Half Hollow Hills School District Technology Integration Plan
Update
July 2004 – June 2007
Half Hollow Hills
District Technology Plan
Table of Contents District Technology Planning Committee__________________________ 3 Executive Summary______________________________________________ 4 Technology Mission Statement ___________________________________ 5 Staff Development ______________________________________________ 7 District Goals of Teacher Training ________________________________________________ 7
Evaluation and Assessment ______________________________________ 9 Meetings with Stakeholders _____________________________________________________ 9 Curriculum Writing _____________________________________________________________ 10 Teacher Evaluation ____________________________________________________________ 10
Communication________________________________________________ 11 Redesigned District Website ____________________________________________________ 11 Teacher eBoards ______________________________________________________________ 11
Information Technology Inventory _______________________________ 12 General Information ___________________________________________________________ 12 Current inventory of networked equipment and services _________________________ 12 Software______________________________________________________________________ 15 Administrative Computer Equipment____________________________________________ 15
Telephony Services _____________________________________________ 16 District-Wide PBX System _______________________________________________________ 16 Private Network Communications ______________________________________________ 16 Laptop Pilot Program Spring 2003 _______________________________________________ 17
Instructional Computing Technology Integration Plan 2003-2004 __ 18 Components of the Plan _______________________________________________________ 19 Technology Budget 2004-2005__________________________________________________ 20 Technology Budget 2005-2006__________________________________________________ 20 Technology Budget 2006-2007__________________________________________________ 20
Timeline________________________________________________________ 21 2004-2005_____________________________________________________________________ 21 2005-2006_____________________________________________________________________ 21 2006-2007_____________________________________________________________________ 21
2004-2007
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District Technology Plan
District Technology Planning Committee Christine Barbaccia HS West Student Lud Braun Retired professor: SUNY at Stony Brook, Brooklyn Polytechnoic Institute, National Education Computing Association Pioneer Corinne Carriero Director of Instructional Computing Glen Cochrane HS East Science teacher Michael DeStio Assistant Superintendent Secondary Instruction Marilyn Drange Chestnut Hill teacher Barbara Drayer HS East Librarian
Lawerence Light Assistant Superintendent Finance & Facilities James LoFrese HS West Principal Jay Marcucci Vice President Open SystemTechnologies Elizabeth Murphy Otsego Teacher Josh Puterrman HS East Student Ellen Robertson Instructional Computing K-12 Bette Schneiderman LIU Co-Chair of the Department of Educational Technology
Darren Felber HHH Network Specialist
Gloria Smith Assistant Superintendent Elementary Instruction
Sheldon Karnilow Superintendent
Michael Ward Candlewood Teacher Susan Wright West Hollow Teacher
2004-2007
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District Technology Plan
Executive Summary For hundreds of years industries have relied on technology. This reliance has improved the efficiency and productivity of the United States in world markets. However, our world continues to change rapidly. The information age is upon us. Industries remaining competitive have vigorously embraced new information and management technologies. Their use of these computer-based technologies is critical to economic survival. It is no longer debatable that technology must be integrated into all school-related operations. The Half Hollow Hills School District strongly supports the principle that: “Each individual has a capacity to learn which can be developed and nurtured through formal educational experiences. The ultimate mission of the New York State educational system is to help each individual identify, develop, and utilize his capabilities for his personal welfare and that of society. the development of the specific capabilities needed by individuals generally are the goals of education.”1
As the 21st century opens, technology is a ‘specific capability’ needed by individuals. In a report commissioned by the US Labor Department, a 31 member panel composed of representatives from business, education, labor, and government, identified five abilities as crucial if a student is to succeed in the modern workplace. Of these five abilities, two specifically mention technology, and the remaining three can be taught and reinforced using skills and concepts that are indigenous to various technologies. The report calls these areas the “hallmarks of today’s expert worker.”2 “The five abilities are: 1. The ability to identify, organize, plan and allocate resources... 2. The ability to work with others... 3. The ability to acquire and evaluate information, including using computers, interpreting and communicating data. 4. The ability to understand how various parts of a system fit together... 