Educational Technology Plan for Reynoldsburg City SD

Transcription

1 Educational Technology Plan for Reynoldsburg City SD School Years: etech Ohio Certified on Jun 24, 2009 Certification Period: July 1, Jun 30, 2012 *created using the etech Ohio online Technology Planning Tool version 3.0 (TPTv3) Status: etech Ohio Certified 1 Last Updated: Jun 24, 2009

2 TABLE OF CONTENTS Pre-Planning 1.0 Establish Technology Planning Committee 1.1 Overview of TPT 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 24, 2009

3 Pre-Planning 1.0 Establish Technology Planning Committee Assistive Technology/Special Needs Coordinator Board Member Business Manager Community/Business Leader Curriculum Coordinator Instructional Integrationist Library/Media Specialist Parent Principal Superintendent Student Teacher Technology Coordinator Technology Support Treasurer Approvers: Mitchell Biederman (Treasurer) Dee McGlothlin (Technology Coordinator/Director) Steve Dackin (Superintendent) 1.1 Overview of TPT Planning Framework etech Ohio's Technology Planning Tool, 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? Our goal is to have all teachers using technology in a fully integrated manner. Technology should not be the "second" thought, it should be a natural tool used for the acquisition of content and skills. We found that the technology coordinators were not the best use of personnel (our previous plan) to get us to this goal. They have been reassigned to the classroom. Because of this we have begun to see the emergence of more teachers who are embracing new technologies, i.e. Smart Board Technologies, online learning using the blended model and use of data projectors in the classroom for daily lessons. We had limited success meeting the goal of having all Status: etech Ohio Certified 3 Last Updated: Jun 24, 2009

4 teachers using technology at a fully integrated level, however, it is something we continue to strive for as we develop long-term improvement plans that address both access and professional development for teachers across the curriculum. To support our endeavors of fully integrated technology by classroom teachers, we are putting in place an extensive professional development plan. The plan will address areas that include job embedded use, student use and access to varied technologies. Along with the professional development plan that gives ongoing support for all users of the technology, we will continue to build our network to support the work of our teachers and students. 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? The district is using Ohio State Academic Standards as the main focus of every subject. We have been able to roll out an open source on-line learning product to support the teachers, parents and students in the acquisition of the standards. The number and amount of use by teachers and students has been an unexpected outcome, as a result, we have had to increase the RAM in the server and anticipate that we will need to increase the size of the storage on that server. Goals and strategies that still need to be addressed include equitable access to hardware by all students and teachers. The committe will examine funding sources to aid in financing the necessary equipment. 1.3 Vision/Mission A. Vision Technology will be integrated with all disciplines to prepare our students and ourselves for living, learning, working and contributing in the 21st Century. B. Mission Students and staff will use technology as a tool to access, analyze, evaluate, organize and present information in an environment that ignites curiosity and passion for learning that stretches beyond the classroom. Status: etech Ohio Certified 4 Last Updated: Jun 24, 2009

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 were successful in creating instruction that aligns to the Ohio Academic Standards. However, we are planning to expand the use of STEM pedagogy throughout the district. Numerous professional development opportunities are being developed as we secure monies to assist us in our goal. The STEM pedagogy is based in the premise of designing our instruction around real life problems. As a district, we have begun to embrace the stategies and philosophies of creating learners that will "Think Well, Do Good and Create Beauty." We have created a Professional Development Framework that calls for a District Level Professional Learning community, a commitment by the district to support professional development through release days, funding and support by knowledgable personnel. It describes the need for the representatives at the district level to create a building level learning community to carry on the work at the grass root level, which will assist in meeting the needs of that particular building and client. And finally, professional development is to be job embedded, on-going, and timely in nature. How will we know we're getting there? We will know that we are getting there as we evaluate our workshops in terms of impact on classroom instruction and student achievement. Impact will be measured through the use of surveys and questionnaires during and after workshop completion. We have developed and are putting in place an evaluation system based off of Guskey's work (2001). Thomas Guskey is a well known scholar and author who's work have been focused on professional development evaluation. Books he has written: Evaluating Professional Development, Practical Solutions for Serious Problems in Standards Based Grading, Developing Grading and Reporting Systems for Student Learning and many more. Status: etech Ohio Certified 5 Last Updated: Jun 24, 2009

