Pennsylvania Department of Education

Transcription

1 Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Educational Technology Report Tuesday, November 08, 2011 (Last Approved: Monday, March 14, 2011) Entity: Loyalsock Township SD Address: 1720 Sycamore Rd Montoursville, PA 17754

2 Mission Empowering Learners to Become Meaningful Contributors in a Global Society Vision A Boundaryless Environment Where Learners are Totally Engaged in Holistic Development Shared Values Relationships, Integrity, Stewardship, Empathy--RISE Needs Assessment Reflections There are currently no reflections selected for this section. Loyalsock Township School District recognizes that our students live in a world of increasingly sophisticated technology and greatly enhanced communication. We further recognize that the availability of an ever-present and virtually unlimited information resource has profound implications for instruction. We have the infrastructure, vision, talent, commitment to professional development and sustained commitment to educational reform combined with the thoughtful integration of technology necessary to meet the goals in this technology plan. Additionally, we are committed to transforming instructional settings into multipurpose 21st Century learning rooms containing laptop computers, video projectors, digital whiteboards, campus-wide wireless access, and state-of-the-art audio recording and amplification devices. However, we have worked very hard to ensure that this hardware is transparent to our students, simplifying our integration efforts. We understand that Integrating technology into instructional settings creates individualized learning environments for our students by increasing opportunities for rigorous, relevant learning, which actively engages every student, every day. In this manner, technology will facilitate opportunities for students to use core knowledge to develop highly valued 21 st Century skills in critical thinking, creativity, and collaboration. Current Status Our district is comprised of 3 distinct buildings, all connected by a Fiber-Optic and Telecommunications Wide- Area Network. This infrastructure hosts our data services at gigabit speed. Our main telecommunications equipment and server farms reside at both the District Service Center and the high school with servers used for file storage, authentication, student management records, and backup. Since the last Strategic Technology Plan, significant progress has occurred on many fronts in regards to both instructional systems and networking infrastructure. The number

3 of computers and servers has increased 20% over the past three years. This is due in large part to Classrooms For The Future and Stimulus funding. To effectively handle the increase in technology hardware, we have made two major improvements to the technology department. We have reorganized departmental personnel to better handle building-based technology issues and we have made changes in the job description for our District Network Administrator. These enhancements, along with our technology help desk system, have allowed us to decrease the downtime of our hardware from weeks to days. We have also increased our bandwidth (100 Mbps to 1,000 Mbps) lit fiber connection or similar transport link (i.e. microwave wireless) to Regional Wide Area Network (RWAN) coordinated by BLaST IU 17. The RWAN provides a connection tp other participating districts and schools in the IU footprint to facilitate the exchange information and access to available content and programming from these and other organizations in an effort to improve the District s quality of education. IU 17 will offer training on how to access content and use applications being made available through the RWAN. The estimated expenditures for this connectivity is $3,000 per month or $36,000 per year (prior to E-rate discounts being applied) with revenue sources from State efund grant, E-rate grant, and local funds. We will closely monitor the IU s progress toward coordinating service delivery through the RWAN, and will continue to participate in user committee meetings. In addition, we will periodically monitor the number of users and uses of the RWAN network and evaluate how the RWAN is being used to improve education in the District. New developments in technology have already begun to impact our instructional strategies by facilitating virtual communication with other classes, other schools, and with students from around the world. Virtual communication allows our students to develop relationships student around the world, increasing empathy and human connection, which are vital to promoting 21 st Century learning skills. The virtual environment also supports our mission by increasing course options for students who would otherwise be restricted to courses offered only in the more traditional environment or those classes that are dependent on a minimum class size to occur. We expect to enhance the virtual environment over the length of this plan creating an energetic atmosphere for learning. This will foster a deeper, more enriched experience for even the most reluctant learner. Finally, the virtual environment will create an environment where our fast runners can run and those that need more time can be accommodated as well. In the virtual environment, the paradigm will shift from one size fits few to one where every learner is authentically engaged at a developmentally appropriate level. We also feel very strongly that it is through software applications such as those available through Web 2.0, when used appropriately, that students become empowered and highly engaged in the learning process. These new software applications in conjunction with a virtual learning environment allow teachers to create mass-customized lessons allowing all students to progress at their own pace creating a system of interrelated/integrated personalized learning objectives. We fully expect the Web 2.0 environment to positively impact our instruction by allowing teachers to customize learning for all students. Students will be able to learn in the manner that best suits their needs and interests. By