5. The ability to work with various technologies. This includes choosing the right tools or equipment for each job, maintaining and troubleshooting equipment. The members of the commission believe that these competencies are applicable from the shop floor to the executive suite. Technology refers to a wide variety of resources such as computers, hypermedia, video, telecommunications, fiber optics, FAX machines, digital cameras, and many other tools, systems and equipment specifically designed to promote effective classroom instruction and school management. Integration of technology into curriculum areas and its use in classrooms is in line with today’s leading educational strategies, fostering and supporting active learning, cooperative learning, individualized learning, and interdisciplinary learning. Multimedia technologies allow students to take advantage of the medium-sound, video, text, or graphics-that speaks most clearly to them or that best expresses a given idea. Multimedia materials invite students to think critically, as they navigate through information, making connections and drawing conclusions along the way. Educators are faced with the enormous task and challenge of preparing students to live happily and productively in a century whose demands can only be imagined. In August 1991 to meet this challenge Superintendent of Schools Kevin N. McGuire commissioned a team to generate a plan that would serve as the district’s blueprint to further develop and improve its technological infrastructure and integrate this system within the district’s overall school improvement plans. Current Superintendent, Sheldon Karnilow is equally committed to this vision. 1 2
Half Hollow Hills Board of Education Policy #6120 U.S. Department of Labor May 2004
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District Technology Plan
The intent of this plan as also stated by the New York State Department of Education is to provide direction for planning so technology can be applied more effectively to: • enhance the teaching/learning environment and • improve the management of our schools.3 It is the belief of the planning team that the following action plans need to be implemented in order to meet the challenges of the next decade and beyond. I II III IV V VI
Maximize student learning by continuing to integrate technology into all curriculum areas. Provide students with access to multimedia computer facilities in all instructional areas. Provide teachers access to technology for lesson preparation. Provide ongoing training and staff development for technology. Provide technical support to optimize student and staff use of existing equipment. Equip each school with computer labs that will accommodate classes of students, providing each student with a workstation. VII Provide students and staff access to electronic networks within and among district buildings. VIII Provide centralized electronic system for student recordkeeping and instructional inventory. IX Support students’ research skills by continuing to provide automated school libraries and full access to electronic resources. Since 1991, a technology committee initially consisting of teachers, and administrators, and then enhanced by the addition of students, district residents and professionals in the field of technology meet regularly to assess and evaluate the integration of technology into all district programs and to revise and update the District Technology Plan. The focus of the action plans are; the continuing efforts to maintain state-of-the-art computers in each classroom, the integration of technology to curriculum, and continued high speed internet access for all students and staff. The established district school budget funds these endeavors and reductions in costs are being sought in e-rate reductions as outlined in the Federal Communications Act of 1996. Since August of 1999, an extensive wide area network infrastructure has been implemented which has connected each of our school local area networks for both data and voice communications via high speed communications lines. It is recognized that the Technology Plan is an ongoing effort, which will continue to be refined as the ever-changing world of technology evolves.
Technology Mission Statement The Technology Mission of the Half Hollow Hills School district is to prepare students for the challenges of the future in a rapidly change society. In the accomplishment of this mission: • • • 3
Students will acquire the knowledge bases and skills to utilize technology effectively in their environment. Students will be able to communicate effectively through the utilization of appropriate technologies. Students will benefit from a curriculum enhanced by the productive use of technology.
Technology Planning for Improving Schools, University of the State of New York May 2004
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• • • • •
District Technology Plan
Students will be supported by a staff knowledgeable about emerging technologies and skilled in implementing them. Students will benefit from improved decision making through the district’s use of a comprehensive information retrieval system. Students will have access to suitable hardware and software to accomplish these goals. Students will be part of a community that is aware of the district’s technological resources and capabilities. Students will benefit from ongoing analysis and planning that involve all aspects of the community.
