Indian Valley Local SD Technology Plan · Educational Technology Plan for Indian Valley Local SD...

Educational Technology Plan forIndian Valley Local SD - 050286

School Years:

2009-102010-112011-12

eTech Ohio Certified on Apr 13, 2009

Certification Period: July 1, 2009 - Jun 30, 2012

*created using the eTech Ohio online Technology Planning Tool version 3.0 (TPTv3)

Educational Technology Plan for Indian Valley Local SD School Years: 2009-12

Status: eTech Ohio Certified 1 Last Updated: Apr 13, 2009

TABLE OF CONTENTS

Pre-Planning1.0 Establish Technology Planning Committee1.1 Overview of TPT Planning Framework1.2 Review Current Technology Plan1.3 Vision/Mission

Curriculum Alignment & Instructional Integration2.1 How Are You Making Ohio's Technology Standards An Official Part Of Your District'sCurriculum?2.2 How Will You Be Using Technology to Improve Teaching and Learning inEnglish/Language Arts?2.3 How Will You Be Using Technology to Improve Teaching and Learning in Fine Arts?2.4 How Will You Be Using Technology to Improve Teaching and Learning in ForeignLanguage?2.5 How Will You Be Using Technology To Improve Teaching and Learning InMathematics?2.6 How Will You Be Using Technology to Improve Teaching and Learning in Science?2.7 How Will You Be Using Technology to Improve Teaching and Learning in SocialStudies?2.8 How Are You Teaching Students About Technology Itself?

Technology Policy, Leadership and Administration3.1 Analyzing District Education Technology Policies3.2 Analyzing District Leadership3.3 Technology Leader/Coordinator Time Commitments

Technology Infrastructure, Management and Support4.1 Networking, Internet & Telecommunications4.2 Access to Technology4.3 Stakeholder Access to Educational Information & Applications4.4 Educational Software4.5 Security4.6 Technology Support and Management4.7 Total Cost of Ownership

Budget and Planning5.0 Budget

Appendix A - Additional Documents



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#Appendix-A

Pre-Planning

1.0 Establish Technology Planning Committee Curriculum CoordinatorSuperintendentTechnology CoordinatorTreasurer Approvers:

Brad Maholm (Treasurer)Brian Dittfeld (Technology Coordinator/Director)Kevin Spears Mr. (Superintendent)

1.1 Overview of TPT Planning Framework

eTech Ohio's Technology Planning Tool, strategically addresses technology planning in an educational organizationand provides guidance in implementing technology to increase student achievement. Within this technology planyou will find the educational organization's vision and mission statements as well as a plan for the following: ODEAcademic Content Standards (ACS) alignment with the ODE Technology ACS, technology integration into thecurriculum, technology policy, technology leadership and administration, infrastructure and networking, andbudgeting.

The technology planning framework addresses 5 questions adapted from "Asking the Right Questions: Techniquesfor Collaboration and School Change" by Edie Holcomb. In each phase of the plan, narrative responses describethe educational organization's technology planning in the following manner:

"Where are we now?" addresses ASSESSMENT of current status within the educational organization"Where do we want to go?" addresses GOALS for growth in various areas"How will we get there?" addresses PROFESSIONAL DEVELOPMENT necessary to achieve goals"How will we know we're getting there?" addresses the EVALUATION PROCESS that enables theeducational organization to MONITOR PROGRESS toward the specified goals."How do we sustain the momentum?" Addresses ORGANIZATIONAL SUPPORT, EVALUATION andREVISION processes to achieve the goals

As Ohio endeavors to build more agile and effective school improvement plans, this technology plan will be aninstrumental tool in fostering quality planning and managing technological changes that will impact the communitieswhere we live.

1.2 Review Current Technology Plan

To what goals and strategies does your current plan commit to advance the use of technology to enhanceteaching and learning?Are any of these goals no longer relevant?What goals and strategies were met, and to what degree of success?

After reviewing the 2006-2009 approved Technology Plan, the plan was found to be overall realistic for the periodit covered. In re-visiting the plan, we found that majority of the goals have been met or are progressing towardtheir goals, which we have re-evaluated in our new Technology Plan. Since the completion of the Ohio SchoolFacilities Commission (OSFC) building projects, our teachers now have a variety of technology available to themin the classroom such as updated computers, Mimio Interactive devices, LCD projectors, DVD/VCR players andsound reinforcement systems that were not available to them before. With these tools and proper professionaldevelopment, we believe the teachers will be able to succeed in reaching the Technology Plan goals set in placefor them. A particular goal that was not met was the frequency of technology related surveys. Due to timeconstraints and changes in staff, this goal was not realistic and we have refined a more realistic approach for thisin our updated Technology Plan.Please address the following as you plan for the next three years. Be sure to record your conclusions forreflection.

Were there any unexpected outcomes or new needs that emerged?Which goals and strategies still need to be addressed? How will the technology committee address them?

Most of the goals that were in the 2006-2009 Technology Plan are still of value and are making good progress inachieving many of these goals. With now having state-of-the-art learning facilities available to the teachers, anew need in technology professional development has emerged. To get past the issue of not having contract



negotiated monthly staff technology training anymore, we strive to offer strong emphasis on technology trainingon our professional development waiver days. We also offer after-school training sessions to teachers on varioustechnology tools they use in the classroom. Like many schools in Ohio, we face the possibility of budget cuts.Any drastic budget cuts could cause unexpected outcomes to our Technology Plan, in which we would then haveto address strategies to still reach our planned goals.

1.3 Vision/Mission

A. Vision Indian Valley Local Schools recognizes the value and the important role that technology will have in the 21stcentury and the competitive future job market. Thus, the vision of Indian Valley Local Schools is to prepare everystudent to achieve a successful leadership role in reshaping the world in which we live. This can beaccomplished by providing high quality technology skills in a meaningful project-based environment that willassist them in accessing information, manipulating data, critical thinking, problem solving, communicatingeffectively and working collaboratively. Today's students must be life-long consumers, producers and learners oftechnology in order to keep up with the future's technology society . View the Document Library for a pictorial representation of the Vision. (IV_TechVision.pdf)

B. Mission The fundamental purpose of integrating technology into the Indian Valley School System is to enhance theeducation of our students. Thus, the mission of the Indian Valley School District in integrating technology is (1)to create a stimulating and motivating technology-enhanced learning environment for students at all levels ofcompetency; (2) to provide students the skills necessary to become successful life long users of technology athome and in the work place; (3) to provide educators the tools and training to more efficiently and confidentlymanage and create productive learning environments; (4) to establish a system to keep the School Districtupdated with the rapid change of technology in order that our students and educators stay current withtechnology; (5) to increase the accessibility of learning and teaching resources for students and educators;and (6) to increase communications among all members of the school community (administrators, faculty,students, parents, community).



Curriculum Alignment & Instructional Integration

2.1 How Are You Making Ohio's Technology Standards An Official Part OfYour District's Curriculum?

This section is a prerequisite for Sections 2.2 through 2.8 and should be considered as a separate task with adifferent goal. The goal of this section is to describe how your district is including Ohio Technology Standards intothe distict’s curriculum. Regardless whether your district calls it a "Graded Course of Study," "Curriculum Map," orsomething else – all districts have some form of documentation that spells out what is expected to be taught. Thecontent standards for technology should be written into these documents so they are interwoven with the contentstandards for math, science etc. For Educational Service Centers (ESCs), please identify how you are assistingyour contracted schools in aligning their curriculum to technology standards. The academic content standards, known as curriculum, describe what to teach. Technology standards should beembedded within the content from other disciplines in order to deliver the curriculum in a highly effective andmotivational way.

1. Using the grid below, please indicate the status of your district's efforts to embed Ohio's TechnologyStandards into the content standards for each curricular area. In the left column, "Where Are We Now?,"please select "Not Started," "In Progress," or "Complete" for each curriculum area listed. In the right column,"Where Do We Want To Go?” please select the school year you completed or plan to complete this process.

2. In the textboxes below, please provide brief but comprehensive descriptions of how you are writing Ohio'sTechnology Standards into all of your curriculum areas. How are you measuring progress toward that goal,and how will you sustain a culture of technology integration into the future?How will we get there?

