TECHNOLOGY PLAN

July  1,  2012  –  June  30,  2015  ST. CLAIR COUNTY

INTERVENTION ACADEMY

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COMMITTEE MEMBERS

Janel Coppens – Instructional Staff

Roni Lloyd-Portis – Lead Teacher

Jeff Giles – Special Education Teacher

JoAnn Murphy – Director of Administration

St. Clair County Intervention Academy

1170 Michigan Port Huron, MI 48060

Contact: JoAnn Murphy, Director of Administration

810-966-1649 phone 810-966-4312 fax

murphy.joann@intervention-academy.org

ISD: St. Clair County Regional Educational Service Agency School Code: 74911

The Romine Group, Management Company

http://intervention-academy.org/

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INTRODUCTORY MATERIALS

SECTION 2

TECHNOLOGY MISSION STATEMENT The mission of the St. Clair County Intervention Academy is to provide a quality education while empowering students with the knowledge and skills that will guide them through a productive life. Beliefs We believe:

In mutual respect and continual improvement for each student. Education has unlimited value for young growing minds. All students have special talents waiting to be developed. All students teach as well as learn. All students deserve an opportunity to learn in a safe environment. That parent’s are essential to each child’s academic success. Technology enhances the teaching and learning process. Students should understand the role and impact of technology upon society,

and related issues such as information access and management. Technology offers equity of access to all students. Computers are non-judgmental and allow students to work at their own pace. The Intervention Academy will provide students with skills to meet or exceed the Michigan Department of Education’s Educational Technology Standards and Expectations. Teachers integrate technology into all areas of the curriculum to develop the skills and attitudes that will motivate students to apply technology in an ever-changing society, and to be skilled users of technological tools. Introduction The St. Clair County Intervention Academy is a public school academy chartered in 2004 by the St. Clair County Regional Educational Service Agency. The Intervention Academy is a Title I D (Neglected & Delinquent) school operating in the St. Clair County Intervention Center. The Romine Group acts as the educational service provider and Port Huron Area School District is the new chartering agency effective July 1, 2012. The Academy provides educational services to at-risk and neglected student’s ages 11 – 19, which have been placed at the center by the court system. There are eight single classrooms that accommodate between ten to fifteen students each. Three are detention classrooms for students who are detained less than 30 days, four are residential treatment classrooms for students court ordered into the program for a minimum of six months, and one is a classroom on the jail side for students detained 30 days or more. Three classrooms are located on the second level of the building, and all other classrooms are located on the ground floor. The student population is diverse and draws primarily from

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socio-economic students from low-income families who are abused, neglected or at risk of not meeting the states student academic achievement standards. Under the guidance of the Director, teaching staff includes six teachers and one paraprofessional. The facility has the capacity to service 85 students, but at this time it currently services a maximum of 65 students. The Intervention Academy focuses on helping court adjudicated youth reenter their school and community while keeping the family intact.

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VISION AND GOALS

SECTION 3 Vision Technology is an integral part of the curriculum at the Intervention Academy. We believe integrating technology into all areas of the curriculum is needed for students to excel and succeed as citizens in a global society. Technology can improve communication, enhance thinking skills, make instruction more effective, address individual learning styles, and accommodate student’s individual needs. The Intervention Academy believes the use of technology with at-risk populations increases the possibility of student success and helps engage them in a challenging curriculum that is focused on inquiry-based learning. Students and staff will be guaranteed opportunities to safely use current technology, software tools, and applications, as an integral part of the school environment. On-going comprehensive professional development will help staff acquire the knowledge and skills needed to use technology in all areas of curriculum delivery. Our vision for the Intervention Academy is based on five specific goals and objectives centered on academic learning, and appropriately applied to the Michigan Department of Education’s Educational Technology Standards and Expectations. Goals Our technology goals related to this vision are:

GOAL #1 Meet or exceed Educational Technology Standards and Expectations for student use of technology into both teaching and

learning at various grade levels.

