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CRITERIA IV: Technology Infrastructure, Management, and Support
The technology support staff along with the technology committee will be required to review existing technology, anticipate changes in technology, and provide solutions that correspond to our overall vision. The district updates computers about every seven to ten years and will repair old computers or discard them depending upon their age and functionality. It is hoped that this cycle will provide a means by which students and staff will be kept abreast of current technologies. The district maintains technologies by contracting with outside vendors and employing a computer coordinator. It is the computer coordinator’s responsibility to secure and administer the network. The procurement and upgrades of technology within the district are determined through staff surveys, the technology committee, and the computer coordinator.
QUESTION
RESPONSE
What is your telecommunications/Internet connectivity capacity in your school district or school for Internet access and video connectivity?
The building has one main network closet with a T1 connection to a wide area network. This main network closet includes a firewall to prevent intruders to the local area network (LAN), a content filter to prevent inappropriate web surfing, a router, three 10/100 switches. There are three other locations in the building that have a 10/100 switch in place to supply a classroom access to the internet. We have internet connections and also three complete computer labs. We also have the ability for classes being taught over ITV. Spanish is being offered at this time. Updated 11/2/2010
Do you have plans to expand this capacity within the next three to four years?
The expansion will be to increase the speed of our hubs and add ITV courses as student need demands.
If you plan to expand telecommunications capacity, what will be your anticipated capacity by the end of this planning period (July 1, 2011)?
To be determined by technology advancements student and curriculum needs following approval by the Technology Committee.
Updated 11/1/2010
What is your student to Internet-connected computer ratio? What will this ratio be at the end of the planning cycle?
The ratio is about 2 students to 1 computer. The ratio will remain about the same.
What is your teacher to Internet-connected computer ratio?
What will this ratio be at the end of the planning cycle?
Each teacher has their own connection. The ratio will remain the same.
Are the majority of the computers accessible for students located within labs or classrooms?
Most are in labs but there are several classrooms that have computers available for students to use also.
Updated 11/1/2010
What is the average age of computer equipment used for instruction?
The majority of machines we have are about 10-12 years old with 24 PC’s that are about 5 years old and 12 eMacs that are about 10 years old.
Updated 11/1/2010
What is timeline for your computer equipment replacement cycle?
We try to update equipment about every 3-4 years or on and as needed basis. This is determined by the Technology Committee and teacher requests.
What is your computer platform? PC-based, MacIntosh-based or both?
We have both Macintosh and PC’s.
Updated 11/1/2010
How many technology support staff do you have to manage your technology infrastructure and network?
One – part time.
Updated 11/1/2010
Is the technology support staff sufficient to effectively manage your technology infrastructure and network? If not, what staff capacity do you think you need?
The district employs a computer coordinator to manage the computer and network infrastructure. This person develops and maintains a knowledge base of current technology through continuing education, workshops, and hands-on experience. It is a challenge to stay current with software and hardware updates, but generally the current support staff has been adequate.
Is assistive technology for students with special needs provided and supported in your school district or school?
Yes. With the assistance of the Special Education Department, the needs of all special needs students are met on and as needed basis. We have special education staff that implement assistive technologies to special needs students in the district with support from the technology staff. They use various hardware peripherals along with software programs such as IBM Via Voice, Co: Writer, and Write Out Loud to enhance student communication and learning.
Are technology support staff provided with the necessary training they need, including training associated with assistive technology?
A portion of the District’s Staff Development budget is allocated for technology training each year. Through staff in-service, tutorials, peer teaching, and prep time instruction, different levels of training will be provided to meet the unique needs of all staff members. This will provide the skills and knowledge needed by staff, which ultimately will enhance the use of technology for all students in the District. With the addition of the PC networking system this past year, some additional training will be necessary to maintain and upgrade this system.
How and when are technology support staff provided with training?
Training sessions are attended whenever they are offered by surrounding institutions or contacts are made to assist with system problems. In house in-service sessions are also provided.
Updated 11/1/2010
What particular challenges does your school district or school face in providing sufficient access and technology resources to your staff and students?
Because of extreme budget restraints we are somewhat limited in the amount we are able to spend to upgrade technology needs. We do make every attempt to maintain the best available hardware and software for our students. Challenges we face include staying current with hardware, software, and antivirus and spam protection with continual budget constraints. Updated 11/1/2010
CRITERIA V: Role of School LIBRARY Media Center and SCHOOL LIBRARY MEDIA CENTER STAFF
The Campbell-Tintah School District has one media center with a card catalog and internet access for all students and staff. The media director is an active member of the technology committee and gives input into the development of the district technology plan.