4 employing the use Web 2.0 applications such as podcasts, blogs, and wikis, etc., students will have more time for reflection and responses than is possible in the traditional classroom environment. Our district uses a variety of methods of identifying new technologies. Reading about what other teachers are using. Talking with other teachers. Attending workshops, conferences, or classes. Professional Listservs One of the largest hurdles, identified by our students is for the district as a whole to include consistent technology into the lesson planning. We have seen several teachers take great leaps in utilizing technology in the classroom allowing students to create projects with Power Point, imovie, and a variety of other software. However, once the student moves on to the next grade, the chances of being able to utilize technology in the same manner are very poor. We must encourage all teachers to use the technology they have for not only themselves but for their students. Our district uses a variety of methods to identify new technologies including: Reading about what other teachers are using. Talking with other teachers. Attending workshops, conferences, or classes. To accurately determine the view of technology by our staff and students we created an on-line survey. The results of the staff survey are as follows: 69% feel they are technology users while 17% felt they were technology leaders 99% felt that technology has changed or determined the way they teach 96% indicated they use word processing weekly 86% utilize the computer lab on a weekly basis with their students 29% feel that clusters of computers in a classroom are effective (Note- The results of our last plan were 69%) This will be the basis of a goal in this plan 65% feel that they would utilize a mobile lab if available 30% feel that the greatest barrier to technology integration is the lack of staff development 53% look for ways to integrate technology in new ways into their lessons 73% feel that we currently prepare our students to be globally competitive Results of the student survey are as follows:

5 100% have a computer at home 93% feel that using computers makes learning more interesting 98% feel that using computers makes school work easier 97% use a computer at school on a weekly basis 100% feel that having homework posted on-line makes school work easier 59% indicate they would take an on-line course if offered 89% felt having class notes and homework posted on the teacher web site makes school work easier 89% felt that using technology makes learning more fun Goals and Strategies Goal: COMMUNICATION AND COLLABORATION Description: To provide students with real world communication and collaboration opportunities Strategy: Provide Opportunities for Virtual Collaboration Opportunities Within the District. Description: We will reach this goal by providing collaborative avenues for our high school students through software and the internet. Activity: Purchase 50 wireless Access points Description: We must ensure that wireless connectivity though the purchase of new base stations giving us campus wide coverage. Black, Kris Start: 7/1/2011 Finish: 1/2/2012 $17,500.00

6 Activity: Research and evaluate additional collaboration opportunities and software Description: We will constantly evaluate our collaboration software to ensure it is meeting the needs of our faculty and student population. We will research additional software as needed on an annual basis. Black, Kris Start: 7/1/2011 Finish: Ongoing - Activity: Utilize Google Applications or other appropriate applications in lessons Description: We will install all Google applications inside our domain for a safer collaborative experience. Black, Kris Start: 7/1/2011 Finish: 6/30/2014 Strategy: Provide Opportunities for Virtual Collaboration with Students Around the World - Description: We will provide collaboration avenues for our students to collaborate with students outside our district and country. Activity: Create a web page directory of various collaborative clasroom resources including video fieldtrips. Description: We will create a comprehensive directory on our web page to make finding collaborative resources easier for our faculty and staff. Gee, Eric Start: 7/1/2013 Finish: 10/31/2013 Status: Not Started Upcoming -