6 We will further examine student data to determine our successes with professional development and the implementation of new teaching strategies. How will we sustain focus and momentum? We believe that in order to sustain focus and maintain momentum, the professional development has to meet the needs of the individuals involved and be initiated at the building/classroom level. Because the professional development is being development and presented mostly by peers, the constitutents will have ownership and buy in to participate in what belongs to them. 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 The district completed a needs assessment regarding technology and professional development during the fall of 2008, the director of professional development and technology is currently examining this data to make future recommendations to the district. She will share these results with the Technology Advisory Board and Building Professional Development/Curriculum Committee members. The goal is to create professional development in the English/Language Arts that will lead the district to a STEM learning environment using technology tools and skills that will bring teacher and student skills to those needed in the 21st Century. We are in a unique position to begin professional develop across the district as we move our attention to inquiry and problem based education which is the foundation of the STEM pedagogy. Our intent is not to pull technology out as a separate piece, but to embed it as part of the professional Status: etech Ohio Certified 6 Last Updated: Jun 24, 2009

7 development across the district. Our strategy is to begin this year by promoting professional development offered by universities, the educational technology agencies (ITSCO, ETSEO) and in house expertise. We will be working with a modified train the trainer model of professional development as capacity is built upon. We believe that the train the trainer model will only work with the necessary resources behind it. One of the resources we can control as a district is time. We will develop a small cadre of individuals that will be part of our professional development team. This team will be classroom teachers that have resource time to do professional development. This model will demonstrate the ability to address teacher needs with this time release by being on-going and job embedded. It is felt that the technology plan and the curriculum plan are not and should not be two separate documents, these plans and goals should be aligned to each other across the board. It is Reynoldsburg s intention to combine both areas so the Professional Development can also be aligned to best meet the needs of our teachers. Again, this is how we plan to embed technology rather than pull it out as a separate piece. If we want our educators to see technology as a tool, then it has to be presented to them as such. Professional development is being tracked by a web-based application developed by Reynoldsburg. Teachers are able to sign up for professional development, have it approved or denied by their supervisor. Through the system, supervisors are able to determine if the professional development meets the requirements of the teacher's Individual Professional Development Plan as well as the goals of the district. Reports are pulled from the database system on a regular basis. Each teacher has access to computers in their classroom and each building has at least one computer lab that teacher can sign up and use as they need for student projects. We recently brought an open source online solution to the district. In all subject areas across the district, students and teachers are using the Cyber- Learning Center to access content, develop projects and communicate with parents regarding classroom activities. It is being used across the broad continuum of teacher expertise, student expertise and access. Some of the projects that access our network include: book reports being completed at the 4th grade level. Where students were asked to use the technology of their choice and to produce and present a book report on a book chosen from the class list. Some students chose powerpoint, while others chose video. Third graders have been presented with work within the LMS and have flourished in the environment, some of the work includes forums and wikis. At our junior high level, students have used the LMS to view powerpoints. Currently we have a stable Windows network environment with an 8 terabyte SAN, our goal as we move forward is to give access to files used at school to teachers, students and parents. How will we know we're getting there? Success for Reynoldsburg City Schools is always measured through the success of our students. We conduct student focus groups that meet with Central Office personnel to discuss concerns and to make suggestions for improvement. Everyone in Reynoldsburg City Schools has the ability to impact student success. Building administrators, Central Office administrators and classroom teachers are responsible for understanding and evaluating outcomes. We examine summative/formative assessment data that has been developed and continue to be developed by teacher leaders and classroom teachers. We also use brief electronic questionnaires to have teachers give feedback regarding success of training and future needs. We will also monitor and collect data from our ticket system that will highlight problems that would not otherwise be known. Within this mechanism we are able to alter our goals as we need, making the process of professional development, curriculum development and technology integration as fluid as possible. How will we sustain focus and momentum? Focus and momentum will be sustained because of our ability to be fluid when change is necessitated. Change will come from teachers as reflected in performance observation, questionnaires and monitoring of assistance tickets submitted around a specific topic/software/hardware. Change will also be precipitated on student need as demonstrated through high stakes testing, summative and formative testing administered in house. It may come as a result of emergent technologies that are adopted by the district. Focus and momentum will be further sustained due to the modified model of train the trainer, where support is on-going and job embedded. It will simply become the way Reynoldsburg City School conducts business. 2.3 How Will You Be Using Technology to Improve Teaching and Learning in Fine Arts? Status: etech Ohio Certified 7 Last Updated: Jun 24, 2009