GOAL #2 Improve communications with parents and the community, and increase efficiency and productivity for teachers and students. GOAL #3 Continually increase student learning and success in the areas of credit recovery and student performance. GOAL #4 Identify and assess building-level needs for new or enhanced

technology for both teaching and learning in all areas of the curriculum.

. GOAL #5 Increase knowledge of technology for all staff by

providing professional development opportunities to assist in increasing student achievement and integrating technology into the curriculum.

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Curriculum Integration

SECTION 4

Technology at the St. Clair County Intervention Academy will assist students to become literate, independent, lifelong learners who are better able to meet the requirements needed to work in the 21st Century. Interacting with technology helps our students to master basic skills and develop creative expression. Technology will allow staff, parents, and students to more effectively monitor learning outcomes in order to plan for individualized instruction. Central to the plan is the process of curriculum integration. To effectively integrate instructional technology across all curricular areas, the Technology Standards and Expectations need to be translated into specific instructional activities. Our goals and strategies for integrating technology into the classroom to enhance student achievement are as follows: _____________________________________________________________________

GOALS:

1. Develop instructional methods that meet individual students’ needs, interests, and learning styles.

2. Integrate technology in all areas to assist in teacher/student

productivity, management of instruction, and curriculum applications.

3. Use grade level expectations to develop Academy assessments that meet the state’s Educational Standards and Expectations.

________________________________________________________________________ STRATEGIES:

1. Use technology for the creation of written expression and artistic expression, establishing immediate and multiple feedback.

2. Monthly and weekly teacher planning and PLC meetings will provide

a setting for reflection on how well student and teacher needs are being met.

3. A thematic unit of study on a high-interest topic will help students to

develop and use a wide range of skills that demonstrate their learning.

________________________________________________________________________

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GOALS:

1. Continuously provide a sufficient number of up-to-date computers

with new capabilities as well as learning devices and technology based instructional tools and materials.

2. Effectively and efficiently integrate technology into all core academic

areas and find opportunities to expand student’s knowledge and experience through video streaming.

3. Effectively ensure student computers are secure and unable to connect

to the world wide network, but assure student learning is not impeded. ________________________________________________________________________

STRATEGIES:

1. Teachers and administration, along with the technology coordinator, work together to prepare strategic plans for integration of new technology skills and instructional methods and delivery, four times a year at a planned day and time.

2. Evaluate how technology is integrated into core academic areas by

reviewing lesson plans in monthly PLC meetings, and by assessing data collected from Authentic Assessments.

3. Submit an annual budget outlining technology needs to fund and

purchase appropriate on-going support technology and schedule computer replacements for students and teachers annually.

________________________________________________________________________

GOALS:

1. Provide all instructional and administrative staff with technology training to acquire the skills they need to successfully integrate technology into the classroom

2. Continuously evaluate the goals and strategies outlined in the

Technology Plan to assess their relationship to the Intervention Academy vision and mission.

3. Evaluate integration of technology with respect to increasing student

performance. ________________________________________________________________________ .

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STRATEGIES:

1. Meet with the technology coordinator and teaching staff, semi-annually, to find opportunities such as Discovery Education Streaming for real-world experience in all content areas.

2. Provide teachers with a minimum of two in-service opportunities for

the purpose of expanding knowledge of currently available technology, and for new and innovative ways to integrate technology throughout content areas.

3. Student assessment tools will include a portfolio of work completed

using technology, and a student survey will be collected, one time per year, on the overall attitudes towards technology and how it is used in conjunction with the Academy curricula.

Online Learning Experience The Michigan Merit Curriculum requires students to experience successful online learning to prepare them for the future. The Intervention Academy will provide high quality online learning experiences through a blended curriculum and teacher-facilitated delivery. Students will work in Education 2020 online coursework with a combination of face-to-face interactions and the use of communication tools in the course management system.