The District Technology Coordinator and District Curriculum Director will continue to provide support forteachers in the alignment of the State of Ohio's Technology Academic Content Standards into other contentareas. Professional development opportunities will be provided to address the challenges of technologyintegration into the classroom. Additional professional development will be provided for teachers thatdemonstrates current and new technology integration tools and programs and how they can be integratedinto their classrooms. Based on these professional development opportunities, teachers will be able to makemore informed decisions on what technology is available and how it can be integrated into their classroomand how to ensure the use of that technology is aligned with the technology content standards. Teachers willbe given assistance in integrating technology into learning units and also the operation of the technologyinstructional tools and programs in order for the learning experience to be stimulating and engaging for thestudents and the teacher feels comfortable and willing to use the technology tools on an ongoing basis. Thesupport will also be provided in a variety of other methods including technology alignment workshops,resource materials found on websites and educational publications.

How will we know we're getting there? The Technology Coordinator and Curriculum Director will evaluate informally the level of the alignment oftechnology into the curriculum by monitoring the use of technology in the classroom and the comfort level theteacher shows while using the technology. This monitoring will be achieved through discussions and surveyswith teachers and principals. In monthly meetings with administration, we will also analyze usage reportsgenerated from a variety of our web-based softwares to see how well teachers ans students are using thesetools.

Where are wenow?

Where do we wantto go?

English Language Arts In Progress 2011-12Fine Arts In Progress 2011-12Foreign Language In Progress 2011-12Mathematics In Progress 2011-12Science In Progress 2011-12Social Studies In Progress 2011-12Technology (specific course) In Progress 2011-12Other Content Areas In Progress 2011-12



How will we sustain focus and momentum? Focus and momentum will be sustained by continuing to view usage reports of our web-based software to beable to assist teachers, if needed, in implementing these tools within their classroom curriculums. Discussionof various survey results will be done with Administration to see if new improvements can be made for ourtechnology tools. Through the data we receive from surveys and usage reports, we will continue withtechnology alignment workshops, ongoing technology alignment professional development, continued researchof technology alignment software, upgrading of current technology alignment software, ongoing online resourcematerials and research for any new web-based applications we can add for our teachers.

2.2 How Will You Be Using Technology to Improve Teaching and Learning inEnglish/Language Arts?

The goal of section 2.2 is to identify the major elements of your district's plans to use technology to enhanceteaching and learning in English/Language Arts at the elementary, middle and secondary levels over the next threeyears. The primary objective is that you provide a brief description of two or three broad-based practices being utilized bythe majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middleand secondary levels. For example, if all or most of your fifth through seventh grade English/Language Artsteachers are requiring students to conduct internet research or produce multimedia presentations on a regularbasis; this would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using thesetools in the classroom – do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, notbroad-based. For example, if a high school science teacher is using simulation software to allow students toconduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in theScience curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration inthe English/Language Arts instructional process, as well as your target levels for improvement. If your responsesfall between whole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.

Current Levels of Technology Integration in English/Language Arts 1.0 Entry - Learn the basics of using new technology.2.0 Adoption - Use new technology to support traditional instruction.3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus onincreased student productivity and engagement by using word processors, spreadsheets, and graphics tools.4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work, incorporating technologyas needed.5.0 Invention - Discover new uses for technology tools. Develop spreadsheet macros for teaching algebra forexample, or design projects that combine multiple technologies.

How will we get there?

Technology will be integrated into the K-5 English Language Arts curriculum in a variety of ways. Students willcontinue to use Renaissance Learning's Star Early Literacy for Kindergarten reading assessments. Students ingrades 1-5 will use Star Reading for their reading assessments. The Accelerated Reading software willcontinue to help teachers monitor the progress of students in grades K-5 as they improve their reading andcomprehension skills. Renaissance Learning's Fluent Reader program will assist lower students achieve thenecessary fluency skills. The Lexia Learning's Lexia Primary Reading web-based software will help studentsmaster basic reading skills. Click N' Read web-based software will be used to help students with readingphonics. Students will use word processing and a variety of web-based software to enhance and supplement

Where are wenow?


Pre-K N/A N/AK-2 3.0 3.53-4 3.0 3.55-7 3.5 4.08-10 4.0 4.511-12 4.0 4.5



the learning of the alphabet, vocabulary and sentence structure. Students in grades 6-8 will use Renaissance Learning's Accelerated Reading software. Students will use wordprocessing software and presentation design software to create reports and presentations. Students will usethe internet and video streaming applications to perform research on a variety of English Language Arts topics. Students in grades 7-12 will use word processing software and presentation design software to createindividual and collaborative reports and presentations. They will use the internet and video streaming sites toperform research on a variety of English Language Arts topics. In addition, Accelerated Reading is nowavailable to the High School students. Assistive technology such as the Kurzweil software willl continue to beused to help students at all learning levels. Study Island's web-based software and Examview will continue to be used to help prepare students at allgrades levels for the Achievement tests and the OGT test. Last year, we made the move to shift all of our Renaissance Learning software to their web-basedRenaissance Place versions, which helps make the softwares more available and reliable to teachers andstudents. Teachers will have a variety of classroom technology-based instruction tools available including Mimiointeractive school boards, LCD projectors, DVD/VCR Player, and sound reinforcement systems. Power MediaPlus will also be used for streaming educational videos in the classroom. They also have a Faculty/Staff webpage available to them with a variety of web-based software that enforces their curriculum that can beaccessed from their classroom computers. In order to achieve our high standards we need to provide teachers professional development to ensure that allsoftware is being used for the defined way it was purchased for and that they are using the student's resultsobtained from the software to provide meaningful data-driven instruction. Teachers should be able tounderstand and analyze the data obtained to maximize the students learning potential. Teachers need training on all technology-based instructional tools including assistive technology tools so thatthey can become comfortable using them and can determine which technology-based instructional tool will bethe most appropriate for the subject matter, engaging and motivating for the students. Monthly meetings with administration will be held to evaluate learning goals and technology integration. TheState of Ohio's Academic Content Standards and course of study will be used to develop the learning goals. Opportunities for students to learn new technologies will be provided by teachers in conjunction with theTechnology Coordinator and technology staff in classroom technology demonstrations and instruction. Additional access to technology will be provided through mobile technology and open computer labsthroughout the school day. Teachers will require students in grades 3-12 to produce at least one technology intensive project within theschool year.

How will we know we're getting there? Methods of measure of the progress achieved will include data collected from the rubrics used for evaluatingthe student technology intensive project along with the quality of the completed project produced by thestudents as evaluated by the teacher. Another method of measure is the results from the state's Achievement and OGT tests. Feedback from the teachers will also be used to evaluate the effectiveness of the technologies and strategiesused to integrate technology into the curriculum area to achieve student learning goals. Records will be kept of the usage of the computer labs and mobile technologies to determine the benefits ofaccess to technology and support.



How will we sustain focus and momentum? Focus and momentum will be sustained by continuing to view usage reports of our web-based software to beable to assist teachers, if needed, in implementing these tools within their classroom curriculums. Discussion ofvarious survey results will be done with Administration to see if new improvements can be made for ourtechnology tools. Successes and problem areas of the implementation strategies will be discussed and revisions will be made asnecessary. The Technology Coordinator and Curriculum Director will continue to offer ongoing professional developmentfor teachers. Types of trainings available will involve reviewing current technologies, introducing newtechnologies, best practices in the classroom with technology, and other innovative strategies used, such asAtomic Learning, to assist teachers and students in achieving their learning goals. Most of the resources forprofessional development are available to us in-house, but in the event that it is not available, we will bring inproper training through the vendors that we purchased the technology from and/or through organizations suchas eTSEO. The Technology Coordinator and Curriculum Director will research and investigate emerging technologies,trends and methods used to assist students achieving their learning goals and share their findings with theteachers.

2.3 How Will You Be Using Technology to Improve Teaching and Learning inFine Arts?

The goal of section 2.3 is to identify the major elements of your district's plans to use technology to enhanceteaching and learning in Fine Arts at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized bythe majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middleand secondary levels. For example, if all or most of your fifth through seventh grade Fine Arts teachers arerequiring students to conduct internet research or produce multimedia presentations on a regular basis; this wouldqualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in theclassroom – do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, notbroad-based. For example, if a high school science teacher is using simulation software to allow students toconduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in theScience curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration inthe Fine Arts instructional process, as well as your target levels for improvement. If your responses fall betweenwhole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.

Current Levels of Technology Integration in Fine Arts 1.0 Entry - Learn the basics of using the new technology.2.0 Adoption - Use new technology to support traditional instruction.3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus onincreased student productivity and engagement by using word processors, spreadsheets, and graphics tools.4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating thetechnology as needed and as one of many tools.5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros forteaching algebra or designing projects that combine multiple technologies.

Where are wenow?