7 Activity: Purchase video conferencing equipment for three buildings Description: We will purchase three video conferencing units allowing for worlwide virtual fieldtrips and classroom collaboration. Gee, Eric Start: 7/1/2013 Finish: 8/30/2013 Status: Not Started Upcoming $75, Goal: LEARNING OPERATIONS AND CONCEPTS Description: To provide learning operations and concepts to all district students Strategy: Enhance Virtual Educational Opportunities at our High School Description: Our strategy to meet this goal at our high school is to require every high school student to complete on blended (in-class/virtual) course prior to graduation. Activity: Develop on-line coursework for Safety Ed. course Description: We will develop a complete on-line educational experience for Safety Education. This is a course that the majority of our students take after school and on weekends. This would be a teacher facilitated virtual course. Gee, Eric Start: 9/3/2012 Finish: Ongoing Status: Not Started Upcoming $2, Activity: Develop on-line curriculum for a self-paced high school keyboarding course

8 Description: This course will compliment the MS course. It will be more indepth than the course offered at the middle school. We will reevaluate this course each year of the plan. Reitz, Matthew Start: 9/2/2011 Finish: Ongoing $4, Activity: Purchase additional on-line keyboarding software licenses Description: We will purchase 25 additional keyboarding licenses for high school students. Gee, Eric Start: 9/1/2011 Finish: 6/30/2014 $ Strategy: Increase Technology Access at our Elementary School Description: With a growing student population at our elementary school, the stationary comptuer labs have been dismantled to make room for instructional classrooms. Activity: Identify room space adequate for implentation of a 30 station computer lab Description: We must identify a large enough instructional space to install 30 desktop computers, a digital projector, and associated technology equipment. Gee, Eric Start: 9/1/2011 Finish: 6/15/ Activity: Installation of network infrastructure for elementary computer lab

9 Description: District maintenace personnel will run all network wires and video wires to connect computers to network Gee, Eric Start: 7/2/2012 Finish: 8/30/2012 Status: Not Started Upcoming $4, Activity: Purchase all hardware for new elementary computer lab Description: we will purchase 30 desktop units, 1 digital projector, laser printer, software as needed by teachers. Gee, Eric Start: 7/2/2012 Finish: 8/30/2012 Status: Not Started Upcoming $49, Strategy: Increasing Technology Skills of Middle Level Students Description: We must increase all technology skills including basic keyboarding, word processing, and presentation softare. We must also instruct our students on internet safety. Activity: Complete isafe instructor training Description: Require completion and annual certification of isafe training by instructor. Reitz, Matthew Start: 7/1/2011 Finish: Ongoing - Activity: Develop Moodle course for self-paced keyboarding instruction Description: We will develop a self-paced keyboarding course for 7th and 8th grade students who may wish a keyboarding refresher experience.

10 Gaetano, Robert Start: 7/1/2011 Finish: 8/31/2011 $2, Activity: Purchase Additional Keyboarding licenses for self-paced students Description: We will purchase an additional 25 licenses of the keyboarding software for up to 25-7th and 8th graders to enroll in the course at one time. Gee, Eric Start: 7/1/2011 Finish: 7/15/2011 $ Activity: Purchase isafe Training Materials Description: Purchase Gold Subscription of isafe that allows for the downloading of print and video content to use in lesson planning. Gee, Eric Start: 7/1/2011 Finish: Ongoing $1, Activity: Purchase Online keyboarding software Description: Purchase licenses for the online keyboarding software for all sixth grade students. Gee, Eric Start: 7/1/2011 Finish: 7/15/2011 $4,500.00