Our goals are ... • to foster lifelong learning • to actively involve students in learning and to have them approach learning with great enthusiasm • to provide students the opportunities to reach their intellectual potential by providing access to the resources, materials, and tools that best fit their learning styles and needs • to encourage learning experiences beyond the classroom • to have students take more responsibility for their own education with the instructional staff guiding their inquiries • to offer an interdisciplinary curriculum which blurs the lines between disconnected subjects • to insure that technology is used as a tool for learning and not as an end in itself So that our students will ... • learn how to learn • communicate effectively • work cooperatively with group goals and individual accountability • build on the strength of individual skills through collaborative learning • have greater opportunities for individualized instruction As we proceed we should remember... • technology can be a catalyst to equalize experience • students should engage in “real world” problem solving • use of computer-based technology has a positive impact on achievement, self-esteem, motivation and enthusiasm for learning • multimedia technology and electronic communication encourage collaboration and increase communication among students,teachers, parents, administrators, and other experts • change takes time; new curriculum, new pedagogical approaches, and new technologies cannot be fully incorporated into a school in one or two years • staff development programs based on meeting teachers’ curricular needs are more successful than programs of a general or survey nature • value will be added to the professional work of teachers if they are provided with the opportunities to master new technologies and tools • for staff development, in-house experts are more helpful than outside experts if changes in pedagogy are to be sustained over time • a long range plan must be flexible to accommodate the industry and technology changes as they develop As evidenced by the following diagram, “Enhancing Teaching and Learning Through Differentiated Instruction,” Half Hollow Hills has a well thought out vision of the strategies it will follow to maximize student achievement. The diagram also makes clear the fact that technology integration is an integral component. May 2004
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District Technology Plan
Staff Development The Half Hollow Hills Computer/Technology Inservice Program reflects the philosophy of active participatory learning. Teachers are trained in the mechanics of using hardware and software through the exploration of tool software, e.g. drawing programs, word processing and multimedia authoring tools, which enhance and expand the curriculum by including learner-centered, interdisciplinary, constructivist activities.
District Goals of Teacher Training • • •
Skill development Curriculum integration Modeling
All staff development sessions are designed to serve as models for participatory learning. As learners, the teachers engage in activities that involve collaborative learning, discussion, and independent research. To accomplish these goals a variety of training formats are used: • After-school courses - teachers attend a series of classes at the conclusion of their school day. These courses may be taken for inservice credit. • Summer training - teachers attend classes during summer vacation. Training may be taken for inservice credit or remuneration. • Released time - substitute teachers are provided and teachers meet for a full or half day with a trainer. • Sessions during prep time - trainers meet with teachers in their building during the school day during specific free periods.
May 2004
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District Technology Plan
Alliance with a local university - a partnership has been forged whereby the university offers a Master's degree program in Educational Technology using district facilities and at a significantly reduced tuition rate. A district published quarterly newsletter - Points and Clicks. This newsletter, available online at http://www.halfhollowhills.k12.ny.us/Inservice/pandc/pcap02/index.html, and distributed to all professional staff, highlights lessons taught by our teachers that successfully integrate technology into the curriculum. In addition, the newsletter contains tips, tricks, and resources to help teachers accomplish the goal of integrating technology into the curriculum.