Pre-K N/A N/AK-4 4.0 4.55-8 4.0 4.59-12 3.5 4.0



How will we get there? Students in grades K-5 use technology to tour online museums and play educational games related to theircurriculums. Digital cameras are used to record pictures of their work to be used in various projects. Students in grades 6-8 will use technology in the Fine Arts curriculum in a variey of ways. They will use theinternet to do research, word processing to write notes and presentation design software program to createreports based on their research. The music curriculum will use video production equipment and software toproduce musical videos. Students in grades 9-12 will use presentation design software to design and digital cameras to produceclaymation presentations. Practica Music software is used by band students to assist with theirmusic/instrumental skills. The music curriculum will also use video production equipment and software toproduce musical videos. The Fine Arts technology integration goals can be achieved by integrating more of the technology instructionaltools into the classroom and to become more project-oriented in their assignments. Software will also beresearched and purchased that provides students with tools to enhance a digital graphics and animationcurriculum. The creation of project-based student portfolios will also allow for our student to archive their worksfor future display. Monthly meetings with administration will be held to evaluate learning goals and technology integration. TheState of Ohio's Academic Content Standards and course of study will be used to develop the learning goals. Professional Development will be provided to teachers based on the meetings prior identifying student learninggoals with a focus on technology tools and best practices needed to achieve those goals. Opportunities for students to learn new technologies will be provided by teachers in conjunction with theTechnology Coordinator and technology staff in classroom technology demonstrations and instruction. Additional access to technology will be provided through mobile technology and open computer labsthroughout the school day.

How will we know we're getting there? Methods of measure of the progress achieved will include data collected from the rubrics used for evaluatingthe student technology intensive project along with the quality of the completed project produced by thestudents as evaluated by the teacher. Feedback from the teachers will also be used to evaluate the effectiveness of the technologies and strategiesused to integrate technology into the curriculum area to achieve student learning goals. Records will be kept of the usage of the computer labs and mobile technologies to determine the benefits ofaccess to technology and support.

How will we sustain focus and momentum? Focus and momentum will be sustained by continuing to view usage reports of our web-based software to beable to assist teachers, if needed, in implementing these tools within their classroom curriculums. Discussion ofvarious survey results will be done with Administration to see if new improvements can be made for ourtechnology tools. Successes and problem areas of the implementation strategies will be discussed and revisions will be made asnecessary. The Technology Coordinator and Curriculum Director will continue to offer ongoing professional developmentfor teachers. Types of trainings available will involve reviewing current technologies, introducing newtechnologies, best practices in the classroom with technology, and other innovative strategies used, such asAtomic Learning, to assist teachers and students in achieving their learning goals. Most of the resources forprofessional development are available to us in-house, but in the event that it is not available, we will bring inproper training through the vendors that we purchased the technology from and/or through organizations suchas eTSEO.



The Technology Coordinator and Curriculum Director will research and investigate emerging technologies,trends and methods used to assist students achieving their learning goals and share their findings with theteachers.

2.4 How Will You Be Using Technology to Improve Teaching and Learning inForeign Language?

The goal of section 2.4 is to identify the major elements of your district's plans to use technology to enhanceteaching and learning in Foreign Language at the elementary, middle and secondary levels over the next threeyears. The primary objective is that you provide a brief description of two or three broad-based practices being utilized bythe majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middleand secondary levels. For example, if all or most of your fifth through seventh grade Foreign Language teachersare requiring students to conduct internet research or produce multimedia presentations on a regular basis; thiswould qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in theclassroom – do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, notbroad-based. For example, if a high school science teacher is using simulation software to allow students toconduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in theScience curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration inthe Foreign Language instructional process, as well as your target levels for improvement. If your responses fallbetween whole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.

Current Levels of Technology Integration in Foreign Language 1.0 Entry - Learn the basics of using the new technology.2.0 Adoption - Use new technology to support traditional instruction.3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus onincreased student productivity and engagement by using word processors, spreadsheets, and graphics tools.4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating thetechnology as needed and as one of many tools.5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros forteaching algebra or designing projects that combine multiple technologies.


Currently Indian Valley offers French and Spanish foreign language programs to its high school students.Technology will continue to be integrated into the French curriculum through the use of the distance learningequipment for sessions with the elementary CAB students. The French and Spanish foreign languagecurriculum also will incorporate the use of teacher and student created digital presentations that demonstrateFrench culture. Teachers have a variety of classroom technology-based instruction tools available to them including the Mimiointeractive school boards, LCD projectors, DVD/VCR Player, and sound reinforcement systems. Teachers alsohave Power Media Plus for streaming various educational videos from their computers that relate to theircurriculums. Assistive technology will continue to be researched and purchased to help students at all learning levels in theforeign language curriculum.

Where are wenow?


Pre-K N/A N/AK-4 N/A N/A5-8 N/A N/A9-12 4.0 4.5



Monthly meetings with administration will be held to evaluate learning goals and technology integration. TheState of Ohio's Academic Content Standards and course of study will be used to develop the learning goals. Professional Development will be provided to teachers based on the meetings prior identifying student learninggoals with a focus on technology tools and best practices needed to achieve those goals. Opportunities for students to learn new technologies will be provided by teachers in conjunction with theTechnology Coordinator and technology staff in classroom demonstartion and instruction. Additional access to technology will be provided through mobile technology and open computer labsthroughout the school day.


How will we sustain focus and momentum? Focus and momentum will be sustained by discussion of various survey results with Administration to see ifnew improvements can be made for our technology tools. Successes and problem areas of the implementation strategies will be discussed and revisions will be made asnecessary. The Technology Coordinator and Curriculum Director will continue to offer ongoing professional developmentfor teachers. Types of trainings available will involve reviewing current technologies, introducing newtechnologies, best practices in the classroom with technology, and other innovative strategies used, such asAtomic Learning, to assist teachers and students in achieving their learning goals. Most of the resources forprofessional development are available to us in-house, but in the event that it is not available, we will bring inproper training through the vendors that we purchased the technology from and/or through organizations suchas eTSEO. The Technology Coordinator and Curriculum Director will research and investigate emerging technologies,trends and methods used to assist students achieving their learning goals and share their findings with theteachers.

2.5 How Will You Be Using Technology To Improve Teaching and Learning InMathematics?

The goal of section 2.5 is to identify the major elements of your district's plans to use technology to enhanceteaching and learning in Mathematics at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized bythe majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middleand secondary levels. For example, if all or most of your fifth through seventh grade Mathematics teachers arerequiring students to conduct internet research or produce multimedia presentations on a regular basis; this wouldqualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in theclassroom – do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, notbroad-based. For example, if a high school science teacher is using simulation software to allow students toconduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in theScience curriculum area at the high school level only.



Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration inthe Mathematics instructional process, as well as your target levels for improvement. If your responses fall betweenwhole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.

Current Levels of Technology Integration in Mathematics 1.0 Entry - Learn the basics of using the new technology.2.0 Adoption - Use new technology to support traditional instruction.3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus onincreased student productivity and engagement by using word processors, spreadsheets, and graphics tools.4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating thetechnology as needed and as one of many tools.5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros forteaching algebra or designing projects that combine multiple technologies.


Technology will continue to be integrated into the K-5 math curriculum through a variety of web-based softwarerelated to the curriculum, such as Fact Dash, that can be found on our websites. Students in grades 3-5, willuse Renaissance Learning's Star Math to determine the student's math skill level and Accelerated Math toassess the progress of learning the math skills. Students will use calculators to perform scientific calculations.Spreadsheets will be used to introduce and used to generate math formulas. In Grades 6-12, spreadsheetsand calculators will be used to perform advanced calculations. Additional software will be researched to fill theneeds of our higher level math curriculums that can provide assessments of student skills and provide a morevisual tool for meaningful math instruction. Students will continue to use Study Island and Examview to help prepare for the Achievement and the OGTtests. Assistive technology will continue to be researched and purchased to help students at all learning levels in themath curriculum. Teachers will have a variety of classroom technology-based instruction tools available including interactiveschool boards, projectors and key response systems. They also have a library of individual classroom softwarethat reinforces the math content area. In order to achieve our goals we need to provide teachers professional development to ensure that all softwareis being used for the defined way it was purchased for and that they are using the student's results obtainedfrom the software to provide meaningful data-driven instruction. Teachers should be able to understand andanalyze the data obtained to maximize the students learning potential. Monthly meetings with administration will be held to evaluate learning goals and technology integration. TheState of Ohio's Academic Content Standards and course of study will be used to develop the learning goals. Professional Development will be provided to teachers based on the meetings prior identifying student learninggoals with a focus on technology tools and best practices needed to achieve those goals. Opportunities for students to learn new technologies will be provided by teachers in conjunction with theTechnology Coordinator and technology staff in classroom technology demonstrations and instruction. Additional access to technology will be provided through mobile technology and open computer labsthroughout the school day.