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Student Achievement

SECTION 5

To demonstrate successful integration of technology into daily classroom activities, students will be required to complete projects during their stay at the Academy. These projects include:

A digital storytelling unit using Windows moviemaker to create a multimedia presentation.

A core democratic values project using PowerPoint, peripherals, and multi-media.

A tolerance unit includes interactive tutorials, video-conferencing, and United Streaming with the California Museum of Tolerance.

Each student will compile a portfolio of work, including work completed using technology.

The Academy will ensure the following as it applies to student achievement:

Students will maintain an electronic portfolio of their work and achievements, in keeping up with the state technology standards and expectations.

Build student experiences in order to expand their repertoire for writing in a variety of genres and for project based learning opportunities.

Enable students to improve one or more grade levels in reading and math through assessment connected to mastering targeted concepts.

Keep data current concerning the average number of credits recovered, the average grade recorded, and review information obtained from parent and student surveys.

Monthly and weekly teacher planning and PLC meetings will provide a setting for reflection on how well student’s needs are being met.

Annually budget upgrades and assess technology needs. Improve and update student and teacher’s access to technology.

Students will use the following:

a. STAR Enterprise, a computer-based program for assessment and self-paced reading and math instructional strategies.

b. Education 2020 on-line coursework which is standards based core curriculum that allows teachers to facilitate learning with multiple elements for active learning.

c. EDP and Career Cruising through Key Train for Career and Employability skills.

2012 – 2013

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• All students will complete one online credit/course or online learning experience.

• All students will keep a portfolio of work completed using technology. • Students will pass a computer literacy test upon exiting the program. • Students will be able to use a student response system in one classroom.

2013 – 2014

• Students will be able to use the SMART board to make whole class presentations.

• Students will use technology in all content areas. • Students will be able to use a student response system in two classrooms. • Students will use podcasting for video delivery of presentations.

2014 – 2015

• Students will learn the importance of technology for workplace opportunities and create presentations using a variety of media.

• Students will be able to evaluate and distinguish online sources with one- on-one assistance from a teacher, mentor teacher, or paraprofessional.

• Students will design and publish a bi-monthly newsletter using collaborative tools.

• Using a variety of technology resources, students will increase their learning and productivity by 5%.

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Technology Delivery

SECTION 6 Students will use computer-based learning tools, in a blended curriculum environment, such as Accelerated Reading and Math and Education 2020 curriculum, to increase success in credit recovery and keep students learning 21st century skills. This curriculum is research-based and aligned with the Michigan Core State Academic Standards. Students will also have access to Microsoft Office Suite, Pivot, Audacity, Gimp, and I-pads. Videoconferencing technology enables teachers and students to enhance the learning experience in several ways, including:

Interactive communication with experts on a variety of topics. Travel to interesting and significant locations around the world, such as

museums, that they would not have been able to visit. Collaborative projects with students or adults in other parts of the school

district, the United States, or the world. The Academy assures the following regarding the delivery of curriculum through the use of technology:

Continuously provide up-grades and new learning devices, instructional

tools and materials for student and teacher use. Research additional applications in technology to enhance student

learning, address specific learning styles and rates, and increase student’s knowledge of core content.

Address all technology needs in the annual budget. Make future purchases of technological software and equipment such as I-

pads and an additional interactive whiteboard to accomplish curriculum objectives and presentation skills.

Replace teacher and student computers as needed and purchase new and additional equipment for teacher and student efficiency and effectiveness.

Fund the purchase of additional I-pads, inquiry based software, and state of the art upgrades to continue to provide learning opportunities that are innovative and help to keep students interested in knowledge and real-life experiences.

Align grade level standards and expectations in technology for all students.

Review all teacher and student computers yearly and purchase as needed, new computers, classroom equipment, applications, software, and assistive devices.

Teachers will have access to current technology, software and equipment.

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Parental Communications and Community Relations

SECTION 7

To communicate technology goals and use of technology with students in the classroom, the Academy does the following:

Parent/teacher/student conferences are held no more than 30 days after a student enters the treatment program.