May 2004
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District Technology Plan
Evaluation and Assessment Research and best practices indicate that a typical process for evaluation of technology efforts involves giving attention to the following steps: • • • • • • • • • • •
Identify basic issues/problems that need attention Develop revision strategies and priorities Determine what data will be necessary to obtain in order to make informed decisions Determine what data is useful for evaluation that already exists Determine what new data will need to be collected Identify evaluation design Determine what tools and data acquisition strategies will be used Determine timelines and specific people responsible for evaluation Conduct evaluations Analyze data and develop conclusions Report data in ways appropriate to various audiences
It is our belief that evaluation activities should • be ongoing • provide information to guide the redesign and improvement of the program • provide information to decide whether or not the activities/project should be implemented on a wider scale Evaluation is ongoing. Strategies that we employ to ensure that evaluation activities are an integral part of the project include:
Meetings with Stakeholders •
• •
•
Leadership Council At these monthly meetings of all district administrators, topics relating to enhancing teaching and learning are discussed. Technology is a thread that is seamlessly woven into all the discussions. The following list enumerates some of these topics: o Grant Wiggins, national educational consultant, has presented Understanding by Design o Charlotte Danielsen, on teacher assessment o Differentiation of Instruction o Brain Based Learning o Weekly meetings with curriculum area Supervisors and Directors o Discussions on what technology is needed to support curriculum o Successful lessons in which technology is used to enhance and support the curriculum o Looking at student work Annual meeting with the district PTA Education committe Bi-monthly meetings with Assistant Superintendent, Director of Instructional Computing and MIS Coordinator At these meetings discussion centers on: o status of programs o areas to expand o issues in the field of educational technology o emerging technologies District technology staff bi-monthly meetings Twice monthly all members of the Instructional Technology department (currently 3 repair technicians, 2 network specialists, director and assistant director), Administrative Technology department (currently network administrator and 2 network specialists) meet to discuss
May 2004
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•
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District Technology Plan
o status of programs o areas to expand o ways to improve the technical support structure of the district Monthly meetings with Building Technology Liaisons These meetings, facilitated by the Director and the Assistant Director of Instructional Computing, are with a Building Principal and the Technology Liaison (a classroom teacher or librarian) from each school. Agenda items include: o discussion of the status of technology within each building o discussion of ways that the programs can be improved o demonstrations of new hardware and software o discussions on how to best meet the needs of students and teachers with regard to integrating technology into the curriculum Semi annual District Technology Committee This committee is comprised of district teachers, administrators (building level and Central Office) and district residents. In addition, college professors and business people active in the field of technology are also members. The following activities take place at these meetings: o presentations on emerging research and technologies o overview and demonstration of what we have accomplished since the last meeting o discussions about how well we are meeting our goals o discussion about whether or not we need to make adjustments to the plan o discussions about where we should be headed Semi annual meeting with Technology subcommittee of the School Board o to present the upcoming budget request Annual meeting with School Board o to apprise the Board of the progress made during the previous year o share student work
Curriculum Writing Each summer as the district revises and updates curriculum, each curriculum committee includes at least one technology integration specialist. This “specialist” is a teacher who is exemplary in the use of technology within the curriculum. The role of this teacher on the committee is to ensure that technology related activities are included.
Teacher Evaluation To further insure the use and integration of technology within the curriculum, principals, and curriculum area supervisors and directors evaluate teachers on their use of technology within the curriculum as part of the formal and informal classroom observation and end-of-the-year assessment.
May 2004
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District Technology Plan
Communication Redesigned District Website In January 2004, the district unveiled its newly designed website, a powerful communication tool for all school and community members. A team consisting of District administrators, teachers and a member of the Board of Education developed this totally reconstructed state of the art website to accommodate the complex needs of our community. It is designed to allow for dynamic growth and expansion based on the present and future needs of all of our constituents. It will contain up-to-date information on our schools, programs, activities, and initiatives, and will offer the community the opportunity to provide feedback to the district’s administrative team. Exciting changes include: • A “look and feel” that is cleaner, more precise, and provides faster and more intuitive navigation. Menu bars are consistently located at the top and left of every page. • An interactive calendar feature that allows parents who have children in multiple activities to create a personal customized calendar. • A dynamic, comprehensive layout of the District’s organization, mission, programs and activities. • An instant response email notification system that provides a powerful tool with which to communicate any time, day or night, with anyone who chooses to signup for this feature. (This feature will be available as of February 1, 2004.) • A “Frequently Asked Questions” section where users can go to get answers to common matters pertaining to the District and our schools. • Enhanced internal and external search capabilities will enable users to search for the information they need; search choices include subjects covered in our website as well as global Google Internet searches. • An interactive feedback loop enabling the District to provide information to all users, but more importantly to serve as a vehicle to gather information and respond to all constituents. We are excited about this new venture as it will allow us to pursue our goal of “improved communication between and among all stakeholders” and enable us to continue to meet the educational needs of our entire school community.
