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Approved March 26, 1998Updated July 1998

Last corrections: September 28,1998

Gorden E. MitchellSuperintendent

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Table of ContentsMission Statement.......................................................................................................................................3

Vision...........................................................................................................................................................3

Executive Summary....................................................................................................................................4

Technology Department Organization.......................................................................................................6

Integration of Technology With Other System-Wide Plans......................................................................8

Calhoun County Demographics...............................................................................................................10

Technology Skills of Staff.........................................................................................................................11

Technology Skills of Students..................................................................................................................11

Needs Assessment.....................................................................................................................................12

Inventory of Current Networkable Computers........................................................................................14

Inventory of Current Other Technologies...............................................................................................14

Summary of Current Technology Use.....................................................................................................15

97-98 Budget.............................................................................................................................................17

Technology Goals and Objectives............................................................................................................18

Needed Technology for Implementation..................................................................................................20

98-99 Budget.............................................................................................................................................22

Timeline.....................................................................................................................................................24

Procedures.................................................................................................................................................27

Software Planning and Selection Procedures.........................................................................................29

Professional Development........................................................................................................................30

Evaluation Procedures.............................................................................................................................31

Appendix A: Copyright Policy..................................................................................................................32

Appendix B: Acceptable Use Policies.....................................................................................................33

Appendix C: Technology Goals and Objectives By Grade Levels..........................................................39

Appendix D: Hardware Configurations and Network Diagrams...........................................................47

Appendix E: Technology Survey..............................................................................................................49

Appendix F: Needs Assessment................................................................................................................62

Appendix G: Skill Evaluation...................................................................................................................74

Technology Plan Approval Checklist.......................................................................................................85

SLC Technology Plan Certification Letter..............................................................................................86

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Mission StatementAll students in the system will receive instruction and experiences in technology appropriate to their ability, interest and developmental levels. The school system will also ensure adequate training and professional development for educators in the use of technology.

The job market of today and tomorrow requires workers who are critical thinkers and problem solvers. Schools must ensure that students will acquire knowledge and skills in accessing, processing, and communicating information using a wide range of sources. To equip students with the necessary skills for the work force and to develop lifelong learners for the changing environment, schools must create a framework that will advance the use of technology in all aspects of the educational process and must provide students and educators with equitable access to advanced technologies.

Vision Students need to be able to use a wide variety of technological tools to enhance their future success

as students and workers. It is imperative for all students to have access to information via technology as a basis for lifelong

learning. It is essential for all learners, including educators, to process and manage information through the

skillful use of technology. Skillful use of technology supports the development of process skills such as flexibility, adaptability,

critical thinking, problem solving, and collaboration which are essential to success in our rapidly changing information age.

Networked technology systems permit efficient and effective communications both inside and outside the system.

Technology allows us to better serve the diverse learning styles of our students and to educate them for a wider range of intelligence.

Technology maximizes productivity and efficiency and enables schools to better prepare students for lifelong learning.

Lifelong Learners Are: Responsible for their own learning Skilled in accessing & processing information Confident in using technological tools Able to solve complex problems alone or collaboratively Capable of being creative and innovative Able to communicate locally, nationally, and world-wide

Our schools must prepare students for today’s workplace and the workplace of the future.

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Executive SummaryThe Calhoun County Board of Education has embraced both the vision to be a world class school

system and the mission to enable each individual student to achieve his or her full potential. To realize this vision and mission, a set of specific goals has been identified. To achieve these goals, specific ingredients, including staff, resources, and tools must be skillfully combined. In the quest to achieve the vision and mission, technology has been identified not only as a crucial tool, but also as an abundant information source.

In the summer of 1997, a district technology director was hired and a district level Technology Advisory Committee was assembled to develop a system-wide, coherent plan for technology integration throughout all schools within the system. That committee, consisting of parents, community representatives, teachers, and administrators, recommended the adoption of a comprehensive technology plan that included the purchase and installation of wiring and workstations for every classroom and office in the school system. The plan also provided for ongoing funding and technology planning that would be reviewed each year. Finally, the plan provided that all workstations in the system would have access to the Internet and that e-mail accounts would be provided for all employees and students (with parental consent). Not only did the board approve the plan, they assured its implementation by appropriating $2.7 million in extra funds, hiring an additional electrician to upgrade electrical service across the system, and hiring two additional computer/network specialists (for a total of three) to assist the technology director in providing technical support and training for teachers as the plan was implemented.

Once the implementation of the plan began, standardizing the infrastructure in each school and across the system became a very important process. Each school was built at different times and consequently, each building had special needs. Outside experts were hired to facilitate and coordinate the planning to ensure connectivity across the wide area network. The technology staff determined the optimal hardware and software configurations for each school and for the system as a whole. This year, 1998-99, students and staff will see the completion of local area networks in every school, the accessibility of the Internet to every classroom, and the addition of a new computer in every classroom.

This addition of technology into the classrooms and offices obligates an emphasis on staff development that gives all employees the opportunity to learn about the best ways to use technology in their classrooms. During the summer of 1998, the technology department offered three-day computer camps with over one-third of the system’s teachers attending. Local school technology coordinators have been asked to volunteer their time helping their colleagues and performing minor troubleshooting in their schools. Further training will be offered based on teacher self-evaluations, staff requests, and system-wide needs assessments.

The 1998-1999 Technology Plan Update is based on data collected from a variety of evaluation mechanisms – surveys of teachers conducted Spring 1998; informal observations by teachers, administrators, and local school technology coordinators; district level technology meetings; and evaluation of the infrastructure and hardware plan by the District Technology Director. The Plan also follows the guidelines as stated in the Alabama Technology Plan for K-12 Education written and distributed by the Governor’s Council on Education in December 1996, as well as updates provided by the Alabama State Department of Education. In order to achieve the Calhoun County Schools mission “To equip students with the necessary skills for the work force and to develop lifelong learners for the

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changing environment,” it is clear that additional equipment and technological media will be required, as well as continued support for the technology that has already been introduced.

The Technology Plan Update for 1998-1999 envisions the installation of the remaining local area networks, the completion of the wide area network, and the purchase of computer workstations for every classroom. In addition, upgrades to administrative, curriculum, and media center software are planned and extensive training will be continued.

We believe upon the full implementation of this plan, our mission and vision will be accomplished and that Calhoun County students will be prepared for a successful future in tomorrow’s world.

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Technology Department Organization

System Technology Director

Rita Wright

The function of the technology director is to provide leadership in the technology department. Duties include writing and implementing the system-wide technology plan, writing grant proposals, providing staff development, evaluating software, integrating technology into the curriculum, writing bid proposals, and supervising and scheduling the computer technicians.

Computer/Network Specialists

James Myrick Lisa Russell Bryan White

The three full-time computer technicians troubleshoot and maintain computer hardware; install computer software, hardware, and networks; administer network management software; provide technical support on computer software, and conduct staff development. All three have degrees in computer science and experience in the technology field. Two of the specialists also have Microsoft Certified System Engineer certification.

Technology Advisory Committee

Ms. Angela Bonds Special/Language Pathologist, Weaver Elementary and HighMr. Tim Brown Counselor, CC Area Vocational CenterMr. Bobby Burns Federal Programs Director, CCBOEDr. Norman Dasinger Board Member, CCBOEMr. John English Electrician, Calhoun County Schools Maintenance Dept.Mr. Rick Harper Parent, Alexandria High School

Employer: Northeast Alabama Regional Medical CenterMr. Mack Holley Assistant Principal, Alexandria High SchoolMrs. Lisa Holtman Teacher, Wellborn Elementary SchoolMrs. Davine Miller Principal, White Plains SchoolMs. Sharon Padgett Teacher, Pleasant Valley SchoolMrs. Leigh Read Parent, Alexandria Elementary

Employer: Anniston Army DepotMrs. Charlotte Smith Media Specialist, Coldwater SchoolDr. Judy Stiefel Deputy Superintendent, Curriculum, CCBOEMr. Bryan White Computer Specialist, CCBOEMrs. Rita Wright Director of Technology, CCBOE

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The technology advisory committee is representative of the education community as well as the community at large. Their function is to assess the use of technology in the system and to recommend a course of action designed to promote educational excellence by integrating technology into the existing programs of the system. They will approve a technology plan that lists the educational goals to be accomplished, itemizes the technology needs to reach those goals, and prioritizes those needs into a course of action.

Local School Technology Coordinators

Alternative School Lindsey Ford English TeacherAlexandria Elementary Frankie Miller 4th Grade TeacherAlexandria High School Mack Holley Assistant PrincipalAlexandria High School Joyce Fleming Business/Computer TeacherBynum Elementary School Susan Howard 3rd Grade TeacherColdwater Elementary School Charlotte Smith Library Media SpecialistDeArmanville Junior High Lorrie Moody 5th Grade TeacherOhatchee Elementary Beth Harbin 1st Grade TeacherOhatchee High Linda Baswell Media SpecialistPleasant Valley Elementary Darlene Morrow 3rd Grade TeacherPleasant Valley High Sharon Padgett Math TeacherSaks Elementary Cheryl Reed 4th Grade TeacherSaks Middle Polly Crow 5th Grade TeacherSaks High Patti Mayne Business/Computer TeacherWeaver Elementary Greg Gaines Kindergarten TeacherWeaver High Phillip Snider Science TeacherWellborn Elementary Lisa Holtman 2nd Grade TeacherWellborn High Tanya Ray Math TeacherWellborn High Naomi Williamson Business/Computer TeacherWhite Plains Lynne Burgess Business/Computer TeacherArea Vocational Center

Local School Technology Coordinators represent each school in the system. They are the vital link between the schools, the system technology director, and the system advisory committee. They help to maintain on-site inventory and repair records, provide basic troubleshooting and repair, and assist their colleagues in developing and implementing school technology plans. They receive extra training and some release time to provide them with the expertise and time to accomplish these extra duties.