Teachers have the ability to use classroom phones to communicate with parents regarding student achievement.

School staff will meet with parents on an individual basis to develop an Individual Academic Plan (IAP) for each student, which includes discussion about how technology will be used to enhance their child’s learning, based on his/ her unique individual needs.

The technology plan is available on the academy website. Educators, students, and other community recourses are used asked

participate in the planning, implementation, and ongoing assessment of the technology plan.

Provides opportunities for students to inform and present completed projects to parents, guardians, or the community through the use of Gimp, Movie-maker, Microsoft Office Suites, Audacity and Pivot.

Include questions on the student and parent surveys about the availability of technology for students, and the benefits and advantages of learning through this method of delivery.

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Collaboration

SECTION 8 As the foundation of our school, we collaborate with the St. Clair County Juvenile Family Division, Community Mental Health, and the Department of Human Services (DHS). Our goal is to prepare students to return to their local community school or workforce. To achieve this goal, we enhance the curriculum with technology-based programs, including Accelerated Math and Reading and Education 2020, Key Train, Career Cruising, and a self-paced credit recovery program. Currently our high school classroom on the jail side provides GED preparation coursework and the opportunity for students who meet the criteria, to take the GED tests.

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Professional Development

SECTION 9 Staff Development Strategies

Provide professional development opportunities for all content area teachers to enhance instructional use and integration of technology into the classroom.

Provide professional development related to technology for all staff, including skill development, integration of technology in literacy instruction, and incorporating technology in core content areas.

Teachers will understand the impact technology has on the educational environment.

Investigate and consult with local ISD and educational service provider for Professional Development opportunities.

Assess Staff Development Needs

Staff members are formally and informally assessed and surveyed to

determine factors that might hinder them from participating in professional development offerings, and to plan for professional development that is rich and relevant. Results will be used to plan the amount and type of staff development necessary.

Design Staff Development Sessions

The Academy director, staff, and educational service provider work together in developing on-site sessions to advance knowledge for the enhancement of student achievement.

Planning Training Delivery Methods

Every effort will be made to allow all staff members to participate in professional development and technology training. A calendar of staff development sessions will be planned and published one or more times during the school year. The Technology Coordinator will assist with implementation of technology integration into the curriculum, based on MDE’s Educational Technology Standards and Expectations. Assistance will be provided on an ongoing basis. 2012 – 2013 -Planned – Additional as needed.

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2013 – 2014 - Planned – Additional as needed. 2014 – 2015 - Planned – Additional as needed.

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Supporting Resources

SECTION 10 In addition to providing generalized technology training, the Romine Group, along with Charter Technologies, will review and evaluate web based programs and software. They are skilled at integrating technology into specific lessons and modeling the effective use of technology in the classroom. The Academy has an Acceptable Use Policy in place for all staff and students. Manuals and other printed materials related to instructional or training software, instructional techniques, etc. are available either at the Academy or through the Romine Group. *See next section for other recourses.

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Infrastructure

SECTION 11 A primary goal of the St. Clair County Intervention Academy’s Technology Plan is to provide students with lifelong technological skills that meet the needs of an ever changing society. Therefore, students and teachers need significant access time to a variety of technological tools. To accomplish this goal, evaluation and expansion of the Academy’s current hardware and software will be assessed annually. Future equipment, hardware and software will follow the development and integration of curricular benchmarks and will be based on the selection of specific software to implement the integration of technology into all content areas. All software and hardware will be purchased with an understanding of its use in implementing the defined alternative education curriculum. Current Status

Sixty student computers are currently located at the St. Clair County Intervention Academy. There are twelve teacher computers. We have access to maintenance issues through The Romine Group, our educational service provider, and Charter Technologies. A protocol is in place for the help desk, trouble shooting, upgrades and new equipment.

A large retractable screen is located in each of the eight classrooms. Each classroom has a laser printer and copier. Each classroom has a multi-function television with VCR/ DVD. Each classroom has a Polycom for videoconferencing and overhead projection,

and a DuKane document presenter.