Teacher eBoards Another communication tool heavily used this year is the teacher eBoard. Each teacher has the ability to create a personal eBoard which is in effect a portal allowing for the dissemination of information to students and their parents. This information includes but is not limited to posting of • student homework assignments • links to online curriculum related resources • pictures of students engaged in class activities • pdf files of worksheets and other handouts
May 2004
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District Technology Plan
Information Technology Inventory General Information Locations: Half Hollow Hills School District is comprised of 13 buildings: • seven K-5 Elementary Schools • two 6-8 Middle Schools • two 9-12 High Schools • one Central Office • one Transportation Center
Current inventory of networked equipment and services Instructional Networked LAN/WAN’s An ATM fiber backbone connects the elementary, middle and high schools, in a star configuration, to the administration building. This configuration provides connectivity between buildings for accessing the internet and file servers. High Schools: Middle Schools Elementary Schools:
100MB, switched, fast Ethernet network Fiber and CAT-5 infrastructure. 100MB, switched, fast Ethernet network CAT-5 infrastructure. 100MB, switched, fast Ethernet network Fiber and CAT-5 infrastructure.
Servers Level High School
Middle School
Type Instructional
Processor Dual 1 Ghz G4
Ram 1 GB
HD 3 @ 36 GB
Library
450 Mhz G3 Processor Dual 1 Ghz G4
256 MB
10 GB
1 GB
3 @ 36 GB
450 Mhz G3 Processor 400 Mhz G3
256 MB
10 GB
1 GB
3 @ 36 GB
233 Mhz 604E Processor
256 MB
10 GB
Instructional Library
Elementary
Instructional Library
May 2004
Back-up AIT+ Tape Backup DAT Tape AIT+ Tape Backup DAT Tape AIT+ Tape Backup DAT Tape
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Instructional 3Com/Cisco Switch Inventory Building Chestnut Hill Forest Park Otsego
Paumanok Signal Hill Sunquam
Vanderbilt Candlewood
West Hollow
HS East
HS West
May 2004
Wiring Closet Model Location Library Super Stack II 3300 Math Lab Super Stack II 3300 Art Closet Super Stack II 3300 Storage Closet Super Stack II 3300 Library Super Stack II 3300 Office Super Stack II 3300 Storage Rm. Super Stack II 3300 Library Super Stack II 3300 Locker Super Stack II 3300 Library Super Stack II 3300 Cust. Closet Super Stack II 3300 Office WS-C2924-XL-A Office WS-C4912 Stage WS-C2924-XL-A 116 WS-C2924-XL-A 401 WS-C2924-XL-A Library Super Stack II 3300 Resource Rm. Super Stack II 3300 108 Catalyst 3548-XL 211 Catalyst 3548-XL 403 Catalyst 3524-XL Cust. Closet Catalyst 3524-XL Library Catalyst 3548-XL Mac-Lab2 Catalyst 3548-XL Proj. Rm. Catalyst 3524-XL 707 Super Stack II 3300 7C Super Stack II 3300 9A Super Stack II 3300 Library Super Stack II 3300 Reading Ctr. Super Stack II 3300 Library Catalyst 3548-XL Mac-Lab Catalyst 3548-XL Read. Closet Catalyst 3524-XL
Number 6 3 5 3 4 1 4 5 2 4 3 3 1 3 4 1 5 2 2 2 2 1 3 1 3 4 3 1 5 1 3 2 1
Fiber Modules N/A N/A 100BASE-FX 100BASE-FX 100BASE-FX 100BASE-FX N/A N/A N/A N/A N/A WS-X2922-XL-V WS-X2922-XL-V WS-X2922-XL-V WS-X2922-XL-V WS-X2922-XL-V N/A N/A N/A N/A N/A N/A N/A N/A N/A 100BASE-FX N/A N/A 100BASE-FX N/A N/A N/A N/A
Number
1 1 1 1
3 11 3 4 1
1
1
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Instructional Computers and Peripheral Equipment School
Serv- Desk- Lapers tops G3 tops or higher
Chestnut Hill Elem. Forest Park Elem. Otsego Elementary Paumanok Elem. Signal Hill Elem. Sunquam Elem. Vanderbilt Elem. Candlewood M.S. West Hollow M.S. High School East High School West
2 2 2 2 2 2 2 2 2 4 3
124 113 119 110 106 103 116 145 178 191 159
64 65 78 77 77 65 64 254 241 129 130
Pentium III 500Mhz
Printers
Scanners
N/A N/A N/A N/A N/A N/A N/A N/A N/A 28 28
77 43 38 42 41 40 45 77 78 106 67
1 1 1 1 1 1 1 2 2 2 2
Projectors Wireless Access Units
2 2 2 2 2 2 2 7 8 9 7
5 6 7 6 5 5 5 39 25 61 32