The school media center plays a role in supporting instruction by being a hub for information and equipment. Besides being a place where students and staff can research and find information it is also the location of our audio/visual equipment. The media director facilitates Scholastic Reading Counts, a reading program for district students.
For the most part in the past three or four years the district media center has avoided budget cuts partly because they continually seek other sources of funding.
CRITERIA VI: Staff Development and Training
A portion of the District’s Staff Development budget is allocated for technology training each year. Through staff in-service, tutorials, peer teaching, and prep time instruction, different levels of training will be provided to meet the unique needs of all staff members. This will provide the skills and knowledge needed by staff, which ultimately will enhance the use of technology for all students in the district. The more comfortable our staff becomes with technology, the more they will integrate technology into their classroom. We assess staff effectiveness of training by observing their use of technology with their students and in their general classroom management.
One of the challenges we face with providing sufficient staff development is the difficulty of keeping staff current with the constant changing of hardware and software. Another challenge is finding the time to meet all of the individual staff development needs.
CRITERIA VII: BUDGET FOR TECHNOLOGY
Campbell-Tintah School District is committed to the maintenance and enhancement of the current technology systems. The school district technology budget is based on projected needs and revenues. The district’s major funding sources include local school district revenue and E-rate discounts on technology. A primary funding challenge for the district is enrollment numbers. Updated 11/1/20
criteria vIII: Implementation Plan
The District Implementation Plan is based on the above mentioned vision, goals, and objectives for the use of technology. With the technology committee in place, the district will move toward accomplishing these goals and objectives of the overall technology vision. The idea of having at least one networked computer in every teacher’s classroom for the purpose of enhancing student learning, through the use of the internet, has become reality. Our goal is to further enhance learning and instruction by updating hardware, purchasing new software, and training staff.
We will strive to add new computers every four years or sooner and to update software for student and staff use.
CRITERIA IX: Evaluation Plan
The technology plan for the school district will continue to be evaluated and updated according to recommendations by the technology committee and school board. The technology committee has been charged by the school board to conduct an annual evaluation of the technology plan and to make recommendations to them should changes be required. This evaluation occurs in the month of June and will be documented by the technology support staff. The changes in technology will be communicated to patrons through newsletters, the local newspaper, and school board meetings.
The district technology committee discussed and evaluated the previous technology plan in November 2010. Staff surveys were taken the committee and has come up with this revision.Evaluation Plan
Evaluation Questions
Information Needed
Information Source
Proposed Methods/Analysis
Staffing
Time Line
Did we meet our need for materials to help our students with testing?
Type of software available to meet those needs.
Lakes Country Service Cooperative and Technology Coordinators
After discussion with other school coordinators and evaluating our needs we determined that we needed more materials.
Computer Coordinator alerted administration for meeting on this issue.
Technology
Coordinators’ meeting was scheduled.
Was updated hardware needed?
Discussion with staff. Publications needed new computer for yearbook.
Get machine specs from company producing yearbook.
Determined hardware was needed from Apple, Inc. Publishing was successful.
Meeting with administration.
Computer Coordinator ordered machine.
As needed.
Is web site meeting the needs of the students and the district families?
Questioner and contacts with students and district families.
Survey was sent out.
Students and district families.
It was determined the web site needed information the counselor on scholarship sources, help for students with special needs, and updates on school policies, activities changes, etc.
Changes were made.
New Web site was introduced in 2010. Schoolwires is the host company. Training was during staff in-service at beginning of school year.
Updated 8/1/2010
As needed and as changes occurred.
What additional hardware and software are needed?
What is the purpose of the hardware and software?
Teachers, parents, students, administration, and Technology Committee.
Determine if the need is great and if the cost can be allowed.
Teacher and computer coordinator research into need vs. cost.
To be determined by the request.
GUIDING QUESTIONS FOR SCHOOLS AND LIBRARIES:
a. What measures of performance have you incorporated into your plan to determine whether your technology implementation and investments have been effective in achieving your identified technology plan objectives?
b. How often will you evaluate progress on your technology plan?
c. What types of data will you collect to measure progress?
d. Who will do the evaluation?
e. Who will be responsible for documenting the evaluation process?
f. What are the results of the evaluation of your 2004-2007 technology plan?
FEDERAL REQUIREMENTS
E-Rate Requirement 5: The plan must include an evaluation process that enables the school or public library to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise.