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Integration of Technology With Other System-Wide Plans

Federal ProgramsThe mission statement of the Calhoun County federal programs plan includes a commitment to

preparing students to meet the “technological opportunities” available. Federal funds have been used to purchase technology, provide instructional support for technology, and to provide professional development in technology.

The Title I program has provided computers for Title I students in many of the schools. Title I assistants help students use technology to improve their skills and to learn subject matter content.

Title VI funds have been used to provide professional development for educators in science, math, and technology. Teachers have received training in using graphing calculators, researching teaching materials on the Internet, and using the Internet in their classrooms. Title VI funds have also been used to send many teachers to the Alabama Educational Technology Conference.

Special Education The Special Education Department is committed to meeting the needs of all disabled students in

the Calhoun County School System. This includes providing technology and/or assistive or adaptive devices for using technology. Currently, every school’s special education department has at least one multimedia computer for use with special education students. The special education department recognizes the role of technology in meeting the individual needs of disabled children and has attempted to meet those needs in a variety of ways.

CurriculumEvery Alabama Course of Study currently in use addresses the integration of technology into the

curriculum. In Social Studies, educators are encouraged to have students “develop databases and

interactive software, and use television and telecommunications as part of their regular social studies program.”

Language Arts students are “to explore, operate, and use technological advancements as tools to locate and store information; to access and analyze information for intelligent decision-making; to increase skills in all strands of the language arts, especially writing; and to foster creativity.” These skills are recognized as necessary preparation for the future.

Specific technology objectives are listed for every grade level in the science course of study. They range from recognizing technology uses for kindergartners to using probeware to conduct physics experiments.

The course of study for Health Education encourages students to retrieve and analyze information from a variety of sources including electronic media. They are to study the influence of those information sources on the public, find information to rebut invalid information, and search for valid information using technology.

The Mathematics course of study strategy and focus “demand that technology use be an integral part of the K-12 program. It calls for calculators and computers being integrated into the curriculum at every level. Technology is not to be used strictly for drill and practice

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of basic skills but to encourage problem solving and to simulate real life mathematical problems.

Career/TechnicalThe system’s Career/Technical plan addresses using technology in every aspect of the

curriculum. A computer laboratory is currently used to provide remediation in math for special needs students, drafting students learn Auto CAD 12, and machine shop students use computer simulation software comparable to that in the workplace. The system technology plan will help further the efforts of the career and technical educators in providing technology similar to that the students will use in the workplace.

At-RiskPlans for helping at-risk students already include the use of technology. At-risk funds have been

used to purchase and install a fifteen-computer laboratory in the system’s Alternative School. Skills-based software is being used to help those students keep up with their peers and to improve basic skills while enrolled at the Alternative School. Special needs students have also been provided with technology at the Area Vocational Center and each high school guidance counselor uses computer software to track at-risk students and the techniques being used to help them succeed. The system technology plan will work with the at-risk plan to provide further assistance to these students in an attempt to successfully prepare them for life.

Professional DevelopmentThe professional development plan is based on the LEA Needs Assessment, the Jacksonville

State University Regional Inservice Center needs assessment, and teacher requests. All of these instruments show that computer training is the number one need in the area of professional development. The technology department works very closely with the professional development director in writing the professional development plan and in planning inservice activities for teachers.

TransportationThe student management software required by the technology plan contains valuable information

utilized by the transportation department in planning bus routes and maintaining student records. The technology department also assists the transportation supervisor in maintaining data on bus use and repair.

Capital PlansThe system’s capital plan is still undergoing study and is not finished. The technology plan is

considered in all new construction and buildings will be wired for networking as they are constructed. Adequate space for computer laboratories is also a priority in the assessment of building needs.

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Calhoun County DemographicsCalhoun County ranks 8th in population among Alabama counties. The 1995 census population

was 117,263. Calhoun County is considered a part of the Anniston Metropolitan Area. The largest industries are federal and civilian government, services, and durable goods. Approximately 33% of the population do not have a high school diploma. 39% have education beyond high school. There are five school systems within Calhoun County: Calhoun County, Anniston City, Jacksonville City, Oxford City, and Piedmont City.

There are seventeen school sites in the Calhoun County School System. A total of 621 professional staff is employed. Appendix E contains a breakdown of professional staff by postion and experience. Fifteen schools’ student demographics are broken down in the following chart. The Alternative School and the Area Vocational Center are not listed – their students are counted at their home school.

SchoolTotal

Number of Students M

ale

Fem

ale

Bla

ck

Whi

te

Oth

er Percentage on Free Lunch

Alexandria Elementary K-4 640 343 297 40 596 4 43%Alexandria High 5-12 964 500 464 90 868 6 25%Bynum K-6 212 122 90 25 187 0 51%Coldwater K-6 243 108 135 3 238 2 50%DeArmanville K-9 375 191 184 18 356 1 49%Ohatchee K-12 935 472 463 50 878 7 37%Pleasant Valley K-12 1054 551 503 0 1052 2 36%Saks Elementary K-4 727 357 370 117 576 34 43%Saks Middle 5-7 462 229 233 106 334 22 42%Saks High 8-12 762 389 373 183 553 26 26%Weaver Elementary K-6 721 404 317 79 622 20 50%Weaver High 7-12 596 297 299 58 512 26 22%Wellborn Elementary K-6 747 408 339 165 577 5 67%Wellborn High 7-12 807 412 395 121 685 1 36%White Plains K-12 708 363 345 25 683 0 38%Totals as of 5/28/98 9953 5146 4807 1080 8717 156 38%

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Technology Skills of Staff Staff members have completed two surveys, which asked them to rank themselves as

beginner, intermediate, advanced, or instructor level. The first instrument provided no guidelines as to the meaning of the skill levels. In May 1998, the Mankato Scale was used to obtain more reliable results. Detailed results are found in Appendix E. Overall results are shown below:

Skill Level Percent of Respondents

Date September 1997

May1998

Instrument Used

Self Assessed

Mankato Scale

Beginner 48.6 35.4

Intermediate 42.1 32.6

Advanced 6.7 21.0

Instructor 2.6 6.2

It is the belief of the Calhoun County Board of Education that improving the skill levels of employees will encourage the integration of technology into the curriculum, increase productivity, and increase student learning. Professional development will be provided to help teachers learn these important skills.

Technology Skills of StudentsBeginning in the Fall of 1998, student technology skills will be assessed using the Mankato

scales found in Appendix G.

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Needs AssessmentOne important component of the technology plan is the assessment of current status and

needs. Findings provide the information needed to create an action plan and are a point of reference against which future measures may be compared. Because this plan asks for a significant commitment of district resources, it must consider ways to measure progress. Three surveys were used to collect data and form the basis for the recommendations in this plan.

1997-98 Inventory/Survey of Computers and Technology

A survey of current hardware, software, classroom integration, skill levels of staff, and perceived needs was conducted in September of 1997. When ranking a list of needs in the area of technical assistance, staff members arranged them in the following way:

Technical Assistance Needed ImportanceCurriculum Integration 1

Professional Development 2Networking/Wiring 3

Planning 4Community Awareness 5

Fund Raising 6

Further results from this survey are found on the following pages and in electronic form in the technology office as well as the State Department of Education.

Technology Survey May 1998

The technology advisory committee developed the instrument given in May. It asked about professional development areas in which educators might wish to further their knowledge or skills and assisted teachers in assessing their skill level in technology areas. A revised version of the Mankato scale was used for the assessment portion. Some significant finding from that survey were:

70% of staff members stated they would attend professional development activities on various topics.

84% are interested in workshops on Internet use. 39% plan to attend a three day computer camp sponsored by the technology department

this summer. 35% of staff members have no computers in their classroom.

A copy of the survey instrument and detailed results are found in Appendix E.

LEA Needs AssessmentThe second survey given in May of 1998 was the LEA Needs Assessment, which asked

teachers to rank their satisfaction with all aspects of the school system’s programs and to prioritize those programs for future planning. Only school discipline and safety/security were seen as more important than technology. The technology program was viewed as being equally important to the

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system as curriculum and instruction. Teachers did not feel that their needs or their student’s needs were being met by the technology currently available. 32% of the teachers who responded with written comments asked for additional classroom computers (144 comments out of a total of 450). 14% of the comments asked for additional professional development. Another 14% requested instructional software. Appendix F contains a copy of the needs assessment as well as more detailed results.

Identified Needs and Conclusion

These findings show that students and teachers are not technologically prepared for the twenty-first century. Students and staff do not have equal access to technology. Adequate technological awareness and training have not been provided to all staff. The amount of technological equipment, software, and services currently available in schools is inadequate to meet the needs of students and staff. Instructional technology has not been adequately integrated into the district curriculum, classroom instruction, and staff development activities. Lack of classroom, school, and district-wide networking capability inhibits the efficiency, effectiveness, and productivity of staff and their service to students and parents. Students do not have adequate skills to meet the information literacy and problem-solving tasks demanded in the twenty-first century.

The following goals have been developed from these findings: Provide equal access for the learning community Integrate technology into the classroom Improve teaching and learning Increase productivity through staff development Provide technical support and information services

The board’s commitment to technology and the items in this technology plan are unquestionably moving the system toward meeting the needs of the students and teachers in the system. With the implementation of this plan, technology will become an integral tool of the instructional program and its use will be infused into the curriculum in all subject areas. All students will have ready access to technology. All teachers will have access to a networked computer and printer. All school sites will be linked through the district wide area network and will receive Internet services through that network. Full implementation will meet all of the needs stated above and prepare the students and staff of Calhoun County Schools to move successfully into the 21st century.

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Inventory of Current Networkable Computers

Computer Operating System

Number of Computers

Used for Instruction

Number of Computers in Lab Setting

Number of Computers in Library Media

Center

Number of Computers for Administrative

Use

Macintosh(non Power PC models) 67 11 2 1

Macintosh Power PC 28 0 0 1

PC Using Windows 3.1 199 197 31 58

PC Using Windows 95 230 98 24 62

PC Using Windows NT 0 0 0 0

Totals 524 306 57 122

Total of all networkable computers is 1009.