8 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. 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 district completed a needs assessment regarding technology and professional development during the fall of 2008, the director of professional development and technology is currently examining this data to make future recommendations to the district. She will share these results with the Technology Advisory Board and Building Professional Development/Curriculum Committee members. The goal is to create professional development in the Fine Arts that will lead the district to a STEM learning environment using technology tools and skills that will bring teacher and student skills to those needed in the 21st Century. We are in a unique position to begin professional develop across the district as we move our attention to inquiry and problem based education which is the foundation of the STEM pedagogy. Our intent is not to pull technology out as a separate piece, but to embed it as part of the professional development across the district. Our strategy is to begin this year by promoting professional development offered by universities, the educational technology agencies (ITSCO, ETSEO) and in house expertise. We will be working with a modified train the trainer model of professional development as capacity is built upon. We believe that the train the trainer model will only work with the necessary resources behind it. One of the resources we can control as a district is time. We will develop a small cadre of individuals that will be part of our professional development team. This team will be classroom teachers that have resource time to do professional development. This model will demonstrate the ability to address teacher needs with this time release by being on-going and job embedded. In the case of Fine Arts, specialized software will continue to be upgraded and students will be given access to the software in our extended learning labs outside the walls of our district (through the use of broadband). High school students use software with a heavy graphical component in our graphic arts program, their access to our broad band network is essential partially due to the size of their projects. Students at the middle and junior Status: etech Ohio Certified 8 Last Updated: Jun 24, 2009

9 high level are accessing the LMS to gain access to content materials including podcasts. How will we know we're getting there? Success for Reynoldsburg City Schools is always measured through the success of our students. We conduct student focus groups that meet with Central Office personnel to discuss concerns and to make suggestions for improvement. Everyone in Reynoldsburg City Schools has the ability to impact student success. Building administrators, Central Office administrators and classroom teachers are responsible for understanding and evaluating outcomes. We examine summative/formative assessment data that has been developed and continue to be developed by teacher leaders and classroom teachers. We also use brief electronic questionnaires to have teachers give feedback regarding success of training and future needs. We will also monitor and collect data from our ticket system that will highlight problems that would not otherwise be known. Within this mechanism we are able to alter our goals as we need, making the process of professional development, curriculum development and technology integration as fluid as possible. How will we sustain focus and momentum? Focus and momentum will be sustained because of our ability to be fluid when change is necessitated. Change will come from teachers as reflected in performance observation, questionnaires and monitoring of assistance tickets submitted around a specific topic/software/hardware. Change will also be precipitated on student need as demonstrated through high stakes testing, summative and formative testing administered in house. It may come as a result of emergent technologies that are adopted by the district. Focus and momentum will be further sustained due to the modified model of train the trainer, where support is on-going and job embedded. It will simply become the way Reynoldsburg City School conducts business. 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 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 K Status: etech Ohio Certified 9 Last Updated: Jun 24, 2009