Where are wenow?


Pre-K N/A N/AK-2 3.0 3.53-4 3.0 3.55-7 3.5 4.08-10 4.0 4.511-12 4.0 4.5



How will we know we're getting there? The method of measure of the progress achieved will be the results from the state's Achievement and OGTtests. Feedback from the teachers will also be used to evaluate the effectiveness of the technologies and strategiesused to integrate technology into the curriculum area to achieve student learning goals. Records will be kept of the usage of the computer labs and mobile technologies to determine the benefits ofaccess to technology and support.


2.6 How Will You Be Using Technology to Improve Teaching and Learning inScience?

The goal of section 2.6 is to identify the major elements of your district's plans to use technology to enhanceteaching and learning in Science at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized bythe majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middleand secondary levels. For example, if all or most of your fifth through seventh grade Science teachers are requiringstudents to conduct internet research or produce multimedia presentations on a regular basis; this would qualify asa broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom – donot portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, notbroad-based. For example, if a high school science teacher is using simulation software to allow students toconduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in theScience curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration inthe Science instructional process, as well as your target levels for improvement. If your responses fall betweenwhole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.

Current Levels of Technology Integration in Science 1.0 Entry - Learn the basics of using the new technology.2.0 Adoption - Use new technology to support traditional instruction.3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus onincreased student productivity and engagement by using word processors, spreadsheets, and graphics tools.4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating thetechnology as needed and as one of many tools.



5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros forteaching algebra or designing projects that combine multiple technologies.


Technology is integrated into the K-5 science curriculum by connecting with various distance learning contentproviders. Students use calculators to perform scientific calculations. Students in grades 3-5 also use wordprocessing and spreadsheets to record experiment notes and data. They use presentation design software topresent information about their experiments. In Grades 6-12, distance learning is used to experience liveinteractive surgeries. Spreadsheets are used to perform advanced calculations and Study Island is the primarysoftware used for the Ohio Achievement and the Ohio Graduation Test preparation. Teachers have a variety of classroom technology-based instruction tools available including Mimio interactiveschool boards, LCD projectors, DVD/VCR Player, and sound reinforcement systems. Power Media Plus willalso be used for streaming educational videos in the classroom. They also have a Faculty/Staff web pageavailable to them with a variety of web-based software that enforces their curriculum that can be accessed fromtheir classroom computers. We have the Southern Gateway Nature Park available to use which is a perfect setting for science orientedexperiments to take place using handhelds and the Vernier scientific probes. In order to achieve our goals we need to provide teachers professional development to ensure that all softwareand hardware is being used for the defined way it was purchased for and that they are using the student'sresults obtained from the software to provide meaningful data-driven instruction. Teachers should be able tounderstand and analyze the data obtained to maximize the students learning potential. Monthly meetings with administration will be held to evaluate learning goals and technology integration. TheState of Ohio's Academic Content Standards and course of study will be used to develop the learning goals. Professional Development will be provided to teachers based on the meetings prior identifying student learninggoals with a focus on technology tools and best practices needed to achieve those goals. Opportunities for students to learn new technologies will be provided by teachers in conjunction with theTechnology Coordinator and technology staff in classroom technology demonstrations and instruction. Additional access to technology will be provided through mobile technology and open computer labsthroughout the school day.

How will we know we're getting there? Methods of measure of the progress achieved will include data collected from the rubrics used for evaluatingprojects along with the quality of the completed project produced by the students as evaluated by the teacher. Another method of measure is the results from the state's Achievement and OGT tests. Feedback from the teachers will also be used to evaluate the effectiveness of the technologies and strategiesused to integrate technology into the curriculum area to achieve student learning goals. Records will be kept of the usage of the computer labs and mobile technologies to determine the benefits ofaccess to technology and support.

How will we sustain focus and momentum?

Where are wenow?


Pre-K N/A N/AK-2 3.0 3.53-5 3.5 4.06-8 4.0 4.59-10 3.0 4.011-12 3.0 4.0



Focus and momentum will be sustained by continuing to view usage reports of our web-based software to beable to assist teachers, if needed, in implementing these tools within their classroom curriculums. Discussion ofvarious survey results will be done with Administration to see if new improvements can be made for ourtechnology tools. Successes and problem areas of the implementation strategies will be discussed and revisions will be made asnecessary. The Technology Coordinator and Curriculum Director will continue to offer ongoing professional developmentfor teachers. Types of trainings available will involve reviewing current technologies, introducing newtechnologies, best practices in the classroom with technology, and other innovative strategies used, such asAtoic Learning, to assist teachers and students in achieving their learning goals. Most of the resources forprofessional development are available to us in-house, but in the event that it is not available, we will bring inproper training through the vendors that we purchased the technology from and/or through organizations suchas eTSEO. The Technology Coordinator and Curriculum Director will research and investigate emerging technologies,trends and methods used to assist students achieving their learning goals and share their findings with theteachers.

2.7 How Will You Be Using Technology to Improve Teaching and Learning inSocial Studies?

The goal of section 2.7 is to identify the major elements of your district's plans to use technology to enhanceteaching and learning in Social Studies at the elementary, middle and secondary levels over the next three years. The primary objective is that you provide a brief description of two or three broad-based practices being utilized bythe majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middleand secondary levels. For example, if all or most of your fifth through seventh grade Social Studies teachers arerequiring students to conduct internet research or produce multimedia presentations on a regular basis; this wouldqualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in theclassroom – do not portray it as a broad-based practice. Please feel free to include information about significant technology integration practices which are, by nature, notbroad-based. For example, if a high school science teacher is using simulation software to allow students toconduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in theScience curriculum area at the high school level only. Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration inthe Social Studies instructional process, as well as your target levels for improvement. If your responses fallbetween whole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.

Current Levels of Technology Integration in Social Studies 1.0 Entry - Learn the basics of using the new technology.2.0 Adoption - Use new technology to support traditional instruction.3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus onincreased student productivity and engagement by using word processors, spreadsheets, and graphics tools.4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating thetechnology as needed and as one of many tools.5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros forteaching algebra or designing projects that combine multiple technologies.

Where are wenow?


Pre-K N/A N/AK-2 3.0 3.53-5 3.0 3.56-8 3.0 3.59-10 3.5 4.011-12 3.5 4.0



How will we get there? Technology will continue to be integrated into the K-5 social studies curriculum by connecting with variousdistance learning content providers. Students in grades 3-5 will use word processing to take notes and theinternet to perform research. They will use presentation design software to present information about theirresearch. In Grades 6-12 students will use word processing to take notes and the internet to performresearch. They will use video streaming and presentation design software to present information about theirresearch. Students will continue to use Study Island and Examview to help prepare for the Achievement and the OGTtests. Assistive technology will continue to be researched and purchased to help students at all learning levels in thesocial studies curriculum. Teachers will have a variety of classroom technology-based instruction tools available including Mimiointeractive school boards, LCD projectors, DVD/VCR Player, and sound reinforcement systems. Power MediaPlus will also be used for streaming educational videos in the classroom. They also have a Faculty/Staff webpage available to them with a variety of web-based software that enforces their curriculum that can beaccessed from their classroom computers. In order to achieve our high standards we need to provide teachers professional development to ensure that allsoftware is being used for the defined way it was purchased for and that they are using the student's resultsobtained from the software to provide meaningful data-driven instruction. Teachers should be able tounderstand and analyze the data obtained to maximize the students learning potential. Teachers need training on all technology-based instructional tools including assistive technology tools so thatthey can become comfortable using them and can determine which technology-based instructional tool will bethe most appropriate for the subject matter, engaging and motivating for the students. Monthly meetings with administration will be held to evaluate learning goals and technology integration. TheState of Ohio's Academic Content Standards and course of study will be used to develop the learning goals. Opportunities for students to learn new technologies will be provided by teachers in conjunction with theTechnology Coordinator and technology staff in classroom technology demonstrations and instruction. Additional access to technology will be provided through mobile technology and open computer labsthroughout the school day.