Inventory of Current Other Technologies

Device Number Device Number Device NumberCD-ROM Drives 492 Scanners/Digitizers 32 Graphing Calculators 103CD-ROM Towers 0 Digital Cameras 8 Scientific Calculators 233Computer Projection Devices

25 Assistive/Adaptive Devices

44 Probeware 1

Laserdisc Players 27 Color Printers 258 Fax Machine 17VCR Units 332 Laser Printers 15 Other (PC5) 22TV Monitors 425 Other Printers 154 OtherNonnetworkable Dos based Computers 105Nonnetworkable Apple IIe Computers 75

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Summary of Current Technology Use

Technology is being utilized in every school in the system. Many educators are taking advantage of what is available to support the curriculum area in which they teach. Software is in place to enhance efficiency and management of student data but much of it is in need of upgrade. The following is an overview of what is already in place:

Instructional Applications

Each high school (7) has a 26-station laboratory with an I Class network operating system. Each individual station has 8 Megs of RAM, a 240 Meg hard drive, and a CD-ROM. Classes in keyboarding, computer applications, and accounting are taught at each school. Software is also available in these labs for basic skill review in math, language, and reading that encompasses skills that target grades 4 through 10. Several early childhood titles are available in each lab. Other instructional software is available at individual schools.

Every school has at least one laserdisc player and multimedia computer with a large TV monitor. Laserdisc came with new science textbooks and other software is available at the teacher resource center.

Four schools have Writing to Read labs.

Two schools have participated in a distance learning program for 7th and 8th grade science. Integrated Science, produced by the University of Alabama, uses television broadcasts and e-mail to support a hands-on science curriculum.

Approximately 500 computers in individual classrooms are used for instructional purposes.

Administrative Applications

Every school has an administrative network in place operating under Novell 3.12

Every school has a phone line, a fax machine, and a modem.

SSTS M (dos based) is used to maintain student demographic data, track attendance, print grades and transcripts, and generate state department reports. The system must upgrade to SSTS 2000 (Windows based) before the year 2000 to avoid conflicts.

Accuseries is used in every lunchroom to track students on free and reduced lunch, keep accurate books, and manage student accounts.

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Software Technologies Inc. accounting software is being installed in all but two schools. This will allow greater correlation with the new state accounting system. The other two use McLear accounting software.

DAISI is used to collect data from each school into the server at the Central Office. There, it is collated and processed into system-wide state department reports and utilized as needed for other administrative purposes.

MOLLI library management software is installed and used in every media center. MOLLI provides an electronic card catalog and look-up stations for students. The MOLLI version in use is a Dos version and needs to be upgraded.

Phonemaster is used in several schools to facilitate parent contacts.

Telecommunications Capabilities

Telecommunications is limited in the system due to lack of networks in the schools. The following lists the current availability:

A single phone line is provided by the system for each school and the central office. A fax machine and modem are used with this line.

Each school installs and maintains voice lines and phone systems from their general fund budget. Support from the central office is approximately $150 per month.

Several schools have dial-up connections to the Internet from a single computer located in an individual classroom or the library media center.

Wiring for cable television exists in every school but not to every classroom. Televisions and news services are provided for grades 5 through 12 in some schools. Only one school does not have access to cable television services and the local cable system has provided them with a satellite dish and service.

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97-98 BudgetExisting Funds

Foundation Program $51,923.00Local Budget Funds $315,508.00

Total $367,431.00

Potential Funds

Goals 2000 Grant $32,584.00Technology Literacy Challenge Grant $50,892.00

Total $83,476.00

Committed Expenditures

Software maintenance agreements $20,942.00Salaries and benefits $199,111.00Telecommunications (includes fax lines & Internet access) $26,718.00Equipment Supplies, Repair & Maintenance $25,000.00New Equipment and Upgrades $12,000.00Software and Instructional Supplies $15,000.00Consultant (Network Plans and RFPs) $19,000.00Microsoft Certification $5,275.00Staff Development $6,000.00Virus Software $15,000.00Microsoft Office and Publisher (200 of each) $20,000.00

Total $344,046.00

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Technology Goals and Objectives

1. Provide Equal Access for the Learning Community

a) Establish basic technological networking capabilities at all sites to provide timely, unlimited access to data and information.

b) Assure that all students, staff and sites will be provided with and have equal access to minimum standards of hardware and software.

c) Provide students, parents, and community members access to school learning resources, classroom lessons/assignments, school information, and electronic mail messages 24 hours a day.

d) Provide cost effective, diverse, efficient modes of communication to enable the learning community with greater opportunity for interaction, collaboration and information exchange.

e) Promote equitable access to learning as a community investment and encourage an active partnership between schools, businesses, homes and the community.

2. Integrate Technology Into The Classroom

a) Expand classroom tools for teaching and learning and provide for the integration of multiple resources for existing and emerging curriculum, disciplines, instruction, and modes of learning.

b) Enable students to communicate more effectively, access and process information, and work productively by linking the classroom with educational and community resources within the building, community, and worldwide.

c) Implement grade level technology objectives identified to insure equity of delivery to all students. (see Appendix C)

d) Provide software and hardware that will:

Promote the learning of basic skills and content as well as higher-order thinking skills needed to solve authentic problems.

Facilitate the development, organization, and presentation of ideas to achieve specific learning outcomes.

Encourage the use of multimedia tools thereby enabling students to become active, experiential learners.

Stimulate learners to express their creativity Facilitate individual learning

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3. Improve Teaching and Learning a) Facilitate access to collegial support and best practice information from a wide variety of

resources.

b) Expand the variety of teaching tools and strategies to support diverse learning styles, teach basic skills, promote higher level thinking skills, and to maximize student success.

c) Support productive and efficient management of student assessment and portfolio data.

d) Increase support for emerging instructional strategies: inter-disciplinary, collaborative, project-based, and active learning options.

e) Enable curriculum, instruction, and assessment to be developed and aligned with each other.

f) Provide a system that helps students, parents and educators work together to support educational outcomes.

4. Increase Productivity Through Staff Development

a) Provide introductory and advanced training in current technologies.

b) Provide introduction to networked systems and basic network software.

c) Develop school-based technology plans.

d) Implement training and ongoing support for school-based plan.

e) Incorporate training for new curriculum (math, writing, etc.) with technology applications.

5. Provide Technical Support and Information Services

a) Provide adequate administrative and technical staff to support the technology infrastructure, the curriculum objectives, and the staff development activities.

b) Utilize software maintenance agreements and upgrade contracts to maintain current versions of software and support.

c) Provide software that will make the most efficient and cost effective use of time and resources for management, teaching, and learning.

d) Maintain and transmit student data and school and district communications electronically.

e) Provide support for technical expertise and assistance in the local school setting.

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Needed Technology for Implementation

The technology plan will be implemented with integrated district-wide and site-based delivery priorities. The first priority will be to establish a basic core of technology common to all buildings and work sites and the second priority will be to generate site-based delivery options to allow each location to address the unique mix of students and staff at that building.

Basic Core of Technology:

The purpose of this component is to provide a basic computer and telecommunications network that will allow for maximum communications, connecting rooms within the building, buildings within the district, as well as universal access to network resources throughout the state and the world. This component will consist of the following items:

Equipment and Software: (See Appendix D)

1. Every building will be wired to the district's voice and data network standard, which will allow for access to the network from any classroom and or workstation in the district.

2. Each classroom and workstation in every building will have at least one computer connected to the network.

3. Each network computer will be equipped with management, communications, and application software.

4. Every school will be provided with at least one computer lab consisting of 30 computers with larger schools being provided with multiple labs.

5. Each building will be equipped with a new communication system and each classroom with a phone.

6. Every classroom and workstation will have access to the Internet.

Staff Development (See Appendix E):

1. School technology coordinators will be trained to provide leadership and technical training.

2. Staff members will be provided with at least fifteen (15) hours of training in:

a. Introduction to networked systems b. Using basic network software

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c. Basic Internet used. Using application software in classroom management and instructione. Integrating technology into the curriculumf. Using the Internet effectively in the classroom

Site-Based Delivery:

This component will involve the type and configuration of instructional technology equipment and curriculum software to be utilized at a particular building. This component will be implemented upon approval of a School Technology Plan, which is consistent with the District Technology Plan and includes the following:

1. The names of the School Technology Team.

2. The rationale for the plan including how it speaks to the vision, belief statements, key priorities and student goals.

3. An inventory and assessment of current technology skills of staff and of the technology available.

4. A detailed description of how the allocated equipment will be configured to deliver technology options to staff and students.