The Intervention Academy network provides: Access to the Internet. Access to a statewide student records system. Videoconferencing and distance learning opportunities. Cable television reception. Connection of office workstations to the network.

Hardware, software, network infrastructure, telecommunications, and other services to improve instruction and student learning include: Alpha Smart word-processing units, software version updates and necessary licenses, Microsoft Office Suites, Pivot, Gimp, Audacity, Education 2020 license, Renaissance Learning license, Career Cruising, Key Train, United Streaming Technical Support The Romine Group / Charter Technologies The Academy maintains an up-to date inventory of its resources.

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All technological resources will be inspected and the list will be reviewed annually. Hardware will be evaluated for possible replacement or repurposing on an annual basis.

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Increase Access for All Students and Teachers

SECTION 12 Although Academy students have unique individual needs, most are related to behavioral issues and poverty. As the foundation of our school, we collaborate with the St. Clair County Juvenile Family Division, Community Mental Health, and the Department of Human Services (DHS) to provide necessary interventions for the students. Academy staff has access to training on assisting students with special needs. Special education teachers work with students on Apple iPods and Neo word-processing devices, also using books on tape. All staff are in the process of being trained to use our new SMART board technology, and integrating that technology into all classrooms. In addition, the curriculum-based computer programs we use, such as Education 2020 and Renaissance Learning Math and Reading, will meet the needs of students who function better in a self-paced learning environment with one-on-one instruction.

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Funding and Budget

SECTION 13 / SECTION 14

Coordination of Resources The primary funding source for the Intervention Academy has been state aid. Additional funding sources include:

Title I Part D Title II A IDEA Entitlement 31a - At Risk funds.

The Academy Director, along with the technology coordinator, will continue to pursue grants from alternative funding sources, partnerships with community businesses, and/or technology-related grants.

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Monitoring and Evaluation

SECTION 15 The St. Clair County Intervention Academy planning process includes an assessment and evaluation component to monitor progress toward fulfillment of the goals specified. The overall plan will be evaluated and modified annually as needed. Monthly meetings will review and approve proposed changes to the plan. Student/parent surveys provide insight into the learning environment. Unmet goals or strategies will be evaluated and either updated, modified, or discarded based on determined usefulness of the goal in helping the Academy to realize its vision and carry out its mission. Provided below is a brief explanation of the methods we will employ to evaluate each portion of the plan. Acquisition of Technology The Romine Group will assist us in:

Evaluating the usefulness and appropriateness of current technology to further enhance student learning.

Maintaining a hardware inventory to track hardware and software that

includes version numbers, media type, acquisition date, purchase price, and number of licenses purchased.

Technology Integration With assistance from Charter Technology and The Romine Group, the Academy will continuously review current curriculum-based software/CD for effectiveness of enhancing student learning. We also plan to:

Evaluate new curriculum-based products and skill-building software and tutorials.

Use written student and staff evaluations of distance learning field trips to determine their effectiveness.

Ensure that technology goals are aligned with MDE’s Educational Technology Standards and Expectations.

Assess students’ knowledge using competency tests built into our computer-based curriculum software.

Professional Development

Professional development needs and requirements are part of the teacher evaluation module and part of the responsibility of the Director as the team leader, along with the staff, students, and parental input.

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Technical Support

One way we evaluate our technical support is to assess the condition of our equipment, which should be well-maintained and up-to-date. We plan to share information monthly at our School Technology Advisory Committee (STAC) meetings as part of the process of reviewing and upgrading technology. Supporting Resources We have planned annual evaluations of our curriculum-based software and manuals, as well as software to develop student and teacher technology skills.

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Acceptable Use Policy (AUP)

SECTION 16 A copy of the Academy’s student Acceptable Use Policy is attached (see Attachment A). Internet access at the Academy is filtered by The Romine Group, the Academies educational service provider, and Charter Technologies.