How will we know we're getting there? Methods of measure of the progress achieved will include data collected from the rubrics used for evaluatingprojects along with the quality of the completed project produced by the students as evaluated by the teacher. Another method of measure is the results from the state's Achievement and OGT tests. Feedback from the teachers will also be used to evaluate the effectiveness of the technologies and strategiesused to integrate technology into the curriculum area to achieve student learning goals. Records will be kept of the usage of the computer labs and mobile technologies to determine the benefits ofaccess to technology and support.

How will we sustain focus and momentum? Focus and momentum will be sustained by continuing to view usage reports of our web-based software to beable to assist teachers, if needed, in implementing these tools within their classroom curriculums. Discussion ofvarious survey results will be done with Administration to see if new improvements can be made for ourtechnology tools. Successes and problem areas of the implementation strategies will be discussed and revisions will be made asnecessary. The Technology Coordinator and Curriculum Director will continue to offer ongoing professional development



for teachers. Types of trainings available will involve reviewing current technologies, introducing newtechnologies, best practices in the classroom with technology, and other innovative strategies used, such asAtomic Learning, to assist teachers and students in achieving their learning goals. Most of the resources forprofessional development are available to us in-house, but in the event that it is not available, we will bring inproper training through the vendors that we purchased the technology from and/or through organizations suchas eTSEO. The Technology Coordinator and Curriculum Director will research and investigate emerging technologies,trends and methods used to assist students achieving their learning goals and share their findings with theteachers.

2.8 How Are You Teaching Students About Technology Itself?

The goal of Phase 2.8 is for district technology planning staff to describe your district's efforts to teach studentswhat they need to know and be able to do in order to meet Ohio's technology content standards. IMPORTANT NOTE: Phase 2.8 is about technology as its own academic content standard and focuses on specifictechnology courses.Phase 2.8 is the place to indicate what technology instruction you are offering at the elementary, middle andsecondary levels. Examples of these "pure technology" courses would include, but are not limited to: careertechnology, library media, keyboarding, multi-media or digital video production, web page authoring, networkadministration, etc. As you are considering how you will teach the technology academic content standards, consider reviewing yourComprehensive Continuous Improvement Plan (CCIP) goals and strategies.

Activity Using the Apple Classroom of Tomorrow (ACOT) Scale and the grid below, indicate your school's current levelof effective technology integration specifically concerning technology courses, as well as your target levels forimprovement. If your responses fall between whole numbers, such as between 3.0 and 4.0, feel free to use .5increments such as 3.5.

Instructional Integration 1.0 Entry - Learn the basics of using the new technology.2.0 Adoption - Use new technology to support traditional instruction.3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus onincreased student productivity and engagement by using word processors, spreadsheets, and graphics tools.4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating thetechnology as needed and as one of many tools.5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros forteaching algebra or designing projects that combine multiple technologies.


In grades K-5 students will continue to learn basic computer operations and vocabulary, keyboarding, basicword processing, presentation and internet research skills. The students will be introduced to saving files,network security, and ethics. Starting in the 2009-2010 school year, we will also be offering a dedicated STEM class to students in grades 3-5. In 6th and 7th grade, advanced techniques on productivity software and basic web design skills will be taught.

Where are wenow?


Pre-K N/A N/AK-2 2.0 2.53-5 2.0 2.56-8 3.5 4.09-10 4.0 4.511-12 4.0 4.5



In the 8th grade, students will introduced to multimedia production applications and multimedia technologiesincluding digital cameras, video cameras, scanners, DVD burners and movie/music productivity software. The8th grade class will be primarily a project-based learning environment using the skills acquired in prior gradesand advanced skills learned in the 8th grade. Students in grades 6-8 can also take various Project Lead the Way courses such as automation and robotics,flight and space, and design and modeling. Students in grades 9-12 have opportunies to learn AutoCad, Movie Maker, Adobe Creative Suite productivitysoftware, Dreamweaver and the Microsoft Office suite. They also have opportunities to learn about usingdigital still and video cameras in a digital journalism curriculum. They can also learn about how to make web-based videos and podcasts in Mulitmedia Production. Web Animation is also available to students wanting tolearn Flash. Several of the high school technology classes will be project-based. Starting in the 2009-2010 school year, the high school will also be offering dual-enrollment technology classeswith Kent Tuscarawas, Project Lead the Way. The high school is also looking to offer chinese to students viadistance learning. To continue to achieve our goals, new technologies need to be acquired on an on-going basis to promoteadvanced and collaborative learning environment. Computer teachers must also be adaptive to updatedversions of software they are teaching as the field changes frequently. Teachers will have a variety of classroom technology-based instruction tools available including Mimiointeractive school boards, LCD projectors, DVD/VCR Player, and sound reinforcement systems. Power MediaPlus will also be used for streaming educational videos in the classroom. They also have a Faculty/Staff webpage available to them with a variety of web-based software that enforces their curriculum that can beaccessed from their classroom computers. In order to achieve our high standards we need to provide teachers professional development to ensure that allsoftware is being used for the defined way it was purchased for and that they are using the student's resultsobtained from the software to provide meaningful data-driven instruction. Teachers should be able tounderstand and analyze the data obtained to maximize the students learning potential. Teachers need training on all technology-based instructional tools including assistive technology tools so thatthey can become comfortable using them and can determine which technology-based instructional tool will bethe most appropriate for the subject matter, engaging and motivating for the students. Monthly meetings with administration will be held to evaluate learning goals and technology integration. TheState of Ohio's Academic Content Standards and course of study will be used to develop the learning goals. Opportunities for students to learn new technologies will be provided by teachers in conjunction with theTechnology Coordinator and technology staff in classroom technology demonstrations and instruction. Additional access to technology will be provided through mobile technology and open computer labsthroughout the school day. Teachers will require students in grades 4-12 to produce at least one technology intensive project within theschool year.




Technology Policy, Leadership and Administration

3.1 Analyzing District Education Technology Policies Awareness - Policy is not in place; little or no understanding of importance of policyAdoption - Traditional policies are in place; lack of consistent useExploration - New/updated policies are being researchedTransformation - Policies support high performing learning environments

How do we get there?

Regular meetings will be formed with the superintendent, principals and other administration to evaluate the needfor policies, create new policies and revise current policies. Administration will determine best methods to disseminate each policy and how to deliver the most effectiveprofessional development for each policy. Any policies decided on will be presented to the Board of Education for approval as needed.

How do we know we are getting there? The administration meets regularly to discuss the need for polices, the impact of the policies implemented and ifmodifications of policies need to be made. An indicator of a successful policy is that it is making a difference. The policy was created for a purpose and isbeing supported by the administration and is enforced by faculty. The policy has provided a clear structureprotocol to handle various technology related issues.

How do we sustain the focus and momentum? The administration will continue to meet regularly to discuss the need for polices, the impact of the policiesimplemented and if modifications of policies need to be made.

3.2 Analyzing District Leadership

Awareness - These administrators do not use technology. An expectation to use technology with students andstaff is not expressed nor do the administrators support the staff in the use of technology.Adoption - Administrators have access to technology but don't use it on a comprehensive basis. Educators in thebuilding are expected to use the technology but not in a powerful way to improve student achievement. Leaderssupport staff in developing technology skills.Exploration - Leaders encourage and support educators in the use of technology, but the use may not bepervasive throughout the system. Administrators use technology and see some benefit.Transformation - Leadership provides strong vision encompassing all aspects of educational technology.Technology is vital to administrators and is utilized in innovative ways on a daily basis. Administrators fullyunderstand how to use the tools effectively in the classroom and to manage education.

Where are wenow?


A.Electronic network linking district with otherstakeholders for information exchange,collaboration and distance education

Adoption Exploration

B.District wide program providing data oradministrative systems to schools (e.g., fiscaldatabases, student assessment results)

Exploration Transformation

C.Technology-related facilities design,equipment and software


D.Technology acquisition and standards Adoption ExplorationE.Research and evaluation of educationaltechnology initiatives


F.Development and dissemination ofeducational technology devices, applicationsand approaches


G.District funding for educational technology Adoption ExplorationH.Equity and access to technology Adoption Exploration



How do we get there?

In order for administrators to become technology leaders and role models for their educational community theymust integrate technology in their day to day activities. By doing this, they realize that technology will produce amore efficient operating environment. A few goals for administration are to continue using email more for communications, announcements anddocuments with staff instead of paper. The Indian Valley Local Schools administration must continue to besupportive of emerging technologies as they have been in the past few years. This current supportiveapproach has fueled the staff into wanting to use their new classroom technologies that they received throughthe OSFC and various grants. Administration must continue to understand basic operations of the technologies being integrated in theclassroom. Knowing this will enable them to talk to colleagues more informly about those technologies. To accomplish these goals, professional development needs to be ongoing for administrators on an individualbasis.