5. An implementation plan with procedures and funding sources.

6. A procedure for identifying and selecting curriculum support software for the building network.

7. A specific staff development plan that prepares the staff to implement the School Technology Plan.

8. A plan for assessing and modifying the School Technology Plan.

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98-99 BudgetExisting FundsFoundation Program $46,575.00Local Budget Funds $ 354,325.00Total $400,900.00

Potential FundsGoals 2000 Grant $32,584.00Technology Literacy Challenge Grant $50,892.00(Based on 97-98 amounts)

Planned ExpendituresComputer Hardware and Software $106,000.00 Software maintenance agreements $22,000.00Instructional Software $25,000.00Noninstructional Software $16,000.00Noncapitalized Equipment $3,000.00Equipment Supplies, Repair & Maintenance $20,000.00New Computer Hardware and Upgrades $20,000.00

Professional Development $24,200.00 Staff Development Supplies $2,000.00Capitalized Equipment (projector) $6,000.00Computer Hardware (laptop for presentations) $4,000.00Conference Registration (AETC- local school coordinators) $1,200.00Travel (AETC- local school coordinators) $3,000.00Substitutes (meetings – local school coordinators) $3,000.00Consultants (workshops) $5,000.00

Telecommunications $55,400.00 Internet $8,400.00Fax lines for schools $14,000.00Voice lines – technology department $4,000.00PRI data lines – technology department (WAN) $16,000.00ISDN data lines – all schools (WAN and Internet) $13,000.00

Technology Department $215,300.00 Salaries and benefits $199,000.00Conference Registration/Training $8,000.00Travel – local, state, other $6,000.00Reference Materials $300.00Office Supplies $1,000.00Building Services $1,000.00Total $400,900.00

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Board Approved Allocation for 1997-98 and 1998-99 (March 26, 1998)

Estimated Cost to Implement Technology PlanTotal cost for Network Cabling: $ 576,873.44Total cost for Network Hardware: $ 236,846.00Cost for Servers: $ 174,651.00Cost for Maintenance: $ 54,540.00Hardware for WAN: $ 15,868.00WAN leased line installation/annual $ 7,744.45Network Cards for Existing Computers $70,000.00Network Management Software $25,000.00

Total Network Costs: $1,161,522.89Computers for Classrooms: $ 1,558,297.00Student Management Software/Training $ 75,000.00Media Center Software Upgrades $ 55,000.00Instructional Software $ 115,000.00Computer Camp Training Materials $ 18,500.00Total Cost for Implementing Plan $2,983,319.89

Goals 2000 Grant Funds $ 32,584.00Technology Literacy Grant Funds $ 50,892.00Cost After Grants: $ 2,899,843.89Anticipated E-Rate Discount $ 678,407.70

Cost After E-Rate $2,221,436.89

The Board approved an allocation of $2,700,000 over two fiscal years to implement the technology plan. Money received from the Universal Service Fund (E-Rate) will be used fund the remaining $199,843.89 needed to complete implementation; any monies above this amount will be returned to the reserve account.

This plan includes: Cabling to support 6 computers in each classroom (or 5 computers and one telephone in each

classroom) Hardware to support 6 computers in each classroom Cabling and hardware for at least one lab (of 30 computers) in each school One new computer in each classroom Instructional Software for grades K-12

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TimelineComponents Completed During the 1997-98 School Year

1. Completed Local Area Network plans for each school site as well as the Wide Area Network (Cost for consultant and plans: $19,000) Cabling structure Hardware requirements Electrical upgrades needed Telecommunications connections needed Estimated costs for materials and installation

2. Submitted E-Rate applications and completed required bid process. 3. Completed installation of Internet service provider at technology office. (Cost: $700 per month

for unlimited access for all schools.)

4. Two additonal computer/network specialists were hired in October of 1997. Two of the three specialists completed Microsoft Certified System Engineer Training. (Cost: $6,624)

5. A technology training center was established at the technology department. 23 networked computers with internet access are available for conducting training sessions and for teachers to access at their convenience.

6. Training for school technology coordinators was conducted. Basic repair and maintenance Microsoft Office and Publisher Local School Technology Planning

7. Offered training for school and central office staff in the following areas (Cost: $802 for materials, $3,080 for presenters): Microsoft Office Windows 95 Basic Network and Email Use Internet Use

230 teachers attended 3 day computer camps covering the above skills. They were provided disks and handbooks (300 pages) on these topics. Evaluations completed by the participants consistently rated these camps as very valuable and informative. Basic Repair and Maintenance

58 teachers attended 3 hour sessions on repair and maintenance.

8. Local Area Networks have been completed and certified at 9 sites: Central Office ($8,545) Annex Alternative School ($6,154) Alexandria Elementary ($31,369)

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Alexandria High ($68,494) Saks Elementary ($33,778) Saks Middle ($32,160) Saks High ($46,136) Weaver Elementary ($16,077) Weaver High ($26,384)

9. Purchased training materials to be checked out by teachers CD on Microsoft Office ($403) Books on PC Maintenance and Repair ($114) Books on Internet in the Classroom

9. Purchased software Virus detection and protection of hardware and software ($7,000) Network operation, Internet Proxy and Filtering Backup of data ($1,374) Automate installation of software ($2,499)

10. Added certified electrician and helper to maintenance staff in July of 1998 to install new electrical outlets and circuits where needed.

11. Five elementary schools piloted “Phonics First” software for Sequoyah Literacy Systems and Reading Alabama. K-2 students were exposed to the latest in reading software improvements.

12. Four schools received “Writing To Read” grants for first grade classrooms. Each classroom receives 3 computers, listening stations, software, and support materials.

To Be Completed During the 1998-1999 School Year

1. Complete Local Area Networks

2. Install Wide Area Network and implement use of system wide electronic mail.

3. Provide Internet access to all classrooms and offices.

4. Purchase and install computers for all classrooms.

5. Upgrade Media Center hardware and automation software. Provide access to library resources from classroom workstations.

6. Continue upgrade of electrical system.

7. Continue professional development program.

8. Upgrade administrative software to Windows 95 and Year 2000 compatibility Upgrade hardware where necessary

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Install Software and convert data Train staff Complete transition by January 1999 Automate district data accumulation through the wide area network

9. Devise stringent methods for software evaluations and continue evaluating software Content based to support curriculum Productivity Computer Applications To help students meet instructional goals (especially new Alabama Exit Exam and SAT 9

objectives)

1999 – 2000 School Year

1. Install new computer labs in each school with appropriate software.

2. Continue programs for professional development.

3. Install new phone systems and phones in each school/classroom.

4. Purchase MIDI hardware and software for each school music program

5. Increase funding for maintenance and upgrades.

6. Begin replacement program for aging computer systems.

7. Fund Local School Plans

2000 – 2001 School Year

1. Continue replacing outdated computers and purchasing additional workstations for classrooms.

2. Fund local school technology plans.

3. Continue professional development – begin concentration on integration rather than basic skills.

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ProceduresRecurrent Costs

All technology support packages and support agreements will be reviewed prior to purchasing software and hardware. System-wide software support agreements will be paid by the Calhoun County Board of Education. Support agreements on software purchased by local schools, Title I, special education, etc. must be paid by that organization.

Maintenance/Supplies: Maintenance shall be defined as services on hardware devices that are necessary to continue

optimal operation of the equipment. Supplies shall be defined as items that are necessary for the day to day operation of equipment. Some examples of supplies are ink for printers, fax machine paper, batteries for calculators and computers, paper for printers and fax machines, etc.

The purchasing agent will be responsible for maintaining and providing supplies for their equipment. The allocation for these supplies shall be made on a per student ratio as determined by the Technology Advisory Committee when funds are available from the Foundation Program or other sources of funding for technology. Otherwise, funds must be made available and allocated from the local school budget. The technology coordinator(s) at each school should have direct input into this budget line item.

The Calhoun County Board of Education Technology Department will repair and maintain any software and/or hardware which is (or has been) on local bid or for which prior approval by the technology department has been obtained. The technology department may not support other equipment or software (or problems created by such equipment or software).

Requests for maintenance, software installation, or repairs should be submitted by the local school technology coordinator and be approved by the school principal. A form has been supplied for submitting technology work orders. Repairs and maintenance will be performed as soon as possible. The cost, time needed, severity of the problem, impact of the problem, and other factors will be considered when scheduling repairs. Telephone assistance will also be available from the system technology department.

Upgrades: System-directed upgrades will be paid for by the Calhoun County Board of Education.

Schools that choose to upgrade their local equipment must pay for these from local school funds. Local school decisions to upgrade systems will be made by the local technology committee. Title I, Special Education, etc. must also pay for upgrades of their equipment as deemed necessary by the governing committees (or administrators) of those agencies. Applications for upgrades may be made to the technology department.

Hardware Purchasing

Individual teachers, groups of teachers, or schools may purchase non-network software from Foundation Program Instructional supply funds or from other local monies. The following guidelines should be used: 1. The purchase of new work stations, printers, and other peripherals should be coordinated with

the system technology department in order to: ensure compatibility with the network environment

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meet requirements for application software facilitate maintenance and repair improve purchase price by permitting volume purchases administer software licensing agreements

2. No new equipment should be purchased which cannot run the individual teacher’s choice of instructional software, providing that hardware also meets the recommended standards.

Allocation of Hardware/Software: In years when Foundation Program technology money is made available to the local schools

for purchases, the local school technology plan will determine how this money is allocated and spent. Any funds released to schools will be allocated on a per pupil or per teacher unit basis.

In the event that an organization or sponsor makes money or equipment available to the Calhoun County Board of Education, one or all of the following guidelines will be utilized to determine placement or allocation:

1. Application/grant guidelines2. System or school technology plans3. Need4. Age appropriateness5. Physical plant6. Utilization7. Hierarchy based on criteria specifically designated by the sponsoring agency.

Accepting Donated Computers and Software:Donated equipment and software have been helpful in building a technology base and in

providing some items schools would otherwise not have been able to obtain. However, sometimes donated equipment has been found to be broken beyond repair or of no value to the school program. The following questions should be asked before accepting potential donations.

Software Are you currently running similar software? Is there a curriculum need? Is the software age level appropriate? Will the software run on existing hardware without conflict? To use the software effectively, will you have to purchase additional copies? At what

cost? Are teachers trained to use the software? If not, how much will the training cost?

Hardware Does the hardware address a need the school has? Is it compatible with what the school already has? If teachers don’t know how to use it, how much will training cost and is it available? Is the equipment in working condition? If not, who will repair it and how much will

those repairs cost? Is it a complete system – monitor, hard drive, and printer? If not, do you have (or can

you get) the necessary parts? Does the computer have sufficient RAM to run the software you use? Does the computer have sufficient hard drive capacity for the software you use?

