on the use of White Boards, Moodle, Mobi units to more faculty. We did get all staff to progress in the use of our PowerSchool and OnHands technology systems to do lesson planning and some data management by intentional assignments structured through our Act 80 Days. We continued involvement in WAN activities through ARIN IU 28. We made progress in the use of online and open source resource use in our classrooms. We implemented an automated phone communication system with our parent community. We continue to evaluate current software and update that as appropriate within our budget limits. We updated some classroom equipment. The "bones" of our Strategic Plan and, therefore, the infrastructure of all embedded plans such as the Educational Technology Plan, will remain essentially the same for the next three years. Current budgetary constraints have slowed our progress toward our goals but have not stopped it. When we could not afford to train or update equipment for everyone, we did so for our most eager and interested staff. We also made significant use of teacher leaders and teacher expertise to provide learning opportunities in technology on our Act 80 Days. What goals and strategies of the technology report did you not meet? Why? Are there ways to overcome these barriers? o We have not yet gotten all teachers trained fully enough to be "advanced" users of educational technology, in particular, the use of virtual resources and opportunities. We have a long ways to go in building skills in the use of all of the capabilities of OnHands, but we are committed to that. In particular, we did not meet our goals for bringing improved technology into our science program; however, that will begin to be remedied with the reinstitution of curriculum cycles in , beginning with the science department. Educational technology as an instructional tool and as an information manager will be addressed within these cycles. We also need to revisit our website and its features and potential benefit to communication with our stakeholders. Two factors interrupted our efforts to meet the goals of the previous plan: budgetary

23 constraints and drastic leadership transitions. The latter is being addressed, and things should progress through this plan's time span. Better alignment between the Educational Technology Plan and the Professional Education Plan is our goal. What is the plan for meeting unmet goals and strategies? o We will continue to address them as part of the ongoing Strategic Plan cycle. Most will be "in progress" for a long time. We will evaluate our goals and determine if the need still exists. Where it does, we are building technologyrelated professional development formally into our Act 80 Day agendas. Are there other needs that have emerged since you last wrote/revised your report? If so, what are they? None other than to progress on current goals. Are there any goals and strategies that are no longer relevant to your situation and should be deleted from the report? o We no longer have a middle school structure, so any goals related to technology services and education under that structure have been merged into that of a 712 secondary building. There also is no longer Classrooms for the Future resources to support activities designated as CFF in our previous plan. No others stand out. However, because technology is continually and rapidly changing, determining relevance will be an ongoing evaluation process.

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