How do we know we are getting there? Indicators that administration continues to become more proficient and comfortable in using technology andbecoming a leader and role model are the degree of electronic communications between administration andstaff, the understanding of the technologies used within their buildings and using those technologies whenpossible, the ability to discuss their buildings technology offerings comfortably and intelligently with colleagues,and requiring their staff to use technology on a day to day basis for communication and instruction. Anotherindicator that administration is becoming a technology leader and role model is the encouragement ofintegrating new value added technologies into their buildings.

How do we sustain the focus and momentum? On-going individualized professional development will be necessary for all administration and administrativeassistants to use technology more productively and comfortably. Administration will also get ongoingprofessional development on the instructional technologies being used in their buildings along with thetechnology system features provided in the OSFC building project.

3.3 Technology Leader/Coordinator Time Commitments

Where are wenow?


A.Instructional leadership, assessment andcurriculum


B.Competencies/Standards (e.g. ISTE NETS-A)


C.Advocacy for technology Exploration TransformationD.Measures and accountability for effectiveuse

Exploration Transformation

E.Role model in the use of technology Adoption ExplorationF.Professional development Exploration TransformationG.Support for educational technology Exploration TransformationH.Professional practice Adoption Exploration




A maintenance schedule has been created for computer rotations that we need to continue supporting tocontinue a proactive response environment and uneeded down times of our computer systems. We need tocontinue focusing on web-based applications as they reduce downtime of applications, can be centrally managedand allow for widespread usage without the need to buy server hardware to sustain it. The technologycoordinator needs to continue providing scheduled routine professional development on the use of technologiesand continue providing newsletters with technology tips that will allow for the staff to become more independent. An additional technology support staff has been hired 3 days a week has helped to reduce the response times totechnology issues and providing additional skill sets. The Technology Coordinator must also seek out professional development that will aid in the operations of thevarious technologies available at Indian Valley Local Schools and aid in the further development of the facultyand students.

How will we know we are getting there? The methods of measure to identify that the technology department is moving to a more organized, scheduled,and focus driven direction is evaluating the effectiveness of the maintenance schedules, the results of thecentrally managed Web based applications if deployed, and evaluating the effectiveness of the scheduledroutine professional development by using surveys and observation. Continuing to keep the 3 day technical assistant will be an indication of staying forward in reaching our goals.

How will we sustain focus and momentum? The Technology Coordinator will sustain focus and momentum by using tools,skills and practices that provide aproactive, prioritized, and focus driven work environment. New tools, skills and practices will be researched andprofessional development will be taken if needed and will be implemented if they increase efficiency. Newprofessional development topics will be introduced in a timely manner to provide the necessary skill sets to staffin order for them to become more independent.

Where are wenow?


Strategic/Project/Action Planning5% 10%

Acquisitions/Procurement 5% 3%Deployment/Implementation of Technology 10% 15%Maintenance & Repair 20% 10%End-user Technical Support & Training 30% 25%Curriculum Alignment & InstructionalIntegration

5% 5%

Fiscal Management/Grant Applications 3% 3%Superintendent Cabinet/Executive/BoardMeetings

2% 2%

Tech Staff Development & Management 4% 8%Policy Development, Monitoring &Enforcement

5% 3%

Evaluating New/Emerging Technologies 10% 15%Other 1% 1%Total 100% 100%



Technology Infrastructure, Management and Support

4.1 Networking, Internet & Telecommunications This section is designed to speak to the network/telecommunications infrastructure necessary to support thetechnologies in use by the district for administrative and instructional computing. These uses range from EMISreporting, shared administrative applications, video on demand (VOD), voice over IP (VoIP) telephony, thin clientserver access, Internet research and others. With a wide range of new, converging or expanding services relying heavily on a converged network, capacityplanning is imperative to the success of subsequent strategies that use the network. For example, a network usingthin client connectivity to servers, with heavy Internet access, file and print services, as well as voice over IP, willneed careful network capacity planning to introduce video streaming technologies.

ACTIVITY 1: Complete the portfolio of network services and telecommunications services provided. Indicate any changesthat you plan to introduce.Use the following scale in answering "Where are we now?"

- None - This technology does not currently reside on the network.

- Some - There are pieces of this technology residing on the network. It does not exist in all buildings or only

in certain places.

- Many - This technology is pervasive throughout the district and/or building.

Use the following scale in answering "Where do we want to go

- Decrease -We plan to decrease this technology on the network.

- No Change - We plan to maintain the level of technology on the network.

- Researching - We are investigating if we want to implement this technology on the network or if we want

to increase or decrease this technology on the network.

- Increase - We plan to increase this technology on the network.

ACTIVITY 2:

Discuss the impact of the network and telecommunications services activity above on the bandwidthrequirements of the LAN, WAN and Internet connection. Record the impact on bandwidth below.

Where are wenow?


Thin/Network Clients Many No ChangeFile and Print Sharing Many No ChangeInternet Traffic Many No ChangeVideo Conferencing (IP) Many No ChangeVideo Conferencing (ATM) None No ChangeVideo On-Demand (local building/districtserver)

Some No Change

Video Streaming (Internet) Many No ChangeVoice Communications - Voice over IP Many No ChangeVoice Communications - Centrex/PBX Some No ChangeRemote Access (Dial-up/VPN) to SchoolResources

None No Change

Wireless Many No ChangeEmail Many No ChangeEnterprise/Shared Applications (e.g., onlinegrade book)

Many No Change




Due to the completion of the Ohio School Facilities Commission building project, our school district is prettymuch set for awhile on our technology components and network infrastructure. Within the scope of the buildingproject, our school buildings received a new LAN infrastructure consisting of new File/Print servers, LAN Layer3 switches, cat6e network cabling to every instructional and academic space and creating a wireless networkthat provides 100% coverage within the academic buildings. A Video On Demand system was also installed ineach building. All systems nclude power fault protection. Each building has also been equipped with 3Com IPBased phone systems that will support an increase in communication between all staff. The phone system willhave redundancy in the event the communications systems between buildings are severed or power failure.Omeresa (Indian Valley Local School's ITC) upgraded the pre-existing T1 lines at the High School to a 10Mbfiber line in the 2006-2007 school year. This upgrade will provide faster internet speeds for the District. In the2007-2008 school year, we upgraded the WAN bandwidth to our outlying school buildings to (2) 1.54MB T1lines from its existing (1) T1 line to accommodate the new IP based phone system which will require morebandwidth especially during periods in which distance learning events are taking place. We are looking to increase our WAN bandwidth in the next few years to at least 5MB fiber lines as we continueto increase in our bandwidth usages. This will only be possible in the event that fiber is comparible in price tothe existing costs we have in our T1 WAN bandwidth lines. To assist with the funding of all of our telecommunication services, long distance service, cellular service,internet service, and high bandwidth voice/video/data services we will have to continue to apply for E-Ratefunding. Typically we have been funded at approx. 70%. We will also apply for Ohio K12 Network Grants, ifavailable, to assist with funding for high bandwidth voice/video/data services.

How will we know we are getting there? Methods of communication will include District newsletters and public meetings. Data that could be included inreports would include monthly bandwidth peaks by building and as a district, any maintenance issues that wereof concern and distance learning event volume. We will obtain this data by working with our ITC to monitorbandwidth usage.

How will we sustain focus and momentum? The network will be monitored daily via both physically and monitoring software provided by the vendor andthird parties. A plan will be in place to ensure that network equipment have the latest firmware and patchesand to perform maintenance that requires down-time. With OSFC building project technology specifications,the network infrastructure will continue to meet the demands of Indian Valley Local Schools well into the future. The one area of possible concern is the WAN network bandwidth capacity. As needed and budget permitting,we will upgrade to additional T1 lines or fiber as necessary.

4.2 Access to Technology

None - This technology does not exist in the building(s) and/or district.Some - This technology is in the building(s) and district, but there are only a few in each location.Pervasive - This technology is an integral part of the building(s) and/or district.

What is the currentimpact?

LAN Bandwidth No ChangesWAN Bandwidth IncreaseInternet Bandwidth No ChangesTelephone Circuits No Changes

Where are wenow?