10 The district completed a needs assessment regarding technology and professional development during the fall of 2008, the director of professional development and technology is currently examining this data to make future recommendations to the district. She will share these results with the Technology Advisory Board and Building Professional Development/Curriculum Committee members. The goal is to create professional development in the Foreign Language that will lead the district to a STEM learning environment using technology tools and skills that will bring teacher and student skills to those needed in the 21st Century. We are in a unique position to begin professional develop across the district as we move our attention to inquiry and problem based education which is the foundation of the STEM pedagogy. Our intent is not to pull technology out as a separate piece, but to embed it as part of the professional development across the district. Our strategy is to begin this year by promoting professional development offered by universities, the educational technology agencies (ITSCO, ETSEO) and in house expertise. We will be working with a modified train the trainer model of professional development as capacity is built upon. We believe that the train the trainer model will only work with the necessary resources behind it. One of the resources we can control as a district is time. We will develop a small cadre of individuals that will be part of our professional development team. This team will be classroom teachers that have resource time to do professional development. This model will demonstrate the ability to address teacher needs with this time release by being on-going and job embedded. We have purchased Rosetta Stone for limited use next year to be used by our ELL students. We will be watching data to see if using this software makes a difference for this very special population. Our foreign language teachers have become "heavy" users of the our LMS. Students are completing speaking assignments and uploading them to system. Both High school and Junior High School use web based resources to supplement their language programs as well. How will we know we're getting there? Success for Reynoldsburg City Schools is always measured through the success of our students. We conduct student focus groups that meet with Central Office personnel to discuss concerns and to make suggestions for improvement. Everyone in Reynoldsburg City Schools has the ability to impact student success. Building administrators, Central Office administrators and classroom teachers are responsible for understanding and evaluating outcomes. We examine summative/formative assessment data that has been developed and continue to be developed by teacher leaders and classroom teachers. We also use brief electronic questionnaires to have teachers give feedback regarding success of training and future needs. We will also monitor and collect data from our ticket system that will highlight problems that would not otherwise be known. Within this mechanism we are able to alter our goals as we need, making the process of professional development, curriculum development and technology integration as fluid as possible. How will we sustain focus and momentum? Focus and momentum will be sustained because of our ability to be fluid when change is necessitated. Change will come from teachers as reflected in performance observation, questionnaires and monitoring of assistance tickets submitted around a specific topic/software/hardware. Change will also be precipitated on student need as demonstrated through high stakes testing, summative and formative testing administered in house. It may come as a result of emergent technologies that are adopted by the district. Focus and momentum will be further sustained due to the modified model of train the trainer, where support is on-going and job embedded. It will simply become the way Reynoldsburg City School conducts business. 2.5 How Will You Be Using Technology To Improve Teaching and Learning In Mathematics? 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. Status: etech Ohio Certified 10 Last Updated: Jun 24, 2009

11 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 The district completed a needs assessment regarding technology and professional development during the fall of 2008, the director of professional development and technology is currently examining this data to make future recommendations to the district. She will share these results with the Technology Advisory Board and Building Professional Development/Curriculum Committee members. The goal is to create professional development in the Mathematics area that will lead the district to a STEM learning environment using technology tools and skills that will bring teacher and student skills to those needed in the 21st Century. We are in a unique position to begin professional develop across the district as we move our attention to inquiry and problem based education which is the foundation of the STEM pedagogy. Our intent is not to pull technology out as a separate piece, but to embed it as part of the professional development across the district. Our strategy is to begin this year by promoting professional development offered by universities, the educational technology agencies (ITSCO, ETSEO) and in house expertise. We will be working with a modified train the trainer model of professional development as capacity is built upon. We believe that the train the trainer model will only work with the necessary resources behind it. One of the resources we can control as a district is time. We will develop a small cadre of individuals that will be part of our professional development team. This team will be classroom teachers that have resource time to do professional development. This model will demonstrate the ability to address teacher needs with this time release by being on-going and job embedded. We have enlisted the help of the Ohio Stem Learning Network and have sought and secured partnerships with univerisities, business and government to help us attain our goal. As we continue to adjust our instruction to meet the needs of students, the distriict has been using Study Island at the elementary, middle and high school levels as way to complete short cycle assessment, build skill and adjust the pace of learning. One of our junior high buildings has been using Compass Learning as a way to supplement classroom instruction and to support on-going learning for their students. How will we know we're getting there? Success for Reynoldsburg City Schools is always measured through the success of our students. We conduct student focus groups that meet with Central Office personnel to discuss concerns and to make suggestions for Status: etech Ohio Certified 11 Last Updated: Jun 24, 2009