Elementary Schools • All classrooms have 3 networked computers and 1 networked printer. • Wireless mobile lab consisting of 26 notebook computers, 1 networked printer and 2 access units • Every 2 fifth grade classrooms share a mobile wireless cart with 13 laptop computers • Wireless mobile mini-lab consisting of 10 notebook computers, and 1 access unit Candlewood and West Hollow Middle School • All classrooms have 1 networked computer and networked printer • 2 General purpose networked computer labs with 28 stations, 2 laser printers (one black and white, one color) and a scanner • Library 9 networked stations and laser printer • Technology / Industrial Arts 12 computers and one printer • Wireless mobile lab consisting of 28 notebook computers, 1 networked printer and 2 access units • Each sixth grade team (4 at Candlewood and 5 at Wet Hollow) has a mobile wireless cart with 28 laptop computers • English, Science and Social Studies departments have a mobile wireless cart with 28 laptop computers • Music department has 14 station labs with midi equipment High School East • All classrooms have 1 networked computer and networked printer • 2 General purpose networked computer labs with 28 stations, 2 laser printers (one black and white, one color) and a scanner • 1 networked mini-lab with 14 workstations and laser printer • Library 9 networked stations and laser printer • Business lab with 28 computers and laser printer • Wireless mobile lab consisting of 28 notebook computers, 1 networked printer and 2 access units
May 2004
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High School West • All classrooms have 1 networked computer and networked printer • 2 General purpose networked computer labs with 28 stations, 2 laser printers (one black and white, one color) and a scanner • 1 networked mini-lab with 14 workstations and laser printer • Library 9 networked stations and laser printer • Business lab with 28 computers and laser printer • Wireless mobile lab consisting of 28 notebook computers, 1 networked printer and 2 access units In addition the district inventory includes: • 21 SONY Mavica digital still cameras • 15 SONY Cybershot digital still cameras • 6 Canon digital video Cameras • 4 XVGA LCD projectors This equipment is maintained in the office of Instructional Computing and may be signed out by professional staff members for use in their classrooms or on field trips.
Software The district’s philosophy of active participatory learning drives the types of software used: • Brainstorming, concept mapping, outlining: Kidspiration and Inspiration • Graphic creation: Adobe Photoshop Elements, KidPix • General productivity (word processing, spreadsheet, database, presentation): AppleWorks, Microsoft Offfice • Digital media creation: iMovie, HyperStudio
Administrative Computer Equipment Location
HS East HS West West Hollow Middle Candlewood Middle School Chestnut Hill Elementary Forest Park Elementary Otsego Elementary Paumanok Elementary Signal Hill Elementary Sunquam Elementary Vanderbilt Elementary Transportation Central Office Totals
May 2004
Pentium >= 133Mhz
Printers
Scanners
40 34 20 20 7 7 9 7 7 8 8 4 97 268
19 15 10 11 3 3 4 4 4 3 3 2 51 125
1 1 1 2 1 1 1 1 1 1 1 1 6 19
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Telephony Services District-Wide PBX System Cablevison Lightpath, Inc. performs a single-source, single-point-of-contact function for the current service of a centralized telephone PBX System. The system has been setup to handle up to 1000 DID’s along with voice mail and audiotext messages. Cost accounting is set to check on all calls in and out of the system.
Private Network Communications Cablevision Lightpath, Inc. provides a telephony services capacity on the Half Hollow Hills School District ATM network, along with data services. The HHHSD Fiber-Based Network was designed to provide T-1 (1.5 Mbps) circuits to each site on the Network from the main PBX System. The T-1 interfaces in the remote schools and the Manasquan facility (main PBX) which allows for private network communications between all schools on the network. In addition to PBX Features interaction, abbreviated digit dialing among all of the schools will be possible without incurring any toll and/or message unit charges. Future upgrades or changes in service lines would only have to be made at one central location, resulting in lower maintenance.