11 Activity: Research On-line keyboarding software programs Description: Conduct research on all online keyboarding programs and choose the best program that meets all requirements for our middle school program. Gaetano, Robert Start: 7/1/2011 Finish: Ongoing - Budget Potential Budget for an AMENDMENT to the currently approved plan report that spans 7/1/2011 to 6/30/2014. Funding Source Total ADMINISTRATIVE BUDGET $5, $1, $1, $7, Basic Education $24, $53, $77, $155, Grand Total $29, $54, $78, $162, Goal: COMMUNICATION AND COLLABORATION To provide students with real world communication and collaboration opportunities Provide Opportunities for Virtual Collaboration Opportunities Within the District Total Funding Source Purchase 50 wireless Access points $17, $0.00 $0.00 $17, Basic Education Provide Opportunities for Virtual Collaboration with Students Around the World Total Funding Source Purchase video conferencing equipment for three buildings $0.00 $0.00 $75, $75, Basic Education Subtotal $17, $0.00 $75, $92, Goal: LEARNING OPERATIONS AND CONCEPTS To provide learning operations and concepts to all district students Enhance Virtual Educational Opportunities at our High School Total Funding Source

12 Develop on-line $0.00 $2, $0.00 $2, Basic coursework for Safety Ed. Education course Develop on-line curriculum for a selfpaced high school keyboarding course Purchase additional online keyboarding software licenses Increase Technology Access at our Elementary School Installation of network infrastructure for elementary computer lab $2, $ $ $4, ADMINISTRATIVE BUDGET $ $ $ $ ADMINISTRATIVE BUDGET Total Funding Source $4, $0.00 $0.00 $4, Basic Education Purchase all hardware for $0.00 $49, $0.00 $49, Basic new elementary computer Education lab Increasing Technology Skills of Middle Level Students Total Funding Source Develop Moodle course for self-paced keyboarding instruction Purchase Additional Keyboarding licenses for self-paced students Purchase isafe Training Materials Purchase Online keyboarding software $2, $0.00 $0.00 $2, ADMINISTRATIVE BUDGET $ $ $ $ Basic Education $ $ $ $1, Basic Education $1, $1, $1, $4, Basic Education Subtotal $12, $54, $3, $70, Grand Total $29, $54, $78, $162, Staff Development Resources, Strategies, and Activities Staff development is most effective when offered in a just- in-time manner. It is most helpful for teachers to learn technology integration in job-embedded experiences from a trusted, caring, knowledgeable colleague. This relationship-building model will build local capacity for technology integration and provide support for the emerging needs of teachers. To initially establish a trusting relationship with our faculty and

13 determine basic skill experience, we surveyed all new teachers during new teacher induction to start an individualized learning plan that will follow the new teacher through their first year within the district. Our goal is to provide new teachers a solid foundational background to set them up for success. We provide one full-day of staff development during the induction process to train new teachers on all technology applications they will use immediately and we periodically remediate new teachers as needed through the year on an individual basis based on their technology needs survey. For all teachers, staff and substitute teachers, we offer staff development in a variety of ways that limits impact on their time while providing a rewarding learning experience. We have found that summer workshops, after school mini-sessions, and professional development in-service days are the most effective in our district with our faculty. To help us determine the focus of our professional development, we facilitate a technology needs survey to our faculty on an annual basis. The data gathered provides us with a solid framework to build a comprehensive professional development plan for the entire year. A list of workshops that we currently offered and will be on-going throughout the length of this plan is listed below. The District will also expand workshops as we build local technology capacity to include the integration of interactive whiteboards, digital document cameras, and various technology tools as they become available in classrooms. To continue to build 21st century learning skills, we will continue to offer the following on-going workshops: Curriculum Connector curriculum mapping Posting homework PowerPoint Website Design Google Docs Blogs Wikis Moodle Summer workshops will be offered in the following areas: Microsoft Excel Website design Advanced website design Blogs & Wikis