12 improvement. Everyone in Reynoldsburg City Schools has the ability to impact student success. Building administrators, Central Office administrators and classroom teachers are responsible for understanding and evaluating outcomes. We examine summative/formative assessment data that has been developed and continue to be developed by teacher leaders and classroom teachers. We also use brief electronic questionnaires to have teachers give feedback regarding success of training and future needs. We will also monitor and collect data from our ticket system that will highlight problems that would not otherwise be known. Within this mechanism we are able to alter our goals as we need, making the process of professional development, curriculum development and technology integration as fluid as possible. How will we sustain focus and momentum? Focus and momentum will be sustained because of our ability to be fluid when change is necessitated. Change will come from teachers as reflected in performance observation, questionnaires and monitoring of assistance tickets submitted around a specific topic/software/hardware. Change will also be precipitated on student need as demonstrated through high stakes testing, summative and formative testing administered in house. It may come as a result of emergent technologies that are adopted by the district. Focus and momentum will be further sustained due to the modified model of train the trainer, where support is on-going and job embedded. It will simply become the way Reynoldsburg City School conducts business. 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 Status: etech Ohio Certified 12 Last Updated: Jun 24, 2009

13 The district completed a needs assessment regarding technology and professional development during the fall of 2008, the director of professional development and technology is currently examining this data to make future recommendations to the district. She will share these results with the Technology Advisory Board and Building Professional Development/Curriculum Committee members. The goal is to create professional development in the the teaching and learning of Science that will lead the district to a STEM learning environment using technology tools and skills that will bring teacher and student skills to those needed in the 21st Century. We are in a unique position to begin professional develop across the district as we move our attention to inquiry and problem based education which is the foundation of the STEM pedagogy. Our intent is not to pull technology out as a separate piece, but to embed it as part of the professional development across the district. Our strategy is to begin this year by promoting professional development offered by universities, the educational technology agencies (ITSCO, ETSEO) and in house expertise. We will be working with a modified train the trainer model of professional development as capacity is built upon. We believe that the train the trainer model will only work with the necessary resources behind it. One of the resources we can control as a district is time. We will develop a small cadre of individuals that will be part of our professional development team. This team will be classroom teachers that have resource time to do professional development. This model will demonstrate the ability to address teacher needs with this time release by being on-going and job embedded. The science department at the high school has recently begun their use of our LMS. Training with teachers took place a the end of the school year and during the summer in workshops. Students will be using the LMS to access content material, complete research projects and hand in assisgnments. At the middle school level, teachers are using the LMS to direct student inquiry on the internet. Student are completing project using Open Office Presentation Tools. How will we know we're getting there? Success for Reynoldsburg City Schools is always measured through the success of our students. We conduct student focus groups that meet with Central Office personnel to discuss concerns and to make suggestions for improvement. Everyone in Reynoldsburg City Schools has the ability to impact student success. Building administrators, Central Office administrators and classroom teachers are responsible for understanding and evaluating outcomes. We examine summative/formative assessment data that has been developed and continue to be developed by teacher leaders and classroom teachers. We also use brief electronic questionnaires to have teachers give feedback regarding success of training and future needs. We will also monitor and collect data from our ticket system that will highlight problems that would not otherwise be known. Within this mechanism we are able to alter our goals as we need, making the process of professional development, curriculum development and technology integration as fluid as possible. How will we sustain focus and momentum? Focus and momentum will be sustained because of our ability to be fluid when change is necessitated. Change will come from teachers as reflected in performance observation, questionnaires and monitoring of assistance tickets submitted around a specific topic/software/hardware. Change will also be precipitated on student need as demonstrated through high stakes testing, summative and formative testing administered in house. It may come as a result of emergent technologies that are adopted by the district. Focus and momentum will be further sustained due to the modified model of train the trainer, where support is on-going and job embedded. It will simply become the way Reynoldsburg City School conducts business. 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 Status: etech Ohio Certified 13 Last Updated: Jun 24, 2009