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Software Planning and Selection Procedures

Appropriate application software should be acquired at each level in order to implement or supplement established curriculum goals and objectives.1. Inservice will be provided on the selection and use of software.2. A teacher resource area at the technology department office will provide information, catalogs,

demonstration software, etc. for teachers to utilize when selecting software.3. Acquisition will be coordinated at each level and at each school to avoid duplication of

purchases and to take advantage of site and district licenses. Local school technology committees should consult the system technology department in order to coordinate software purchases with the rest of the schools.

4. The following questions should be considered as a part of software evaluation: How does the software meet curriculum objectives? How “user friendly” is the software? What software is already available in the system? What are the copyright/license protection guidelines related to this software? Is there comparable software available from another source? Is the software compatible with the available equipment? What inservice, if any, will be necessary to use the software? Will network or site versions of the software be purchased? Is technical support available for this software (either at the system level or from the

publisher)?5. All school software purchases should be registered with the local school technology coordinator

who will register them with the system technology department. A log of installed software should be kept for each computer.

6. All employees will follow federal copyright laws, software licensing agreements, and local board policy when installing and using software. The Calhoun County Board of Education will not tolerate and will not be responsible for the actions of individuals who violate the law in these areas.

7. Software should be made available to all students on an equitable basis, making the curriculum fully accessible to all students.

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Professional DevelopmentOngoing staff development is vital to any implementation of technology into the classroom.

The following professional development opportunities will be made available to all employees:1. The system technology department has established a training center with ten networked

workstations. The center will be open at least one night per week until 7:00 p.m. to allow employees opportunities to receive Individual training on available software Assistance with Internet use and integration into the classroom Time to evaluate demonstration versions or single copy versions of possible software

for acquisition.The center will also be used for workshops, presentations, and committee meetings.

2. Needs assessments will be conducted and used to design system wide workshops, which shall be conducted on inservice days, after school, and in the summer.

3. Local school technology committees may request specific workshops or training for their employees from the technology department. These will be conducted at the local school on a topic of their choice.

4. Week long computer camps will be conducted for all employees. Employees will choose a camp targeted for beginner, intermediate, or advanced users depending on their level of expertise.

5. Local school technology coordinators will receive extra training on computer troubleshooting, maintenance, and repair.

6. Employees will be encouraged to attend technology workshops provided by the Jacksonville State University Regional Inservice Center.

7. Employees will be encouraged to attend the Alabama Educational Technology Conference.

8. When appropriate, software training will be purchased from the vendor (i.e. SSTS 2000 training).

Another way to facilitate learning on computers is to assist educators in owning a personal computer themselves. Local computer vendors have provided special prices to assist employees in purchasing a home computer. Employee credit unions also offer special rates for financing home computers.

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Evaluation ProceduresThe following methods will be used to evaluate the success of this technology plan:

1. The status of items listed in the timeline will be evaluated as completed, in progress, or postponed or changed. Reasons for delay or change will be noted.

2. The success of the plan in reaching its objectives will be measured using the Mankato scales for employees and students. These self-assessments will be administered prior to implementation of this plan and annually thereafter to provide a measure of improvement in technology skills and knowledge. These scales were first designed and used by Minnesota public schools. They are printed in Appendix G. A high school assessment is currently being developed.

3. Conduct regular assessments of administrative systems (questionnaires, interviews, and telephone polls). Modify systems based on results of assessments.

4. Assist schools in assessing their attainment of school improvement plan objectives for technology.

Identify objectives for staff training sessions. Design assessment instruments to assess staff training outcomes. Administer assessment instruments to assess staff training outcomes. Modify professional development programs based on results.

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Appendix A: Copyright PolicyCOMPLIANCE WITH COPYRIGHT LAW AND LICENSING AGREEMENTS

The Board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. In addition, software is governed by licensing agreements setting forth permissible uses. Severe penalties may be imposed for unauthorized copying or use of audiovisual or printed materials and computer software, unless the copying or use conforms to the “fair use” doctrine or to the software licensing agreement.

Under the “fair use” doctrine regarding copyrighted materials, unauthorized reproduction of copyrighted materials is permissible within certain limits for such purposes as criticism, comment, news reporting, teaching, scholarship or research. To fall within the permissible bounds of fair use, duplication of a product for any of the stated purposes must meet the following general standards:

THE PURPOSE AND CHARACTER OF THE USE. The use must be for such purposes as teaching or scholarship and must be nonprofit.

THE NATURE OF THE COPYRIGHTED WORK. Staff may generally make single copies of the following for use in research, instruction or preparation for teaching: book chapters; articles from periodicals or newspapers; short stories, essays or poems; and charts, graphs, diagrams, drawings, cartoons or pictures from books, periodicals, or newspapers in accordance with these guidelines.

THE AMOUNT AND SUBSTANTIALITY OF THE PORTION USED. In most circumstances, copying the whole of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.

THE EFFECT OF THE USE UPON THE POTENTIAL MARKET FOR OR VALUE OF THE COPYRIGHTED WORK. If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement, and making multiple copies presents the danger of greater penalties.

Although the district encourages its staff to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of district staff to abide by Board policy and the requirements of the law. In no circumstances shall it be necessary for district staff to violate copyright requirements in order to perform their duties properly. The district prohibits and cannot be responsible for violations of the copyright law or licensing agreements by its staff.

In order to promote compliance with federal copyright law, the Board encourages adherence to the Fair Use Guidelines for Educational Multimedia as developed by the Consortium of College and University Media Centers. This document is available through the Technology Department and at the following web site: -http://www.libraries.psu.edu/ava/. The Board further authorizes development by the Superintendent or designee of such procedures as may be needed to ensure compliance with this policy.Legal References: P.L. 94-553 Federal Copyright Law of 1976 (U.S. Code, Title 17)

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Appendix B: Acceptable Use Policies

STUDENT ACCESS TO NETWORKED INFORMATION RESOURCES

The Board recognizes that as telecommunications and other new technologies shift the ways that information may be accessed, communicated, and transferred by members of the society, those changes may also alter instruction and student learning. The Board generally supports access by students to rich information resources along with the development by staff of appropriate skills to analyze and evaluate such resources. In a free and democratic society, access to information is a fundamental right of citizenship.

Telecommunications, electronic information sources, and networked services significantly alter the information landscape for schools by opening classrooms to a broader array of resources. In the past, instructional and library media materials could usually be screened—prior to use—by committees of educators and community members intent on subjecting all such materials to reasonable selection criteria. Telecommunications, because they may lead to any publicly available fileserver in the world, may open classrooms to electronic information resources that have not been screened by educators for use by students of various ages.

In order to match electronic resources as closely as possible to the approved district curriculum, district personnel will review and evaluate resources in order to offer “home pages” and menus of materials that comply with Board guidelines governing the selection of instructional materials. In this manner, staff will provide developmentally appropriate guidance to students as they make use of telecommunications and electronic information resources to conduct research and other studies related to the district curriculum. All students will be informed by staff of their rights and responsibilities as users of the district network prior to gaining access to that network, either as an individual user or as a member of a class or group.

As much as possible, access to district information resources will be designed in ways that point students to those that have been reviewed and evaluated prior to use. While students may be able to move beyond those resources to other areas which staff has not evaluated, they shall be provided with guidelines and lists of resources particularly suited to the learning objectives. Staff members will provide close supervision and monitoring of student access. Students may pursue electronic research independent of staff supervision only if they have been granted written parental permission and have submitted all required forms. Permission is not transferable and may not be shared.

Access to telecommunications will enable students to explore thousands of libraries, databases, and bulletin boards while exchanging messages with people throughout the world. The Board believes that the benefits to students from access in the form of information resources and

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opportunities for collaboration exceed the disadvantages. But ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the Calhoun County Board of education supports and respects each family’s right to decide whether or not to apply for independent access. Independent access to network services is provided to students who agree to act in a considerate and responsible manner. Parent permission is required for minors. Access is a privilege, not a right and may be revoked if abused. Access entails responsibility.

Students are responsible for good behavior on school computer networks just as they are in a classroom or a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. Additionally, students are responsible for their actions while using the equipment and resources. Vandalism of equipment or programs will result in punishment as defined in the system code of conduct.

Network storage areas may be treated like school lockers, with regard to the school’s retained rights of inspection. Network supervision and maintenance may require review and inspection of directories, messages, and stored materials. Network administrators and other school officials may review files and communications to maintain system integrity and insure that users are using the system responsibly. Users should not expect that files stored on district servers would always be private.

What are the privileges and rights of a user?

All users have certain privileges and rights. Infringement of or disrespect to the rights of others may result in the loss of Internet privileges. These rights include: Limited Expectation of Privacy—Students’ right to privacy is limited by the right and obligation

of the administration to review communications and files to maintain system integrity and to insure that students are using the system responsibly and in accordance with school guidelines.

Safety—Any user who receives threatening or unwelcome communications should bring them to the attention of a system administrator or educator.

Intellectual Freedom—Any statement of personal belief is implicitly understood to be representative of the author’s individual point of view and not that of the school.

Equal Access—All users will be granted free and equal access to the Internet. Exploration of the Internet is encouraged relative to the purposes of research and education. No single user should monopolize the workstations connected to the Internet.

What are the guidelines?

BE PREPARED to be held accountable for your actions. Exemplary behavior is expected from all users at all times.

DO notify an adult immediately if you encounter materials that violate the school code of conduct.

Do not use a computer or the Internet to hurt, harass, attack or harm other people or their work. Do not damage the computer or network in any way. Do not degrade the performance of the network through the posting of electronic chain letters or

other useless information. Do not use the Internet for illegal activities, i.e. threats, instructions on how to perform an illegal

act, child pornography, drug dealing, purchase of alcohol, gang activities, etc.

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Do not install software or download unauthorized files, games, programs, or other electronic media.

Do not violate copyright laws. Do not view, send, or display obscene, profane, lewd, vulgar, rude, disrespectful, threatening,

abusive, or inflammatory language, messages or pictures. Do not share your password with another person. Do not reveal the personal address or phone number of you or anyone else. Do not access other student’s work, folders, or files. Do not re-post non-academic personal communications without the original author’s prior

consent. Do not access materials which are not appropriate and relevant to an academic assignment.