No Child Left Behind Requirements: Description of the process and accountability measures that the school or school district will use to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula, increasing the ability of teachers to teach, and enabling students to achieve challenging state academic standards requirements.TECHNOLOGY PLANNING RESOURCES
GENERAL
Minnesota Department of Education – 2008-2011 Technology Planning Guide for School Districts, Charter Schools, Nonpublic Schools, and Public Libraries
Minnesota Department of Education Technology Planning Workshop Presentation 2006
http://www.mnscsc.org/socrates/techplan/techplan.html
Schools & Libraries Division (SLD) – E-Rates
http://www.universalservice.org/sl
Resources for Guiding Questions for Technology Planning – NCRTEC
http://www.netc.org/cdrom/guide/html/gqres.htm
Resources for Planning, Implementing, and Integrating Instructional Technology - SEIRTEC
http://www.seirtec.org/P2P.html
National School Boards Association (NSBA) Technology Planning Guidance
http://www.nsba.org/site/page_micro.asp?TRACKID=&CID=244&DID=5670
21st Century Skills Partnership
http://www.21stcenturyskills.org/
CRITERIA
I. Planning & Needs Assessment
Organization Leadership & Technology Planning Committee
The Teacher Education and Technology Planning Guide
http://www.learningpt.org/pdfs/tech/guide.pdf
Demographics of School District/Public Library System/Public Library
Minnesota State Department of Education
Go to “Data” and “Data Downloads” for school data.
Go to State Library Services links for public library information.
State Demographic Center
http://www.demography.state.mn.us/estimates.html
National Center for Education Statistics (NCES)
Needs Assessment
Consortium for School Networking (CoSN) – CoSN/Gartner TCO Tool [Total Cost of Ownership] and Case Studies
http://classroomtco.cosn.org/gartner_intro.html
North Central Regional Educational Laboratory (NCREL) – enGauge - Helps districts and schools plan and evaluate the system wide use of educational technology
TIES – enGauge, Metiri, and other tools
http://www.informns.k12.mn.us/Technology_Planning.html
Taking a Good Look at Instructional Technology (TAGLIT)
CEO Forum Star Chart
II. Vision, Objectives and Strategies for Technology
21st Century Skills Partnership
http://www.21stcenturyskills.org/
The International Society for Technology in Education (ISTE) - Educational Technology Standards and Performance Indicators for All Teachers
http://cnets.iste.org/teachers/t_stands.html
ISTE/NETS Profiles for Students
http://cnets.iste.org/students/
ISTE/NETS Standards for Administrators
http://cnets.iste.org/administrators/
Minnesota Educational Media Organization (MEMO) Information and Technology Literacy Standards
Minnesota Department of Education – Online Learning
North American Council for Online Learning (NACOL)
Arrowhead Technology Literacy Association of Schools (ATLAS) (funded by MDE E2T2 Grant)
TIES – Learning Loops (funded by MDE E2T2 Grant)
http://www.informns.k12.mn.us/
CMERDC Data Driven Decision Making Project (funded by MDE E2T2 Grant)
http://www.erdc.k12.mn.us/newseven/newse2t2/index.php
Minnesota Department of Education Division of Research and Assessment
III. Policies and Procedures
Equitable Access for Students and Library Customers with Exceptional Needs
WebXACT: a free online service for testing single pages of web content for quality, accessibility, and privacy issues.
CAST: Resource on Universal Access for Technology Tools
Closing the Gap: Computer Technology in Special Education and Rehabilitation
LDOnline: Resource for Students with Learning Disabilities
National Center to Improve Practice in Special Education through Technology, Media & Materials – effective use of technology to enhance outcomes for students with sensory, cognitive, physical, and social/emotional disabilities.