14 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. 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 district completed a needs assessment regarding technology and professional development during the fall of 2008, the director of professional development and technology is currently examining this data to make future recommendations to the district. She will share these results with the Technology Advisory Board and Building Professional Development/Curriculum Committee members. The goal is to create professional development in the area of Social Studies that will lead the district to a STEM learning environment using technology tools and skills that will bring teacher and student skills to those needed in the 21st Century. We are in a unique position to begin professional develop across the district as we move our attention to inquiry and problem based education which is the foundation of the STEM pedagogy. Our intent is not to pull technology out as a separate piece, but to embed it as part of the professional development across the district. Our strategy is to begin this year by promoting professional development offered by universities, the educational technology agencies (ITSCO, ETSEO) and in house expertise. We will be working with a modified train the trainer model of professional development as capacity is built upon. We believe that the train the trainer model will only work with the necessary resources behind it. One of the resources we can control as a district is time. We will develop a small cadre of individuals that will be part of our professional development team. This team will be classroom teachers that have resource time to do professional development. This model will demonstrate the ability to address teacher needs with this time release by being on-going and job embedded. The use of the Cyber-Learning Center has been quite extensive in the area of Social Studies. At the elementary level, students have conducted research on topics connected to the content standards, using the LMS as a support resource. At the junior high level, teachers have been using it as a supplemental to class work as well as a resource of students who have been absent to continue their work from home. Our 8th graders take a Washington D.C. trip every year. This year 3rd and 4th graders from two of our buildings submitted questions to the 8th graders. The 8th graders had to find the answers during their trip and in the evenings, they Twittered the answers back to the elementary students using their cell phones. As a district, we are supporting the use of Twitter and other Web 2.0 tools. How will we know we're getting there? Success for Reynoldsburg City Schools is always measured through the success of our students. We conduct student focus groups that meet with Central Office personnel to discuss concerns and to make suggestions for improvement. Everyone in Reynoldsburg City Schools has the ability to impact student success. Building administrators, Central Office administrators and classroom teachers are responsible for understanding and Status: etech Ohio Certified 14 Last Updated: Jun 24, 2009

15 evaluating outcomes. We examine summative/formative assessment data that has been developed and continue to be developed by teacher leaders and classroom teachers. We also use brief electronic questionnaires to have teachers give feedback regarding success of training and future needs. We will also monitor and collect data from our ticket system that will highlight problems that would not otherwise be known. Within this mechanism we are able to alter our goals as we need, making the process of professional development, curriculum development and technology integration as fluid as possible. How will we sustain focus and momentum? Focus and momentum will be sustained because of our ability to be fluid when change is necessitated. Change will come from teachers as reflected in performance observation, questionnaires and monitoring of assistance tickets submitted around a specific topic/software/hardware. Change will also be precipitated on student need as demonstrated through high stakes testing, summative and formative testing administered in house. It may come as a result of emergent technologies that are adopted by the district. Focus and momentum will be further sustained due to the modified model of train the trainer, where support is on-going and job embedded. It will simply become the way Reynoldsburg City School conducts business. 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. 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 N/A N/A K-2 N/A N/A 3-5 N/A N/A 6-8 N/A N/A The district completed a needs assessment regarding technology and professional development during the fall of 2008, the director of professional development and technology is currently examining this data to make future recommendations to the district. She will share these results with the Technology Advisory Board and Building Professional Development/Curriculum Committee members. Status: etech Ohio Certified 15 Last Updated: Jun 24, 2009

16 The goal is to create professional development in the Technology that will lead the district to a STEM learning environment using technology tools and skills that will bring teacher and student skills to those needed in the 21st Century. We are in a unique position to begin professional develop across the district as we move our attention to inquiry and problem based education which is the foundation of the STEM pedagogy. Our intent is not to pull technology out as a separate piece, but to embed it as part of the professional development across the district. Our strategy is to begin this year by promoting professional development offered by universities, the educational technology agencies (ITSCO, ETSEO) and in house expertise. We will be working with a modified train the trainer model of professional development as capacity is built upon. We believe that the train the trainer model will only work with the necessary resources behind it. One of the resources we can control as a district is time. We will develop a small cadre of individuals that will be part of our professional development team. This team will be classroom teachers that have resource time to do professional development. This model will demonstrate the ability to address teacher needs with this time release by being on-going and job embedded. At our high school, we have art media classes which require access to the internet and the network. These classes develop projects based around the use of Adobe Products, including Photoshop, and Flash. Students have been involved in the development of logos and web site portals. How will we know we're getting there? Success for Reynoldsburg City Schools is always measured through the success of our students. We conduct student focus groups that meet with Central Office personnel to discuss concerns and to make suggestions for improvement. Everyone in Reynoldsburg City Schools has the ability to impact student success. Building administrators, Central Office administrators and classroom teachers are responsible for understanding and evaluating outcomes. We examine summative/formative assessment data that has been developed and continue to be developed by teacher leaders and classroom teachers. We also use brief electronic questionnaires to have teachers give feedback regarding success of training and future needs. We will also monitor and collect data from our ticket system that will highlight problems that would not otherwise be known. Within this mechanism we are able to alter our goals as we need, making the process of professional development, curriculum development and technology integration as fluid as possible. How will we sustain focus and momentum? Focus and momentum will be sustained because of our ability to be fluid when change is necessitated. Change will come from teachers as reflected in performance observation, questionnaires and monitoring of assistance tickets submitted around a specific topic/software/hardware. Change will also be precipitated on student need as demonstrated through high stakes testing, summative and formative testing administered in house. It may come as a result of emergent technologies that are adopted by the district. Focus and momentum will be further sustained due to the modified model of train the trainer, where support is on-going and job embedded. It will simply become the way Reynoldsburg City School conducts business. Status: etech Ohio Certified 16 Last Updated: Jun 24, 2009