14 Virtual classroom technology Google Docs Classroom creativity using technology - digital resources To make better use of budgetary funds, those teachers who request new technology should be expected to demonstrate and offer training for other school district employees. We have used the teachers teaching teachers model for the past several years with great success. The district technology director and curriculum director will work together on the professional development schedule and a list of specific offerings. To determine the workshops, we will use the professional development survey results obtained during the annual planning process. All professional development efforts will be voluntary for our faculty. This has been the case for the past several years and our teachers respond favorably to the workshops both during the school year and summer. Each of our workshops have been filled to capacity. We feel they are successful because we are using the survey results to offer what the teachers really want to learn As the planning team considers future staff development models, we look to train people as their needs become apparent to them. We also will offer training in various learning modes that reflect the learning styles of the staff those who learn from verbal instruction, those who learn by reading, those who learn by doing. When prioritizing the training offered, decisions will be data-driven and constantly directed toward student achievement and efficient functioning of the organization. Job descriptions will identify what staff should be able to do using technology and individual training plans developed to help each employee to function/achieve as expected. When multiple individuals require the same training, they will be grouped accordingly. We also rely on our partner providers to provide staff development opportunities on specific applications such as curriculum connector, web page design, data management. We have established a close relationship with each of these providers so that our trainings are tailored to our staff needs ensuring efficient and effective use of our faculty time. The funding for these opportunities, as with all external professional development opportunities, is provided through both the district's technology budget and curriculum development budget. Our ultimate professional development goal is to assist each faculty member in creating a 21st Century classroom. A classroom where every student is engaged and feels responsible for their own learning. Our belief is that through a high-quality professional development program, our teachers will begin to: plan lessons and critique students work with colleagues

15 observe and coach in each other s classrooms conduct action research participate in a study group mentor a new teacher develop curriculum assist in school improvement planning examine new technological resources to individual learning plans develop knowledge & use of stages of group development to build effective, productive, collegial teams learn & apply collaborative skills to chelp students make shared decisions and creatively solve problem provide benchmark framework for integrating innovations and relating those innovations to the mission of the organization identify content that has proven value in increasing student learning and development prioritize on a careful analysis of disaggregated student data regarding goals for student learning foster attitudes of continuous improvement Monitoring Responsibilities The following individuals will be responsible for monitoring activities: Superintendent Curriculum Director Building Administrators Director of Technology District Technology Committee Technology Coaches Building Technology Representatives Technology Integrators The Director of Technology will be responsible for the implementation of the plan and for the overall monitoring process. The technology action plans will be co-monitored by the Curriculum Dirtector and Superintendent through bimonthly meetings with the Director of Technology. The district technology committee members will also monitor completion of action plans and budgetary items during their monthly meetings with the Technology Dirtector. Progress

16 will be reported on all as a regular agenda item for the life of the plan. The technology committee is comprised of Building Technology Representatives, Technology Coaches, and Building Administrators. The Director of Technology will also report monthly to the Board of School Directors on all items completed in this plan. To share information among employees and the community, we will continue to use the technology blog on our website. Monitoring reports will include at least the following: 1) progress toward meeting goals of action plans; 2) accomplishments year-to-date and specifically during the previous month; 3) needs for and barriers to implementing the next step of each action plan; 4) recommendations for any changes in timeline or steps for implementation; 5) performance measures data acquired through tools such as e-metric, pvaas, and pa/ayp. 6) number of video conferences made during plan period 7) number of students participating in self-paced virtual educational opportunities We will determine the appropriate technology integration is occurring through our faculty annual surveys and through the number of students successfully completing our virtual educational courses. We will also closely monitor the 7 th and 8 th grade students to determine their level of expertise using technology following the new 6 th grade technology course. We should see a decrease in time required to teach these students basic computer skills allowing for an increase in time devoted to content lesson activities. Evaluation Determination of a Successful Plan With input from the Educational Technology Committee (ETC), the Director of Technology will identify the performance measures for various objectives. Longitudinal performance data will be collected monthly and reported as monthly and yearly data. Data will be entered into a database for reporting. Data will include at least the following: 1) number of faculty who have used video-conferencing equipment for a classroom project 2) number of employees who have computer access somewhere at work other than at their classroom through wireless networking; 3) number of students per grade level who have and have not had keyboarding instruction and numbers who met minimum ISTE standards; 4) number of students who have completed at least two computer generated word processing documents during a school year in grade six as reported by classroom teachers/building administrators; 5) number of students in grades nine through twelve who have completed a virtual/hybrid course, as reported by classroom teachers/building administrators; 6) number of faculty taking District sponsored professional development classes offered throughout the school year and summer session.