Rehabilitation Engineering Society of North America (RESNA) – Technical Assistance Project
http://www.resna.org/taproject/index.html
U.S. Department of Justice, Civil Rights Division, Disability Rights Section – Accessibility of State and Local Government Websites to People with Disabilities
http://www.ada.gov/websites2.htm
COSN’s Accessible Technologies for All Students Initiative
http://www.accessibletech4all.org
Data and Network Security
Computing & Networking Services – Disaster Recovery Planning
http://www.utoronto.ca/security/documentation/business_continuity/dis_rec_plan.htm
Minnesota Office of Enterprise Technology - Security Standards for Portable Computing Devices
Consortium for School Networking (CoSN) – Cyber Security for the Digital District
Murdoch University, Office of Technology Services - Disaster Recovery – Standards and Guidelines for School-Based Systems
http://wwwits2.murdoch.edu.au/security/sg-DSOU.html
National Forum on Education Statistics, U.S. Department of Education –
Forum Guide to the Privacy of Student Information: A Resource for Schools.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006805
State and Federal Laws on Governing Access to Student Records – Minnesota Association of School Business Officials (MASBO)
http://www.mnasbo.org/helpfulresources/
Internet Safety and Children’s Internet Protection Act (CIPA) Compliance
American Library Association Web Site on the Children’s Internet Protection Act – Total Cost of Ownership [of Filtering] Worksheets
http://www.ala.org/ala/washoff/WOissues/civilliberties/cipaweb/adviceresources/tools.htm
Web Aware – Cyber Bullying
http://www.bewebaware.ca/english/CyberBullying.aspx
National Youth Violence Prevention Center
http://www.safeyouth.org/scripts/topics/bullying.asp
Netsmartz – Keeping Kids and Teens Safe on the Internet
http://www.netsmartz.org/netteens.htm
An Educator’s Guide to Cyberbullying and Cyberthreats
http://cyberbully.org/docs/cbcteducator.pdf
MySpace.com – School Administrators’ Guide – National School Boards Association
http://www.nsba.org/site/page_micro_nestedcats.asp?TRACKID=&CID=63&DID=195
Virginia Department of Education Guidelines and Resources for Internet Safety in Schools
http://www.pen.k12.va.us/VDOE/Technology/OET/internet-safety-guidelines.shtml
Children’s Internet Protection Act (CIPA) Fact Sheet – Minnesota Department of Education
http://education.state.mn.us/MDE/Learning_Support/Library_Services_and_School_Technology/Grants_and_Aid/Library_Services_and_Technology_Act/Children__s_Internet_Protection_Act/index.html
Universal Service Administrative Company, Schools & Libraries Division (SLD) – See “Reference Area” under “Children’s Internet Protection Act”
http://www.universalservice.org/sl
Minnesota School Boards Association Policy Service (fee-based)
http://www.mnmsba.org/Public/displaycontent.cfm?ScreenID=596
IV. Technology Infrastructure, Management, and Support
Consortium for School Networking (CoSN) – CoSN/Gartner Total Cost of Ownership (TCO) Tool and Case Studies
http://classroomtco.cosn.org/gartner_intro.html
Minnesota Department of Education Division of Research and Assessment – Technology Requirements for Online/Computer-Based Testing
Minnesota Office of Enterprise Technology (OET) Information Technologies Standards and Resource Management Program (IT Purchasing)
http://www.state.mn.us/portal/mn/jsp/home.do?agency=ISRM
V. Role of School Media Center/Library and Public Library System or Public Library
Check It Out: The Results of the School Library Media Program Census (2004)
http://www.metronet.lib.mn.us/survey2004/index.cfm
Minnesota Educational Media Organization – Standards for Effective School Library Media Programs
School Library Media Center Impact Studies – Library Research Service
Electronic Library of Minnesota (ELM)
Minnesota Library Information Network - MNLINK
VI. Staff Development and Training
National Staff Development Council -- Standards for Staff Development
Ten Steps to Effective Technology Staff Development – Edutopia – George Lucas Education Foundation
http://www.edutopia.org/php/article.php?id=Art_490&key=238
VII. Budget for Technology
American Library Association Web Site on the Children’s Internet Protection Act – Total Cost of Ownership (of Internet filtering) Worksheets
http://www.ala.org/ala/washoff/WOissues/civilliberties/cipaweb/adviceresources/tools.htm
Consortium for School Networking (CoSN) – CoSN/Gartner Total Cost of Ownership (TCO) Tool and Case Studies
http://classroomtco.cosn.org/gartner_intro.html
Minnesota Association of School Business Officials (MASBO) – Helpful Resources
http://www.mnasbo.org/helpfulresources/
Minnesota Department of Education UFARS Manual
Minnesota Computers for Schools
Minnesota Office of Enterprise Technology (OET) Information Technologies Standards and Resource Management Program (IT Purchasing)
http://www.state.mn.us/portal/mn/jsp/home.do?agency=ISRM
VIII. Implementation Plan
Anoka-Hennepin ISD 11 – Decision Framework for Technology – 2004-2007
IX. Evaluation Plan
National Survey of Student Engagement (survey models and other services)
Bloomington Public Schools – 2004-2007 Technology Plan
http://www.bloomington.k12.mn.us/departments/technology/tech_plan.html
“How Well is It Working?” – J. Branzburg, Technology and Learning, Volume 21 (7)
http://www.techlearning.com/db_area/archives/TL/200102/assess.php
STATUTORY REFERENCESRegional Library Telecommunications Aid (RLTA) - Minnesota Statutes, Section 134:355.Internet Access for Students – Minnesota Statutes, Section 125B.15.
Internet Access for Libraries – Minnesota Statutes, Section 134.50.Minnesota Data Practices Act – Minnesota Statutes, Chapter 13.