17 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 Transformation Exploration Transformation Transformation Transformation Transformation D.Technology acquisition and standards Exploration Transformation E.Research and evaluation of educational Transformation Transformation technology initiatives F.Development and dissemination of Transformation Transformation educational technology devices, applications and approaches G.District funding for educational technology Awareness Adoption H.Equity and access to technology Awareness Adoption How do we get there? The District has a Policy Committee that meets on a regular basis. It takes into consideration, policies being proposed by various groups in the district. Most recently this has included an update of the Acceptable Use Policy, Cyber Bullying and our Document Retention Policy. All of these policies are directly linked to technology. Once a policy has been presented to the Policy Committee, if accepted it goes onto the Board of Education for approval. If the policy is not adopted, it is returned with possible suggestions for the committee as well our legal representative. During the development and discussion of such policy, any need for funding or other resources are discovered and made available. Any change in policy is communicated to our stakeholders through and posted on our website. The full policy can be accessed by staff and the public upon request How do we know we are getting there? Reynoldsburg City Schools monitors pending bills in the House and Senate. We are proactive in our creation and use of policy; however, we strongly believe that we should not have policy for policy sake. We are ever endeavoring to make sure that the policy meets the changing needs of the educational environment. We have a procedure in place that allows teachers to request the use of sites that are blocked by our WebWasher Filter. At times the sites are used for specific projects and are only left open for a short period of time. This came about as a result of the Technology Advisory Committee meeting held in the district. We do give access to Web 2.0 tools that are not part of our LMS to help foster appropriate use of these technologies. Our LMS allows for the use of Forums, Wikis, Chats, etc in a safe environment and is heavily used throughout the school year and the summer by students and teachers. Most recently, our 9th grade reading team have set up forums for our students to discuss required summer reading. How do we sustain the focus and momentum? Once a House Bill is proposed, the executive board members made up of the central office staff will begin to complete research into the appropriateness of the bill for the district. Each member of the team has their area of focus and are able to bring expertise and recommendations to the table. If upon discussion with the other committee members it is determined that Reynoldsburg should move forward with the presentation of a policy, it is also determined how the impact of the policy will by evaluated so appropriate revisions should be made. 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. Status: etech Ohio Certified 17 Last Updated: Jun 24, 2009