May 2004
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Laptop Pilot Program Spring 2003 As technology is ever more present in our lives, we as educators seek to discover how these powerful tools can be used with students to enhance teaching and learning. During the Spring 2003 semester, we explored some possibilities within the framework of the sixth grade program. One sixth grade team in each middle school was selected to join in a unique opportunity that we believed, would engage and motivate students, extend their learning beyond the classroom, and help develop and shape the way technology is used to enrich learning. Each child and teacher on the selected team was given a laptop computer for use for the remainder of the school year. The laptop was equipped with productivity tool software identical to that found on the computers located in the middle schools. It is important to note that these laptops and software were used to engage students in the identical curriculum as those sixth grade students not in the pilot. While in the classroom, the laptop computer had access to the Internet. The unique component of the pilot program was that the students were able to bring the computer home each day. In this way, they had the opportunity to continue work begun during the school day; thereby extending their learning. Parents were asked to encourage and support their child by discussing the day’s activities, and having the child share his/her work. Although this was an exciting opportunity, it was also a great responsibility for all involved. To insure the success of any program, parent involvement was critical. Parents were required to attend a brief orientation with their child. Only children who had a parent or guardian attend this meeting with them received the laptop computer for use for the remainder of the year. All eligible parents and students attended! This pilot was evaluated and was deemed to be a success. However after assessing the results, and visiting a number of school districts in Henrico County, Virginia; Quaker Valley, Pennsylvania; and Falmouth and Yarmouth, Maine it was decided to proceed a little differently. Even though the district has been providing ongoing staff development on the integration of technology into all curriculum areas and grade levels, due to the enormous change in the delivery of instruction within the pilot program due to total computer access all day, everyday, it was determined that teachers needed significant additional training and that the curriculum revision needed to be addressed as well. Additionally, teachers in many departments in grades 7 – 12 were clamoring for greater access to computers because the 2 stationary labs and one mobile lab in each of the secondary schools were being used extensively and teachers were having difficulty “booking” time in the labs. For these reasons it has been decided that rather than pursue one-to-one computing for one grade level only, we would proceed instead by purchasing a significant number of mobile laptop carts to be deployed in the secondary schools. Following is a description of what will be done during the 2003-2004 school year.
May 2004
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Instructional Computing Technology Integration Plan 2003-2004 In order to maximize the achievement of all students, we have adopted a differentiated instruction model. This will provide all learners with a variety of instructional strategies suited to their achievement and ability levels, learning styles, and interests. This is a proven model that is consistent with the District vision for improving teaching and learning. Technology is critical to this goal. Technology provides the tools to be used for authentic learning by enabling students to find analyze, manage, present, share information and construct new knowledge. The overall purpose of the District Technology Plan over the next three years is to assist in maximizing student achievement by • Increasing student access to computers and other technology tools K - 12. • Providing additional ongoing professional development to teachers and administrators on the integration of technology into the curriculum • Assessing and revising the curriculum with respect to technology integration These goals will be accomplished by the continued acquisition of mobile laptop carts as outlined below so that technology is available at the point of instruction; and through class use of the computer labs in each building. In addition wireless network connectivity was made available in all areas of each of the secondary schools and in the fifth grade wings of the elementary schools. Professional development workshops were held for teachers and administrators during the summer of 2003, and continued throughout the year. Across all grade levels, this increased access to technology will allow for: differentiation of instruction • students use of real world tools • increased collaboration among students • student acquisition of visual and information literacy skills • student acquisition of basic technology skills • students engaging in higher order thinking activities • student use of concept maps to help them organize, interpret and use information in new ways • student use of media tools to enable them to express their ideas in creative and engaging ways allowing them to express processes and complex ideas more clearly and easily than they could with text alone.