What are the Sanctions?

Violations may result in a loss of access. Additional disciplinary action may be taken in accordance with Board policies regarding

inappropriate language or behavior. When applicable, law enforcement agencies may be involved.

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Parent Permission Letter for Internet AccessWe are pleased to offer students of the Calhoun County Schools access to the district

computer network for electronic mail and the Internet. To gain access to e-mail and the Internet, all students must obtain parental permission and must sign and return this form to their homeroom teacher.

Access to e-mail and the Internet will enable students to explore thousands of libraries, databases, and bulletin boards while exchanging messages with Internet users throughout the world. Families should be warned that some material accessible via the Internet might contain items that are illegal, defamatory, inaccurate or potentially offensive to some people. While our intent is to make Internet access available to further educational goals and objectives, students may find ways to access other materials as well. We believe that the benefits to students from access to the Internet, in the form of information resources and opportunities for collaboration, exceed any disadvantages. Nevertheless, the Calhoun County Board of Education supports and respects each family’s right to decide whether or not to apply for access.

Please take the time to read the Calhoun County Board of Education policy concerning access to networked information resources. The policy is attached to this letter or has been printed in the Student Handbook and Code of Conduct.

As a user of the Calhoun County Schools computer network, I hereby agree to comply with the above stated rules—communicating over the network in a reliable fashion while honoring all relevant laws and restrictions.

Student’s Signature:

_________________________________________________

As the parent or legal guardian of the minor student signing above, I grant permission for my son or daughter to access networked computer services such as electronic mail and the Internet. I understand that individuals and families may be held liable for violations. I understand that some materials on the Internet may be objectionable, but I accept responsibility for guidance of Internet use—setting and conveying standards in accordance with Board policy for my daughter or son to follow when selecting, sharing or exploring information and media.

Parent’s Signature: _____________________________________ Date ___________________

Name of Student _____________________________ School ___________________Grade ______

STAFF ACCESS TO NETWORKED INFORMATION RESOURCES

With the spread of telecommunications throughout the modern work place, the Board recognizes that employees will shift the ways they share ideas, transmit information, and contact others. As staff members are connected to the global community, their use of new tools and systems brings new responsibilities as well as opportunities.

The Board expects that all employees will learn to use electronic mail and telecommunications tools and apply them daily in ways appropriate to the performance of tasks associated with their positions and assignments. Toward that end, the Board directs the Superintendent to provide staff with training in the proper and effective use of telecommunications and electronic mail.

The network and Internet access is provided for staff and students to conduct research and communicate with others. Communications over the network are often public in nature therefore general rules and standards for professional behavior and communications will apply. Electronic mail and telecommunications are not to be utilized by employees to share confidential information about students or other employees because messages are not entirely secure.Communication over networks should not be considered private. Network supervision and maintenance may require review and inspection of directories or messages. Messages may sometimes be diverted accidentally to a destination other than the one intended. Privacy in these communications is not guaranteed. In addition to access necessary for routine supervision and maintenance, the district reserves the right to access stored records in cases where there are reasonable grounds to suspect wrongdoing or misuse of the system. Network supervisors and the administration may examine communications in order to ascertain compliance with network guidelines for acceptable use.

The Board encourages staff to make use of telecommunications to explore educational topics, conduct research, and contact others in the educational world. The Board anticipates that the new systems will expedite the sharing of effective practices and lessons across the district and will help staff stay on the leading edge of practice by forming partnerships with others across the nation and around the world.

The following behaviors are not permitted on district networks: Sharing confidential information about students or employees Sending or displaying offensive messages or pictures Assisting a campaign for election of any person to any office or for the promotion of or

opposition to any ballot proposition Using obscene language Harassing, insulting or attacking others Engaging in practices that threaten the network (e.g., loading files that may introduce a virus) Violating copyright laws Using others’ passwords Trespassing in others’ folders, documents, or files Intentionally wasting limited resources

Employing the network for personal or commercial purposes Violating regulations prescribed by the network provider

Reports of inappropriate behavior, violations, or complaints will be routed to the employee’s supervisor for appropriate action. Violations may result in a loss of access and/or disciplinary action. When applicable, law enforcement agencies may be involved.

Each employee will be given copies of this policy and procedures and will sign an acceptable use agreement before establishing an account.

Appendix C: Technology Goals and Objectives By Grade Levels

The following grade specific technology goals can be used to provide ideas and suggestions to educators for future planning. These goals should be considered when integrating technology into the curriculum and incorporating the use of technology into the classroom. This process is expected to take several years to be fully implemented with staff development and support considered a top priority.

There are many levels in which these goals can be accomplished. These goals provide direction for basic key experiences with technology needed by our students, but also account for the varying levels of difficulty and complexity expected at different grade levels. For example, a goal such as: create documents using word processing skills and publishing programs, would have a first grader finishing a simple sentence and perhaps adding a publishing program graphic, while a high school senior might be writing a lengthy, complex report with self-designed graphics. The goal would remain the same; however, the product would look different depending on the level and the ability of the individual student.

As this plan is implemented, individual school sites, as well as specific grade-level and subject curriculum committees, would help to further develop and refine these suggestions. These proposed technology goals were not planned as an add-on to an already full school day, but rather as support for educators and students to better accomplish goals as lifelong learners.

Grades K-2 Technology Goals

Communications:

Students will use technology to communicate effectively and creatively.

1. Students will communicate through applications software. Create and save documents using word processing skills and simple publishing programs.

Create graphics.

Create tables, graphs and charts.

2. Students will communicate visually, graphically, and artistically through multimedia presentations.

Produce videotape using a camcorder.

Use audio equipment. 3. Students will communicate through networks and telecommunication

Use network communication systems (electronic mail) and classroom telephones.

Information Processing:

Students will use technology to access, retrieve, evaluate and interpret visual/auditory information

1. Students will access and retrieve electronic information.

Use search strategies such as key words.

Use electronic encyclopedias and catalogs.

Use the local area network to locate information.

2. Students will use information to support learning in all content areas.

Productivity:

Students will use technology and its applications to maximize productivity and effectiveness

1. Students will use technology to enhance their productivity.

Use technology to develop learning and process skills.

Use software for drill and practice and to gain new concepts.

Develop strategies for problem solving, critical and creative thinking.

2. Students will develop basic technology skills.

Select and use appropriate technology.

Develop basic keyboarding skills.

Operate peripheral devices.

Use basic technology vocabulary and knowledge.

Care for technology equipment and use it safely.

Grades 3-5 Technology Goals

Communications:

Students will use technology to communicate effectively and creatively

1. Students will communicate through application software.

Create written documents using word processing skills, writing process steps, and publishing programs.

Use electronic spell checker/thesaurus.

Use computer graphic programs.

Create databases and spreadsheets to manage information and create reports.

Use publishing software and scanners to produce layouts.

Integrate databases, graphics and spreadsheets into word-processed documents.

2. Students will communicate visually, graphically, and artistically through multi-media.

Produce a videotape using camcorder and video-editing equipment.

Produce audio presentations.

3. Students will communicate through networks and telecommunication.

Use network communication systems (electronic mail) and classroom telephones.




Use search strategies.

Use electronic encyclopedias, almanacs, indexes and catalogs.

Use hand-held electronic dictionary/thesaurus and calculators.

Use remote control devices (laser disc player)

Use strategies to locate visuals on a laser disc.

Use cable and modem delivered services.

Use databases to search for information.

Use local area network to locate information.

Use fax machine to access and send information.


Productivity:


1. Students will use technology to enhance their productivity.

Use software for drill and practice and to strengthen skill development.

If appropriate, use software for computer assisted instruction.

Develop strategies for problem solving and critical thinking.


Select and use technology appropriate to needs.

Develop keyboarding skills at 15 to 20 wpms with hands on home row keys at least 80% of the time.


Use an expanded technology vocabulary.

Care for technology equipment and use it safely.

Follow copyright laws.


Communication:


1. Students will communicate through applications software.

Use graphic programs.

Produce a document using word processing incorporating both text and graphics and following the writing process steps.

Create databases and spreadsheets and integrate them into reports.

Collect, manipulate and interpret data.

Use publishing software and scanners to produce page layouts.

Use electronic spell checkers, thesauruses and grammar checkers.

2. Students will communicate visually, graphically, and artistically through multi-media and computer assisted design tools.

Produce a videotape using a camcorder and video-editing equipment.

Use audio equipment.

Create multimedia presentations, which link various media.

Use copier to reproduce original work for communications to others.

3. Students will communicate through networks and telecommunications.

Use network communication such as electronic mail and voice mail to access school information.

Use classroom telephone.

Information Process:



Use search strategies to retrieve electronic information, evaluate its reliability, and interpret its application.

Use electronic encyclopedias, almanacs, indexes and catalogs to retrieve, and select pertinent information.

Use a variety of calculators including graphic calculators.

Use laser discs and remote control devices.

Use cable and modem delivered services to access information from TV, satellite and other electronic databases.

Use local area networks and wide area networks.


Productivity:


1. Students will use technology to enhance their understanding and development of basic skills.

Use technology to develop learning skills and basic skills.

If appropriate, use software for computer assisted instruction.

Use software to gain new concepts.



Select and use technology appropriate to needs.

Develop keyboarding skills at 20-25 wpm with correct body posture and fingering position on all keys using touch typing at least 80% of the time.


Care for technology hardware and uses it safely.

Understand copyright laws and other ethical issues pertaining to use of technology in society.

Understand basic capabilities and limitations of technology's hardware and software.


Communication:


1. Students will communicate through application software.

Create a document at the keyboard using word processing skills and the writing process steps.

Communicate with spreadsheets: entering data and setting up formulas, analyze costs with percentages and create graphs or charts to visually represent data.