Computer to Teacher Ratio (1:n) 1 1Computer to Student Ratio (1:n) 3 3Peripherals (e.g. scanner, digital camera) Some PervasiveEmerging Technologies Middle adopter Middle adopterAssistive and adaptive hardware (e.g.Intellikeys, Alpha Smart) and specializedsoftware

Some Pervasive



How will we get there? Access to technology is an ongoing process. We currently have approximately 800 computers throughout ourdistrict with our oldest computers still in circulation being a little over six years old. The technology coordinatorwill update our current five-year technology rotation plan by the end of the 2008-2009 school year outlining thetechnology purchase plan proposal including computers, laptops, handhelds and printers. Also in the purchaseplans will be information about how the existing technologies will be repositioned to provide maximum use. Thepurchase plan proposal will take into account computers that are outdated and need replaced and therequirements of the curriculum. Computers will be purchased based off of our computer rotation plan that wasapproved by the superintendent and principals in the 2006-2007 school year. We will continue to research andpurchase thin client technologies such as Xtenda, Eee PC Netbooks, and Eee Box desktops to efficiently utilizeour tech budget to help get more computers in the hands of students. We will continue to support our 1:1interactive whiteboards that we have in every classroom as of the 2007-2008 school year. Peripheral technologies are purchased based on the need of the curriculum and of the student/staff body such asdigital cameras and scanners. Funds are allocated each year for these technologies. New technologies will beresearched and evaluated before purchasing by reading information on the internet requesting information fromthe vendor, requesting trials and talking to colleagues. We will continue to solicit teachers to volunteer in pilotingnew innovative technologies in the classroom.

How will we know we are getting there? A method to monitor we are reaching our goal is the computers and other technology equipement beingpurchased based off the the approved computer rotation plan. Making sure technology is correctly repositionedfulfilling the need of the curriculums. Mimio interactive whiteboards are continually being used by teachers ininnovative ways. The method to monitor the peripherals, assistive technologies and emerging technologies is theteachers being able to conduct in an engaging and motivating learning experience to the fullest and do thestudents have the needed access to technology to produce their quality of work at their highest potential.

How will we sustain focus and momentum? Each year the five year purchase plan will be reviewed and modified according to the budgets andcurriculum/staff needs. This plan will take into account the warranties and ages of the technology and total costof ownership and future technology budgets. A yearly maintenance schedule will be developed to prolong the lifeof aging technology.

4.3 Stakeholder Access to Educational Information & Applications

1. None: Our organization does not have this type of electronic system. We maintain paper records.2. Minimal: Our organization utilizes some electronic documents to manage these systems and processes such

as spreadsheets or word processor.3. Adequate: Our organization uses database software to manage these systems and documents.4. Advanced: Our organization shares this type of information using industry-adopted data standards and

practices (e.g. SIF, XML-Web Services or EDI). Tool


Indian Valley Local Schools will continue to use the DASL Student Information System that was implemented inthe 2006-2007 school year. This system provides additional features and is web based, resulting in zero time

Where are wenow?


Student Information Services 4 - Advanced 4 - AdvancedInstructional Applications 4 - Advanced 4 - AdvancedData Analysis & Reporting 3 - Adequate 4 - AdvancedGrade Book 4 - Advanced 4 - AdvancedLibrary Automation 4 - Advanced 4 - AdvancedFacilities Management 3 - Adequate 4 - AdvancedVoice Telephony 4 - Advanced 4 - AdvancedHuman Resources & Financial Management 4 - Advanced 4 - AdvancedNetwork Account Management 3 - Adequate 4 - AdvancedTransportation 3 - Adequate 4 - AdvancedFood Services 3 - Adequate 4 - Advanced



needed to deploy on additional workstations and accessible everywhere there is internet access. Since 2007-2008 school year, Indian Valley has implemented many web-based instructional applications that replaceexisting client/server applications and provide additional educational benefits. Some of these programs includeRenaissance Place Suite, Lexia Learning and Click N Read. We also have website links available to a varietyof web-based applications that have replaced much of our primary software that used to be hosted on ourservers. We will continue to focus on researching new web-based alternatives in our instructional applicationneeds. We have found web-based applications to be more reliable and increases student achievement as theapplications are available everywhere there is internet access. The Progress Book web based grade booksystem continues to fulfill the need of a grade book package. Since the 2006-2007 school year, parent andstudent access to Progress Book has been available to those wishing to utilize the feature. A system needs tobe developed to help become proactive in facilities management and to record maintenance performed. Amore efficient IP Based communications network is now in place since the completion of the OSFC buildingproject. The training for the IP phone system is provided by the vendor to key phone operator. Additionaltraining will provided by trained staff and the Technology Coordinator. The Human Resources and FinancialManagement system is scheduled to be upgrade in the very near future through the services that Omeresa (outITC) provides. A Transportation System needs to be developed to assist in the logging of maintenance beingperformed on buses and to provide notices as to when routine maintenance needs to be performed. Acentralized system also needs to be implemented to provide information about bus routes and pickup drop offtimes. In 2007-2008 school year, our Food Services system has been upgrade to the QSP Point-of-Salesoftware with the ability for it's data to be sent to a centralized system. All training will be provided by thevendor or service provider. Information and services opportunities will be provided to the public via the websiteand through technology presentations at school events; offering workshops on a variety of technologyapplications to the public; seeking public input on various issues via technology; etc.

How will we know we are getting there? All of our various information systems will be evaluated as to the effectiveness of the system. Methods ofmeasure will be is it user friendly and produce results that are equal or better to the previous system. Does thesystem provide equal or faster access to information and is the system secure and reliable requiring littleintervention.

How will we sustain the focus and momentum? Professional development will be provided to staff to ensure they maximize the features the informationsystems have to offer and to better understand the systems themselves. A system will be developed toschedule maintenance to perform yearly imports, exports and backups and to perform any necessary upgradesor patches.

4.4 Educational Software

Never - When selecting educational software, this process never occurs. Rarely - When selecting educational software, occasionally this process is followed. Sometimes - When selecting educational software, we typically follow and/or incorporate this process. Always - When selecting educational software, this process is always followed and/or incorporated.Selection Processes


We will continue to stream line the evaluation of web-based educational software to ensure that the outcomesproduce desired results. Some of the evaluation process will be if the software works, does it provide value to the

Where are wenow?


Requirements gathering, feature/fit analysis togoal

Sometimes Always

Professional development planning for endusers and support personnel

Always Always

Criteria for evaluation developed - includingalignment to ACS and curriculum

Sometimes Always

Evaluation of demo copies Sometimes AlwaysImplementation pilots Always AlwaysReplacement cycle (upgrade, retire, new) Always AlwaysSystem requirements / technical andoperational support

Always Always



curriculum, does it duplicate other software we use, pricing of the product acceptable with it's usage andrequirements needed to run the software. Vendor Demonstration and or Evaluation/Trial copies of the educationalsoftware will then be requested to perform additional testing and evaluation when looking to implement new web-based alternatives that require funding to have. Web-based software already being used throughout our district include Renaissance Learning's AcceleratedReading and Math programs, Study Island, Reading A-Z, Spelling City, NovaNet, Atomic Learning and PowerMedia Plus. Students and teachers also use a variety of free web-based educational software found on theinternet that have been centralized for them via an internal links page available on their computers. Othersoftware used in the district include Microsoft Office, OpenOffice, Windows Movie Maker and Adobe CreativeSuite. We need to continue to make sure a budget is available to maintain having any new software that is purchasedafter it's initial implementation. Professional development will continue to be given on any software we have asnecessary. After the teachers and students have had some time to use the software, information will be sharedon the impact of the software and if they are using the software to its fullest potential.

How will we know we are getting there? A set of criteria will be developed to help measure the areas of concern when using educational software. Theseareas include; is the software being used to its fullest potential, is the software providing an impact on studentlearning, is the software providing a stimulating and engaging learning experience for the students. If the answersto all these questions are yes then the process is working.

How will we sustain focus and momentum? A monthly review process will be continued to look at the existing software owned by the district to determine itseducational value. Questions such as does the software still work, did the teachers use the software to its fullestpotential, if not why, do they need additional professional development for the educational software, is thesoftware still aligned with state standards or outdated. By asking these and additional questions we can ensurethat the educational software is an informed purchase and that each piece of software has a defined part in theacademic success of the students.

4.5 Security

1. None: Organization does not have any of these policies or securities in place.2. Minimal: The basic functions are present, but not all layers are addressed.3. Adequate: The basic functions are present and all layers are addressed and integrated.4. Advanced: The basic functions are present, all layers are addressed and integrated, and proactive

monitoring with security response and forensic log analysis procedures are in place.


Indian Valley Local Schools is committed to providing a safe and friendly educational experience. Since the2007-2008 school year, a AUP was developed that is realistic and can be enforced with consequences at boththe student and staff level. User management and network authentication policies are presently meeting our

Where are wenow?