May 2004
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District Technology Plan
Components of the Plan Elementary School • •
Fifth Grade Acquisition Every 2 fifth grade classrooms received a cart with 13 laptop computers which they share. The computers have full network access and all software programs currently installed on the classroom computers. Each building received an LCD projector and digital camera to be shared by the fifth grade classes. Impact K - 4 Increased access to the 28 station mobile lab and to the 10 station mobile lab enabling greater participation in project based work as the fifth grade classes will no longer be using these carts Impact Grade 5 Daily access to technology tools for all students
Middle School • • •
•
Sixth Grade Each sixth grade team received a cart with 28 laptop computers which they share. The computers have full network access and all software programs currently installed on the middle school computers. Each team received an LCD projector and a digital camera. Grades 7 and 8 English, Science and Social Studies Each of these departments received a cart with 28 laptop computers which they share. The computers have full network access and all software programs currently installed on the middle school computers. Each building will receive an LCD projector. Impact Grade 6 Daily access to technology tools for all students Impact Grades 7 and 8 Mathematics, Foreign Language, Art, Industrial Arts, Music Increased access to the two stationary 28 station computer labs and to the 28 station mobile lab enabling greater ability to perform research and engage in project based work
High School English, Science and Social Studies Departments • English and Science departments received a cart with 28 laptop computers which they will share. The Social Studies departments received 2 carts per building which they share. The computers have full network access and all software programs currently installed on the high school computers. • Each building will receive 3 LCD projectors and a digital camera.
Impact on Mathematics, Foreign Language, Art, Music, Business Increased access to the two stationary 28-station computer labs, the 14-station lab and to the 28 station mobile lab enabling greater ability to perform research and engage in project based work
During the summer of 2003 teachers in grades 5 and 6, and secondary teachers in the English, Science and Social Studies departments received three-days of hands-on technology integration training. During the 2003-2004 school year the training continued and a push-in model of staff development was used. May 2004
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Throughout the year, the use of this newly acquired technology will be assessed and a decision will be made as to how we will proceed in the 2004-2005 school year. We will consider whether to enhance and expand the current model, or to introduce one-to-one computing on a specific grade level.
Technology Budget 2004-2005 Description Hardware(includes acquisition of new equipment and replacement of 5-year old equipment) Software Professional Development (technology related) Other Includes: Supplies and materials Online service subscriptions BOCES tech related services Data Network expenses: Internet connectivity, WAN and network contractual expenses Additional wiring of classrooms
Amount $785,414 $198,000 $150,000 $425,000
Technology Budget 2005-2006 Description Hardware (includes acquisition of new equipment and replacement of 5-year old equipment) Software Professional Development (technology related) Other Includes: Supplies and materials Online service subscriptions BOCES tech related services Data Network expenses: Internet connectivity, WAN and network contractual expenses Expansion of wireless network connectivity at elementary level
Amount $750,000 $190,000 $160,000 $325,000
Technology Budget 2006-2007 Description Hardware (includes acquisition of new equipment and replacement of 5-year old equipment) Software Professional Development (technology related) Other Includes: Supplies and materials Online service subscriptions BOCES tech related services Data Network expenses: Internet connectivity, WAN and network contractual expenses Completion of wireless network connectivity at elementary level
May 2004
Amount $775,000 $190,000 $150,000 $300,000
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Timeline 2004-2005 • • • • •
Replace current servers at 4 secondary schools and add authentication server to each building Replace all 5-year old computers Replace 4 year old routers and switches Create new art lab at High School West Upgrade all elementary computer systems to OS X
2005-2006 • • • • • • •
Replace current servers at 7 elementary schools Replace all 5-year old computers Replace 4 year old routers and switches Create new art lab at High School East Expand mobile computing at elementary level to include fourth grade Expand mobile computing at secondary level to include Foreign Language Department Extend wireless network connectivity at 4 of 7 elementary schools
2006-2007 • • • • • •
Replace all 5-year old computers Replace 4-year old routers and switches Create music lab at High Schools Expand mobile computing at elementary level to provide each fifth grade class with its own cart of 13 laptops Expand mobile computing at secondary level to include Foreign Language Department Extend wireless network connectivity at remaining 3 of 7 elementary schools
May 2004
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