Communicate with databases and spreadsheets by creating reports using data.

2. Students will communicate visually, graphically, and artistically through multi-media and computer- assisted design tools.

Create effective multi-media presentations, which link various media.

3. Students will communicate through computer networks and telecommunications.

Use electronic mail, voice mail, bulletin boards, satellite telecommunications and classroom telephones.


Student will use technology to access, retrieve, interpret and evaluate visual and auditory information


Use search strategies to locate electronic information (identify key words, narrows search by addition of terms, broadens search, uses truncation, uses wild cards).

Evaluate information for validity, reliability, and usefullness. Apply information to authentic problems.

Use electronic encyclopedias, almanacs, indexes and catalogs.

Use networks for information (on-line databases, libraries, and electronic bulletin boards).

Use fax machines to send and receive information.

Use hand-held electronic devices: calculators and graphics calculators, electronic dictionaries, thesauruses and spell checkers.

Use strategies to locate visuals on a laser disc.

Use cable and satellite-delivered services.


Productivity:

Students will use technology to maximize productivity and effectiveness

1. Students will use technology to enhance their understanding of basic skills.

Use technology to develop learning and workplace skills.

Use technology to develop process skills in all content areas.


Use applications programs to create high quality products.

Develop creativity and innovation through the use of technology.


Select and access technology appropriate to needs.

Use correct starting and exiting procedures.

Develop keyboarding skills to 25-30 wpm using correct body posture and finger placement 100% of the time.


Use technology independently and cooperatively.

Follow ethical guidelines for using technology.

Suggested Staff Applications for Implementing Technology Goals

1. P roductivity: increase teaching time by using management programs to streamline grades, attendance, lunch count, etc. Utilize report card programs, databases, and spreadsheets for management of student data. Prepare high quality teaching materials quickly.

2. Communication: use electronic mail systems to communicate within the building and throughout the district. Use network access to link up with other educators on specific topics through electronic bulletin boards. Increase communication with parents by phone and through computer links.

3. Information: access current information to supplement teaching resources with electronic sources and on-line services. Utilize quality software programs that allow educators to more easily evaluate and present information.

4. Assessment: evaluate individual work with reporting options available on software programs. Evaluate class progress with these options. Report student achievement to parents. Review portfolios of student work and writing saved on the network. Prepare written assessments of student progress with report card programs.

5. Instructional resources: use a variety of multi-media materials to more effectively differentiate instruction to reach students with diverse learning styles. Plan individualized learning programs based on assessment data. Increase student motivation with expanded multi-media resources for classwork and assignments. Provide opportunities for students to work collaboratively and actively.

Appendix D: Hardware Configurations and Network

Diagrams

Appendix E: Technology Survey

Appendix F: Needs Assessment

Actions Needed To Improve Staff and Student ServicesWhat Actions (strategies, allocation of resources, etc.) should be taken for the coming school year to better meet YOUR (faculty) needs

In Curriculum / Instruction?

In Special Education?

In Career / Technical Education?

In At-Risk programs?

In Professional Development?

In Transportation?

In Capital Improvement?

In Federal Programs?

In Technology?

In School Discipline?

In Safety / Security?

Actions Needed To Improve Staff and Student Services

What Actions (strategies, allocation of resources, etc.) should be taken for the coming school year to better meet STUDENT needs

In Curriculum / Instruction?

In Special Education?

In Career / Technical Education?

In At-Risk programs?

In Professional Development?

In Transportation?

In Capital Improvement?

In Federal Programs?

In Technology?

In School Discipline?

In Safety / Security?

Appendix G: Skill EvaluationElementary Student Technology Outcomes

Student Mankato* Scale

1. Basic Computer Use ______Level 1 - I do not use a computer.

______Level 2 - I can select, open, use and close a program on my own.

______Level 3 - I can open and use more than one program at the same time.

______Level 4 - I can learn new programs on my own.

2. File Management ______Level 1 - I do not save any documents I create using the computer.

______Level 2 - I save documents to different drives.

______Level 3 - I create my own directories to keep files organized.

______Level 4 - I move files between directories and drives.

3. Word Processing ______Level 1 - I do not use a word processor.

______Level 2 - I use a word processor for basic writing tasks.

______Level 3 - I use the tools of the word processor to edit my work.

______Level 4 - I use the word processor to revise and publish my writing.

4. Spreadsheet ______Level 1 - I do not use a spreadsheet.

______Level 2 - I enter data in a spreadsheet and create charts.

______Level 3- I use labels and choose a chart which best reflects my data.

______Level 4 - I use formulas to help analyze data in a spreadsheet.

5. Database ______Level 1 - I do not use a database.

______Level 2 - I can locate information from a pre-made database and add or delete information.

______Level 3 - I can make my own database from scratch.

______Level 4 - I can generate reports from a database in order to answer questions

6. Graphics ______Level 1 - I do not use graphics with my word processing pieces.

______Level 2 - I can open and create simple pictures with painting and drawing programs.

______Level 3 - I can edit clip art, import graphics, and use clipboard to take objects from one place to another.

______Level 4 - I can invent, select and use graphics in order to make a point or illustrate what I have learned.

7. E-mail ______ Level 1 - I do not use e-mail.

______ Level 2 - I compose and send e-mail messages within the school district.

______ Level 3 - I organize my mail directories and save messages.

______ Level 4 - I use e-mail to request and send information globally concerning research I’m doing.

8. Information-Searching ______Level 1 - I do not use technology to find information.

______Level 2 - I can find information from electronic sources.

______Level 3 - I select, gather, and save information from multiple electronic sources to answer a thinking question.

______Level 4 - I analyze and evaluate the information I’ve gathered.

9. Multimedia ______Level 1 - I stick to text and do not know much about multimedia.

______Level 2 - I can use other people’s multimedia products.

______Level 3 - I can create multimedia presentations combining text with graphics, etc.

______Level 4 - I can design an effective multimedia presentation employing motion, sound and still graphics to share ideas.

10. Technology presentation ________Level 1 - I do not use other technology except the computer.

________Level 2 - I can use a variety of sources (Paintbrush, InfoFinder, CDs) to import pictures into a publishing program for a presentation.

________Level 3 - I combine two or more technologies (QuickTake, scanner, laser disk) in a presentation.

________Level 4 - I can design an effective multimedia presentation employing motion, sound and still graphics to share ideas.

11. Internet (Netscape) ________Level 1 - I do not use the Internet.

________Level 2 - I visit Internet sites selected by my teacher and successfully return from Cyberspace using Back and Home buttons.

________Level 3 - I use search tools to locate information in a timely manner.

________Level 4 - I help create pages for classroom projects or virtual museums.

12. Responsible use ________Level 1 - I do not understand what responsible use means.

________Level 2 - I take care of the equipment and leave it ready for the next user.

________Level 3 - I understand and follow District rules concerning harassment, language, passwords, copyright, privacy, appropriate use of resources, etc.

________Level 4 - I model responsible use and teach others.

Middle School Student Technology Outcomes

1. Basic Computer Use ______Level 1 - I do not use a computer.

______Level 2 - I select, open, use and close a program on my own.

______Level 3 - I open and use more than one program at the same time.

______Level 4 - I learn new programs on my own.

2. File Management ______Level 1 - I do not save any files I create using the computer.

______Level 2 - I select, open, save, and delete files on different drives.

______Level 3 - I create my own directories to keep files organized.

______Level 4 - I move files between directories and drives.

3. Word Processing Program ______Level 1 - I do not use a word processing program.

______Level 2 - I use a word processing program to compose pieces of writing.

______Level 3 - I use the word processing program to revise my writing using the six traits of the writing process: ideas and content, organization, voice, word choice, sentence fluency, and conventions.

______Level 4 - I use the word processing program for publication of final pieces.

4. Printing ______Level 1 - I do not use a printer.

______Level 2 - I print files directly from the computer screen.

______Level 3 - I use printer setup to select a remote networked printer and print my files.

______Level 4 - I am able to troubleshoot printer problems and correct what is wrong.

5. Spreadsheet Program ______Level 1 - I do not use a spreadsheet program

______Level 2 - I enter data in a spreadsheet and create charts.

______Level 3- I create and format spreadsheets.

______Level 4 - I use formulas to help analyze data in a spreadsheet.

6. Database Programs ______Level 1 - I do not use a database program.

______Level 2 - I locate information from a pre-made database and add or delete information.

______Level 3 - I create and format databases.

______Level 4 - I generate reports from a database in order to answer questions

7. Graphics ______Level 1 - I do not use graphics with my word processing pieces.

______Level 2 - I open and create pictures with painting and drawing programs.

______Level 3 - I edit clip art, import graphics, and use clipboard to take objects from one program to another.

______Level 4 - I create, select and use graphics in order to make a point or illustrate what I have learned.

8. E-mail ______ Level 1 - I do not use e-mail.

______ Level 2 - I compose, send and receive e-mail messages within the school district.

______ Level 3 - I organize my mail directories and save messages.

______ Level 4 - I use e-mail to request and send information globally concerning research I’m doing.

9. Information-Searching ______Level 1 - I do not use technology to find information.

______Level 2 - I find information from electronic sources.

______Level 3 - I select, gather, and save information from multiple electronic sources to solve a thinking question.

______Level 4 - I analyze and evaluate the information I’ve gathered.

10. Multimedia ______Level 1 - I do not know much about multimedia.

______Level 2 - I use multimedia products.

______Level 3 - I combine text with graphics to create multimedia presentations.

______Level 4 - I design quality multimedia projects which use motion, sound and still graphics to share ideas.

11. Video Production ______Level 1 - I have never operated a video camera.

______Level 2 - I occasionally use a video camera for home or school projects.

______Level 3 - I have created an original videotape using editing equipment.

______Level 4 - I use computer programs to edit videotape presentations.

12. Technology Presentation ______Level 1 - I do not use technology for presentations.

______Level 2 - I use a variety of sources (Paintbrush, InfoFinder, CDs) to import pictures into a publishing program for a presentation.