17 Performance measures data will be reported through ETC meeting structure and progress reported on all action plans as a regular agenda item. The information will be presented monthly to the Board of School Directors. We feel very strongly that our evaluation strategy is appropriate for our technology plan as we used it to meet all of our goals for the previous plan. Through looking at the available data, comunicating with our faculty and administration, and collaborating with our service partners, we have developed strong relationships giving us the confidence that we will meet all of the goals established in this plan. Unexpected Outcomes and/or Benefits The unexpected outcomes of this plan will be mainly through professional development expenditures such as travel, lodging, and employee time away from an organization which can all be dramatically uced. We may also see a decrease in field-trip requests due to the availability in virtual opportunities. Flexible professional development also provides content anytime of the day or night, at home, or in the office as time permits may increase the number of teachers who partipate in our opportunities. Currently, the District has an electronic grading system and student management system implemented and can be used to address progress requests made by all parties including students, teachers, administrators, and parents. In addition, the District website will provide access to managerial school documents such as free and reduced lunch applications, annual notices, student rights and responsibilities, and supplemental classroom materials. Educating the public about the technology program will be incorporated into all facets of other public relation media distribution including public awareness of the value of integrating technology and acceptable use of technology into student daily life. Plan for Addressing Unmet Goals We fully expect that we will encounter changes along the way in some aspect because technology changes, priorities change, and so too will our goals change. The District Educational Technology Committee, as well as the building technology subcommittees, will conduct an annual evaluation of the uncompleted goals to ensure technology is moving in the direction that exactly reflects the District s mission and vision. Our primary focus during those meetings will be to identify potential problem areas and adapt our plans to meet the needs of our District. Emerging Needs It is important to note that in-depth discussion on student computer access has been conducted by the technology planning subcommittee. The previuous plan focused on bringing technology to teachers into their rooms rather than taking students to the technology. We have found that while clusters of computers in a classroom may provide flexibility in teaching structures, they may not be the most practical method of providing technology access. One of the conclusions of this discussion is that clusters of six to eight computers in our elementary classrooms may not be considered as alternatives to traditional stationary lab and should be placed in classrooms only where appropriate. Following our last plan, we started implementing clustering centers in grades 2-4. While these have been immensely effiecient, they may not be effective in the delivery of classwide intruction. We must look at effective avenues of technology access that combine the the flexibility of classroom clusters and the effectiveness of a stationary computer lab. We have discussed the possibility of mobile computer labs, which are hugely successful in our secondary buildings, as a possible alternative. While this may help to increase overall access, we still require more hardware to fully satisfy the goal. The intent is to provide labs that are self-contained and fully functioning in highly secured carts at grade levels K-5. However, we continue to feel that clustering would promote collaborative learning opportunities, one of our guiding principles. We will continue to discuss this emerging need over the course of this plan. Virutal educational opportunities have also been identified as an emerging need that we will monitor over the length of this plan. We do offer virtual educational opportunites to our students on an individual, case-by-case- basis, we do not have a formal virtual/cyber educational process in place. We have seen an increase in the number of students requesting to enroll in cyber education outside of our school district. In addition, we have seen the ages students particpating in virtual education drop dramatically from high school level to elementary and even pre-elementary. This is a trend that we feel will continue into the next decade. We must begin the discussion of creating a district directed cyber school as an alternative to the choices that currently exist in the state for those students who elect to particpate in virtual education.