18 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 Exploration Exploration curriculum B.Competencies/Standards (e.g. ISTE NETS- Adoption Exploration A) C.Advocacy for technology Adoption Exploration D.Measures and accountability for effective Adoption Exploration use E.Role model in the use of technology Adoption Exploration F.Professional development Adoption Exploration G.Support for educational technology Adoption Exploration H.Professional practice Adoption Exploration How do we get there? District administrators have been encouraged to be technology leaders and role models by having the Central Office demonstrate how this should be done. We moved from a Novell Network to a windows network at the beginning of the previous tech plan. We have seen a growth in principal skill and use over these last three years. Principals are communicating using almost exclusively. We have had one building adopt the policy of no paper when technology will do! Over the last three years, we have introduced a standards based report card for grades K-6. As teachers change their paradigm for grading, we have also incorporated a technology tool called Progress Book. This tool is used in assisting teachers using interims and reports cards as a communication tool for parents. Teachers have been trained on how to print out reports and Principals have been trained on how to access teacher grade books on line to monitor the levels of learning that is taking place in their buildings. We have also created an online professional development tool, where teachers can input their professional development and then click submit. The principal receives an to approve the professional development for the teacher. We have been working on expanding functionality of the system so teachers can upload their Individual Learning Plan. By have access to all of this in one location; principals will be able to make sure that the professional development requests make the goals of the IPDP. Two years ago we rolled out a new website using Drupal. Some principals have required their teachers to create and maintain a website as a communication tool for their parents. Other principals have required teacher to maintain the website area as a newsletter. Some buildings have been more successful that others, we continue to strive for critical mass. We have created a professional development committee at the district level. This group has a representative from every building. This year a Professional Development Framework was development and adopted by the committee. The district no longer has technology coordinators, as they were not an efficient use of our educational staff and for the most part did not have the background to assist in the maintenance of equipment. They have been returned to the classroom where they can do the most good for our students. We have a small cadre of young men who are now charged with the fix/break aspect of the operation. As the lead technology administrator in the district, I am no longer required to address these needs. The technology secretary takes care of the maintenance of user accounts throughout the district, so I am free from that responsibility as well. How do we know we are getting there? Status: etech Ohio Certified 18 Last Updated: Jun 24, 2009

19 Quite frankly our evaluation process has been lack, however, within the Professional Development Framework, we have adopted the work of Guskey (2001). These evaluations will be posted for participants to take online by the end of summer Through server logs and firewall information we are able to see how much network activity is taking place. We are able to monitor websites visited and to monitor block access as appropriate. However, we still need to put in place the evaluation of professional development to determine potential gaps in skill. How do we sustain the focus and momentum? Reynoldsburg City Schools has and will continue to support the leadership in their use of technology by employing three computer technicians that are able to address users needs in a very timely fashion, sometimes within the hour. We have a ticket system in place that assist the team in addressing these needs as well as the needs of teachers and students. Our evaluation process not only includes a performance evaluation of each person, but the Director of Technology goes to each building and talks with the principals about how needs are being addressed and if they have concerns regarding the future. Along with the dated logs from the ticket system, the technology department has a pretty clear picture of what is happening out in the district. 3.3 Technology Leader/Coordinator Time Commitments Strategic/Project/Action Planning 5% 10% Acquisitions/Procurement 10% 10% Deployment/Implementation of Technology 10% 10% Maintenance & Repair 40% 5% End-user Technical Support & Training 10% 15% Curriculum Alignment & Instructional 5% 10% Integration Fiscal Management/Grant Applications 5% 10% Superintendent Cabinet/Executive/Board 0% 5% Meetings Tech Staff Development & Management 5% 10% Policy Development, Monitoring & 5% 5% Enforcement Evaluating New/Emerging Technologies 5% 10% Other 0% 0% Total 100% 100% We support and continue to support the efforts of the technology director by providing a three person staff to assist with the hardware maintenance, software upgrades and continue operation of the network. When new initiatives are brought to bear, appropriate members of the team are chosen to complete professional development. At times this person may be the director and at others it may be another person on the team. The director is also provided a secretary that assists all members of the team with the daily running and maintenance of the network. We no longer have technology coordinators in the buildings. Instead, we have a team of technicians that move throughout the district addressing fix and repair. The technology secretary addressing user accounts. This along with our open source helpdesk and the team, the director's time is no longer spent on fix and repair. How will we know we are getting there? Progress is measured by the adoption of new initiatives as they are rolled out. For example, January of 2008, we rolled out an online learning solution using an Open Source called Moodle. Within 6 months, the initiative took off and has begun to take on a life of its own. We currently have thousands of hits on the site daily. Students are working from home on the weekends and during snow days. Teachers are calling and requesting professional development. How will we sustain focus and momentum? The district supports the role of the technology director, by implementing initiatives recommended by and believed to assist in the educational process to help improve student engagement and ultimately their learning. Status: etech Ohio Certified 19 Last Updated: Jun 24, 2009

20 Professional development has been left up to the director. Currently finishing a Ph.D. in Instructional Technologies, the district is heavily vested in the success of the use of technology and the continued professional growth of the director. Status: etech Ohio Certified 20 Last Updated: Jun 24, 2009