______Level 3 - I combine two or more technologies (for example, QuickTake, scanner, laser disk) in a presentation.

______Level 4 - I present quality multimedia projects which use motion, sound and still graphics to share ideas.

13. Internet (Netscape) ______Level 1 - I do not use the Internet.

______Level 2 - I visit Internet sites selected by my teacher and successfully use Back and Home buttons.

______Level 3 - I use tools such as search, options and bookmarks to locate and save information that is relevant to my search

______Level 4 - I create pages for classroom projects or virtual museums.

14. Responsible use ______Level 1 - I do not understand what responsible use means.

______Level 2 - I take care of the equipment and leave it ready for the next user.

______Level 3 - I understand and follow District rules concerning harassment, language, passwords, copyright, privacy, appropriate use of resources, etc.

______Level 4 - I model responsible use and teach others.

This form was developed by the middle level library media specialists and teachers of the Bellingham Public Schools who based it upon the Mankato Scale first developed by the Mankato (Minnesota) Public Schools to measure the growth of staff technology skills.

Self-Evaluation Rubrics: Staff Use of TechnologyPlease judge your level of achievement of each of the following competencies. Circle the number

which best reflects your current level of skill attainment. (Be honest, but be kind.) This tool is to help measure the effectiveness of the training program, and to help you to do a self-analysis, determining what areas you should continue to learn and practice.

I. Basic Computer Operation

______ Level 1- I do not use a computer. ______ Level 2 - I can use the computer to run a few specific, pre-loaded programs. It has little effect on

either my work or home life. I am somewhat anxious I might damage the machine or its programs.

______ Level 3 - I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the scrapbook, clock, notepad, find command, and trash can.

______ Level 4 - I can run two programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I use techniques like ALT-TAB to work with multiple programs. I look for programs and techniques to maximize my operating system. I feel confident enough to teach others some basic operations.

II. File Management

______ Level 1- I do not save any documents I create using the computer. ______ Level 2 - I save documents I’ve created but I cannot chose where they are saved. I do not back-

up my files. ______ Level 3 - I have a filing system for organizing my files, and can locate files quickly and reliably.

I back-up my files to floppy disk on a regular basis. ______ Level 4 - I regularly run a disk-optimizer on my hard drive, and use a back-up program to make

multiple copies of my files on a weekly basis. I have a system for archiving files that I do not need on a regular basis to conserve hard drive space.

III. Word Processing ______ Level 1- I do not use a word processor, nor can I identify any uses or features it might have

which would benefit the way I work. ______ Level 2 - I occasionally use the word processor for simple documents that I know I will modify

and use again. I generally find it easier to handwrite or type most written work I do. ______ Level 3 - I use the word processor for nearly all my written professional work: memos, tests,

worksheets, and home communication. I can edit, spell check, and change the format of a document. I feel my work looks professional.

______ Level 4 - I use the word processor not only for my work, but have used it with students for all of the stages of writing as process.

IV. Spreadsheet Use

______ Level 1- I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.

______ Level 2 - I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet that adds a column of numbers.

______ Level 3 - I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart.

______ Level 4 - I use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills, showing them how to explore questions and the power of mathematical relationships.

V. Database Use ______ Level 1- I do not use a database, nor can I identify any uses or features it might have which

would benefit the way I work. ______ Level 2 - I understand the use of a database and can locate information within one which has

been pre-made. I can add or delete data in a database. ______ Level 3 - I use databases to collect and analyze data.. I can create a database from scratch -

defining fields and creating layouts in order to support inquiry. I can sort and print the information in layouts that are useful to me.

______ Level 4 -I can use formulas with my database to create summations of numerical data. I use the database not only for my own work, but have used it with students to help them gather and analyze data to explore research questions.

VI. Graphics Use ______ Level 1- I do not use graphics in my word processing or presentations, nor can I identify any

uses or features they might have which would benefit the way I work.______ Level 2 - I can open, create and place simple pictures into documents using painting. drawing

programs.______ Level 3 - I can open, create, modify and place graphics into documents in order to help clarify or

amplify my message.______ Level 4 - I can manipulate and interpret graphics using image-processing software (such as

CAD, GIS or Photoshop) for the purpose of design or analysis. I promote student interpretation and display of visual data using a variety of tools and programs.

VII. Netscape Operation and Internet Research ______ Level 1- I do not use Netscape, nor can I identify any uses or features it might have which

would benefit the way I work. ______ Level 2 - I can start up Netscape and use district World Wide Web menus to find basic

information on the Internet, but I spend little time doing so. ______ Level 3 - I am able to make profitable use of Web searching software as well as lists of Internet

resources to explore educational resources. ______ Level 4 - I can create my own HTML pages and hot-lists of resources. I have shown my students

how to mine the information resources available on the Internet as well as other networked information sources.

VIII. Telecommunications Use

______ Level 1- I do not use electronic mail, nor can I identify any uses or features they might have which would benefit the way I work.

______ Level 2 - I understand that there is a large amount of information available to me as an educator that can be accessed with electronic mail. I send occasional requests for information and messages using e-mail - mostly to friends, family and district colleagues.

______ Level 3 - I use e-mail to access professional information from listservs. I am an active participant in on-line discussions check my e-mail account on a regular basis.

______ Level 4 - I involve my students in using e-mail to communicate with other students and various kinds of experts from other states and nations.

IX. Ethical Use Understanding

______ Level 1- I am not aware of any ethical issues surrounding computer use. ______ Level 2 - I know that some copyright restrictions apply to computer software. ______ Level 3 - I clearly understand the difference between freeware, shareware, and commercial

software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my student know my personal stand on this issue. I have a personal philosophy I can articulate regarding the use of technology in education.

______ Level 4 - I am aware of other ethical issues involving technology use including medical and equitable access ones. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.

X. Information Searching ______ Level 1- I am unlikely to seek information when it is in electronic formats. ______ Level 2 - I can conduct simple searches with the electronic encyclopedia and library software for

major topics. ______ Level 3 - I have learned how to use a variety of search strategies on several information

programs, including the use of “logical operators” such as “and” and “or” to help target the search and find just the right information in the most efficient manner. I can perform such searches to locate books and videos with the Follett software on my desktop.

______ Level 4 - I have incorporated logical search strategies into my work with students, showing them the power of such searches with the encyclopedia or the Follett software, for example, to locate information that relates to their questions.

XI. Presentation Skills

______ Level 1- After I do my research I am unlikely to use electronic technologies to save, format, or share my findings.

______ Level 2- I would feel comfortable presenting my findings in a single application program such as a word processor, a spreadsheet or a publishing program).

______ Level 3- I am proficient at incorporating and sharing my findings using multimedia presentation software (Powerpoint, SuperLink) which combine elements from a number of applications (Netscape, graphics, word process, database, etc.)

______ Level 4- I facilitate my students’ use of a variety of applications to persuasively present their research concerning a problem or area of focus in their learning.

XII. Technology Integration

______ Level 1 - I do not see the need to blend the use of new technologies into my classroom learning activities.

______ Level 2 - I would like to blend the use of new technologies into my classroom learning activities more often than I do, but there just isn’t much time or enough access to equipment and I need more help understanding what strategies will work and how to do it.

______ Level 3 - From time to time I encourage my students to employ new technologies to support the communicating, data analysis and problem solving outlined in the district technology plan.

______ Level 4 - I frequently encourage my students to employ new technologies to support the communicating, data analysis and problem solving outlined in the district technology plan. We have moved dramatically toward a more student-centered, technology-supported kind of classroom.

*This scale was borrowed and modified with permission from the original Mankato (MN) Schools Scale.

Technology Plan Approval Checklist

Mission Statement (Narrative) Organizational support structure (List) Description of how the technology plan interfaces with other system-wide planning

and individual school plans A use policy Acceptable Use Policy Copyright Policy Current technology inventory on file with SDE. As a minimum, the technology

plan submitted to the SDE should include a summary, by school, of networkable computers. This information is contained in question 1 of the SDE inventory. (A full inventory must be submitted to the SDE in digital format by November 1, 1998.).

Goals are identified for improving instruction and administration Each goal has objectives that are observable and measurable Needed technology for implementation of objectives is identified Telecommunications and network needs are identified Training needs are identified Budget needs are addressed Timeline for implementation is included Evaluation is included that addresses identified goals and objectives

The technology plan for School System is Approved. This plan includes the required components of the State Department of Education Technology Plan Guidelines and the School and Library Corporation requirements for E-rate.

SDE Representative Date

SLC Technology Plan Certification Letter

CERTIFICATION OF TECHNOLOGY PLAN APPROVALfor

SCHOOLS AND LIBRARIES UNIVERSAL SERVICE PROGRAM

__________________________________ is certified by the Schools and Libraries Corporation to approve technology plans for participation in the Schools and Libraries Universal Service Program.

__________________________________ has a technology plan that has met the standards and criteria outlined in the following checklist. CHECKLISTSuccessful technology plans align the overall education or library service improvement objectives with the following five criteria. To qualify as an approved Technology Plan for a Universal Service Program discount, the plan must meet these criteria. It is critical that technology planning not be viewed or treated as a separate exercise dealing primarily with hardware and telecommunications infrastructure. There must be strong connections between the proposed physical infrastructure of the information technology and the plan for professional development, curriculum reform, and library service improvements.The plan establishes clear goals and a realistic strategy for using telecommunications and information technology to improve education or library services.The plan has a professional development strategy to ensure that staff know how to use the new technologies to improve education or library services.The plan includes an assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education or library services.The plan provides for a sufficient budget to acquire and maintain the hardware, software, professional development, and other services that will be needed to implement the strategy for improved education or library services.The plan includes an evaluation process that enables the school or library to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise.

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