AUP (Acceptable Use Policy) Yes YesUser Account management and networkauthentication policies

3 - Adequate 4 - Advanced

Security zones 3 - Adequate 3 - AdequateWireless network security policies 3 - Adequate 3 - AdequateCentral log mechanism and review policy 2 - Minimal 3 - AdequateIncident response procedures 3 - Adequate 4 - AdvancedNetwork security 3 - Adequate 4 - AdvancedHost Security 3 - Adequate 4 - AdvancedData security / integrity 3 - Adequate 4 - AdvancedAnti-virus software 3 - Adequate 4 - AdvancedSpyware 3 - Adequate 4 - AdvancedFirewall 3 - Adequate 4 - AdvancedFiltering 3 - Adequate 4 - Advanced



district's current needs. Wireless network security is set up to adequately meet the current needs of our staff andstudents. A logging and auditing review policy needs to be implemented to ensure the maximum level of supportand security is provided. A summer maintenance schedule will continue to be implemented to provide routinemaintenance to the network such as firmware, patches and upgrades. Security measures are currently adequatefor our needs, but advancements can be done based on Omeresa inititives and if our own budgets permit.Through are continuing computer rotation plan, we will continue to upgrade our workstation OSs to adequatelyhandle the needs of our staff and students. A reliable and workable data integrity off-site solution is currentlybeing implented with plans for it to be used in the 2009-2010 school year. Anti-virus and spyware solutions willcontinue to be updated as needed to meet the needs of our staff and students without hindering the process ofour workstations and servers. Our current filtering solution with Omeresa is adequate for the time being, but amore advanced filtering solution needs to be implemented. The overriding success of all of this depends on ourdistrict technology budgets.

How will we know we are getting there? A method of measure to determine the effectiveness of the various security policies developed is are they beingsupported by administration, enforced and providing a safer learning environment. Other methods of evaluatingwould include are the polices developed making a difference in the day to day operations of the technologyinfrastructure, are the polices helping reduce surprises and being more proactive. The overall goal for the newlydeveloped security policies is to establish a more secure and structured learning environment that is realistic,understood and enforced at all levels from students to faculty.

How will we sustain the focus and momentum? Professional development will be provided to faculty to explain the various policies and in turn the faculty canexplain the policies to the students. A yearly review of the policies will provide means to modify the policies tomake them clearer or more effective if needed.

4.6 Technology Support and Management

Support Ratios (1:n)


The district recognizes a need for additional technology support staffing but because of budgets, the district hasreduced technology support staffing to one Full-Time Technology Coordinator and one Part-Time ComputerTechnician. To address the shortage of technology support staffing, teachers will be provided technology supporttraining on a small scale so that they can perform minor technology support tasks and troubleshooting. Optionsfor increasing technology support staff will be based on receiving additional funding. The district also realizes the need to maintain our new equipment and infrastructure that we have receivedthrough the OSFC building project so that it continues to serve our needs. Maintenance procedures will includerunning any necessary firmware, patches or upgrades to our technology equipment and infrastructure. We willalso need to be stocking up on LCD projector bulbs now that we have LCD prjectors in every classroom. Ourtechnology budget has also been increased to maintain the new technologies and infrastructure as seen insection 5.0.

How will we know we are getting there? Through email, data will be collected and evaluated to determine support response times and the quantity ofissues being reported. Follow-up communications will be conducted to ensure satisfaction and if additional needsare present. A yearly survey will also help in determining the level of satisfaction from the end-users.

Where are wenow? (1:n)

Where do we wantto go? (1:n)

Support Staff to Students 1100 950Support Staff to Teachers 83 63Support Staff to Computers 400 300Support Staff to Buildings 2.5 2.5

Where are wenow?


Average Response Time (Days) 2 days 1 dayService Level Agreement (SLA) No YesFull-time technology coordinator/director Yes Yes



How will we sustain focus and momentum? We have a subscription to Atomic Learning for our staff to help end-users resolve minor issues with softwarethemselves. Technology newsletters are created monthly to also assist with this, which allows the technologysupport staff to attend to the major issues. This will help in maintaining, if not increasing, support response times. Ongoing professional development will be required to ensure that end-users are operating the varioustechnologies correctly and know how to perform minor maintenance support and troubleshooting.

4.7 Total Cost of Ownership

None - This factor is not accounted for in the cost analysis.Some - This factor has cursory consideration but is not a primary decision driver.More - There is deliberate consideration for this factor, but it may not always be a primary decision driver.Extensive - This factor is always considered in cost analysis and is a primary decision driver.

Process


In order to realize the Total Cost of Ownership, we must continue to follow a TCO model for all technology relatedpurchases made by Indian Valley Local Schools. This model would include factoring in initial cost and shippingcost, cost and time needed for professional development, cost and time needed for deployment, cost and time ofon-going maintenance and upgrades, cost and time for support and the life expectancy of the technology. With amodel in place, better purchasing decisions will be made and will have greater impact on the educational learningenvironment provided by Indian Valley Local Schools.

How will we know we are getting there? A TCO worksheet would be used and filed for every technology related purchase. By using a TCO worksheet atechnology purchase can be made knowing all the cost and time factors that purchase has over a period of time.A method of measure of the TCO model is knowing the costs and time needed to implement every technologypurchase.

How will we sustain focus and momentum? To sustain focus and momentum a yearly review process will be instituted to review the TCO worksheets andadjust for any modifications to cost and time factors. Such adjustments may be higher costs of maintenance andsupport ,retiring technologies earlier than expected or additional professional development needed.

Where are wenow?


Vendor Relationships Some SomeProcurement Plan More MoreSpecifications/Requirements/Fits Analysis More MoreIntegration of donated time, materials orservices

Some More

Deployment/Installation plan Extensive ExtensiveInitial Training and Professional Development More ExtensiveEvaluation of current external support costsversus new purchase

Extensive Extensive

Loss of institutional knowledge for replacedsystems

Some Some

Phase Out/Replacement cycle Extensive ExtensiveDisposal costs None None



Budget and Planning

5.0 Budget Sound budgeting is important for your technology plan; not only to project future spending and funding, but also tomeet requirements for various private, state and federal funding opportunities. It is recommended that arepresentative from your treasurer’s office be involved in completing this phase.

Provide details about your budget process. How did your committee gather this data? Have you includedspending amounts for planned future technology hardware, software, professional development, or otherservices?The three year budget was fundamentally arrive at by using the current year expenditures with a 5% additionalyearly increase thereafter on everything except the Network/Communications Services, which is based off ofjust current year budget. The budget costs seen above is to sustain many of the technologies we currently have and to support ourtechnology rotation plans that are in place. With having additional technology in the classrooms from the OSFC building project, it has also caused ourconsumable costs to increase a lot due to items such as LCD projector bulb replacements that will need to bedone on average every two years if the projector is used regularly.

How will we get there? The budget will be sustained by applying for erate funds yearly to assist with telecommunication services, longdistance service, cellular service, internet service, and high bandwidth voice/video/data services. Typically wehave been funded at approx. 70%. Other funds that will be used to sustain our budgets are the generaltechnology funds, Ohio K12 Network Funds, eTech Ohio PD funds, Title II D grant funds, various local, stateand federal grants. Forming business partnerships with local businesses and vendors will also assist withtechnology costs and forming alliances with the Buckeye Career Center, Kent State University Tuscarawas,Tuscarawas Carroll Harrison County ESC, Omeresa, and eTech Ohio will help with future grants and otheropportunities.

Where arewe now?

Where do we want to go?

CurrentFiscal Year

2009-10 2010-11 2011-12 Total

Network/Telecommunications Services 90,000 90,000 90,000 90,000 270,000Hardware 58,000 60,900 63,945 67,142 191,987Student Data Administrative Systems 32,000 33,600 35,280 37,584 106,464Software 31,000 32,550 34,178 35,887 102,615Security 12,000 12,600 13,230 12,662 38,492Technology Staffing/Support 75,000 78,750 82,683 86,817 248,250Professional Development 7,000 7,350 7,718 8,104 23,172Consumables 40,000 42,000 44,100 46,305 132,405Additional 0Total 345,000 357,750 371,134 384,501



Appendix A - Additional Documents

Description Name Date SubmittedIndian Valley Local School's Technology Vision IVTech_Vision.pdf December 04,

2005



http://www.etech.ohio.gov/jcore/doclib/DocView.jsp?step=view&file=19F1692D-916C-44D2-BD16-AB350F4FA64D

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