EDIT MAIN
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Board Approved District Policies Section

1. Does your district have Appropriate Use Policies that addresses copyright issues, software agreements and policy, and governs the use of all technologies including Internet access by students, teachers, staff, administrators, and community that is re-evaluated and updated yearly? Yes

2. Does your district have policies that clearly articulate both gift acceptance of technology hardware and software, and the disposal process for unused, outdated, or inoperable technology hardware and software that is evaluated and updated yearly? Yes

3. Does your district maintain a concise, complete technology inventory, including software and hardware, and where the items are located or can be accessed? Yes

4. Has your district installed, and do you maintain and regularly update, either a technology filtering software application, a technology filtering service, or a technology hardware device, which bars access to obscene, pornographic, and other inappropriate materials as mandated by the Children's Internet Protection Act, in order to qualify for federal e-rate funds and other federal grant programs? Yes

5. Does your district have a plan and an adequate budget for the regular upgrading of technology hardware and software, and plans for electrical upgrades that relate to technology, that is evaluated and updated yearly? Yes

6. Does your district have a plan that addresses the equitable distribution of available technologies, including hardware and software, and technology integration into the learning environment for all students? Yes

7. In addition to providing staff development for teachers, administrators, librarians, and paraprofessionals, what provisions have you made to provide staff development for other members of your schools’ staff - such as: office personnel and other non-certified staff who may need technology skills to fulfill their duties? The district has hired trainers to come on-site and train our classified staff in the use of PowerSchool. We also have on-line services for training for both certified and classified personnel.

List the members of your committee,

their titles, and identify the

constituency each member represents:

  • Tracy Lebo, CCCHS, Art Teacher
  • Brett Koster, CCCHS, Computer Teacher
  • Kay Culley, CCCHS, Librarian
  • Robin Savener, Lincoln Elementary, Title1
  • Sharon Brown, Mayor of Clay Center
  • Rhonda Gierhan, CCCMS, Computer Facilitator/ Parent
  • Jeff Yarrow, Parent/Clay County Hospital Board
  • Mary Mellon, Twin Lakes Educational Cooperative, Gifted Facilitator
  • Steve McMahan, Central Office Supply, Inc - Owner/Partner¸ Business Rep/College Board
  • Mike Folks, USD 379 Superintendent of Schools/ Clay County USD #379
  • Ben Last, USD 379 Technology Coordinator/Parent
  • Michelle Balfour, USD 379 Computer Technician
  • Tom Roth, USD 379 Board of Education Member / Parent
  • Keith Hoffman, Clay County Middle School Principal, Administrator
  • Johnathan Yarrow, Wakefield High Student
  • Vicki Sherbert, Wakefield Junior High Teacher/ Parent
  • Steve McClure, Garfield 5th Grade Teacher
  • Wendi Fox, Longford Title I Teacher / Parent
  • Clay Griffiths, CCCHS Student
  • Bobbi Patterson, Clay Center Chamber of Commerce Director
  • Amy Anderson - Wakefield High School Business/Computer
  • John Mathews - North Central Kansas Technical College

Committee

Awareness

A list of contributors is provided but does not describe the constituencies they represent. Equitable representation is not apparent due to the lack of detail.

Emerging

A list of contributors is provided with the constituencies they represent. Representation is not provided across all constituencies.

Leadership

A comprehensive list of contributors is provided with the constituencies they represent. Representation is provided across all constituencies.

1a. Committee Membership / Stakeholder Representation

This section identifies the membership of your Technology Plan Committee. Membership should include representatives from all constituencies: Students, teachers, administrators, parents, educational institutions, and the community.

1a. Committee Membership / Stakeholder Representation

Identifies contributors to the plan. Consideration should be given to include representation from all constituencies: students, teachers, administrators, parents, educational institutions, the community.

Are all recommended constituencies represented?

Yes

Technology Needs Assessments

Awareness

School district staff is surveyed to determine hardware needs in their classrooms. Staff evaluation of software in use and requests for software and hardware to be added are included in the survey.

Emerging

All contributing groups are surveyed yearly, including staff, administration, parents, educational institutions, students, and the community. The results of the district-wide technology needs assessments are used to drive decisions regarding implementation of the technology plan.

Leadership

All contributing groups are surveyed yearly, including staff, administration, parents, students, educational institutions, and the community. The results of district-wide technology needs assessments are aligned with district-wide school improvement criteria, plans, and progress reports. Qualitative and quantitative data from the assessments is used to drive decisions regarding implementation of the technology plan.

1b. Technology Needs Assessments

This section identifies and explains the technology assessment process that is used to drive acquisitions and deployment of technology resources. What assessments is your district using to make decisions regarding the needs for purchase of computers, software, and other technology resources and services? What target groups are surveyed and how often? How does the data collected influence planning for future use of resources, and acquisition of new technologies?
1b. Technology Needs Assessments
This response identifies and explains the technology assessment process that is used to drive decisions made by the technology planning committee. Quality district-wide technology needs assessments are completed yearly and are aligned with district-wide school improvement criteria, plans, and progress reports.

Qualitative data is gathered annually via open-ended questions of certified staff, administrators, parents, community members and members of the Technology Committee. Data is also gathered from students at individual educational institutes to determine the needs at that level. This data is then compiled and used as a key part of the decision making process regarding the implementation of the district’s technology plan. Current data collected indicates a need for more professional development and updated hardware and software. The district’s previous plan indicated that a full-time technology support position was needed. Since approval of that plan, one full-time Technology Coordinator has been hired as well as a full-time Computer Technician/Data Analysist with the future addition of a three-quarter time technician. Another area identified in the previous plan indicated that current technology was available to students only on a very limited basis. This has been addressed by the addition of 9 mobile carts in the district that will be updated for the 2008-09 school year. Bandwidth in the district has been improved from local POTS service to a multiple-megabit connection for the district that is managed via a Wide Area Network. The needs assessment for this year indicates that teachers need increased professional development in the area of technology integration. Also indicated is a continuing need for decreasing the pupil-to-computer ratio. Initiatives being undertaken in the district to acquire new technology and train teachers in its use are in-line with the district’s Board of Education goals: 1. Provide an educational system that helps all students develop into adults who are prepared to be life-long learners. More specifically, Goal 1, Section 2: availability of technology and use of technology for students and staff.

Vision

The school district mission statement is used to focus the vision for instructional technology. All school improvement initiatives across the district are tied to the overall mission of the school district.

Please state your School District Mission Statement:

Clay County Unified School District No. 379 shall, using all available resources, provide to its students an educational opportunity which will lead to being productive and contributing members of their community.

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Awareness

Vision is skill-based only and does not address the larger outcomes of the school district improvement plans

Emerging

Vision is an integral part of implementing the school district mission statement. Vision is tied to student learning outcomes and includes curriculum integration.

Leadership

Vision is an integral part of implementing the school district mission statement. Vision is tied to student learning outcomes and includes curriculum integration. The vision statement goes beyond just a plan. The district makes decisions regarding instruction and learning outcomes based on the vision. "Walks the Talk."

2. Instructional Technology Vision

The Instructional Technology Vision Statement conceptualized outcome of implementing the technology plan. What is your district vision for the use of Instructional Technology?

2. Instructional Technology Vision Statement

The Vision for the use of Instructional Technology conceptualizes the outcome of implementing the instructional technology plan. How is your school district using and planning to use instructional technology to reach the goal of improving student learning as defined in your schools' individual school improvement plans?

Enter Instructional Technology Vision Statement:

The school and community will work together to produce an evolving level of technology integration across all curriculums, which empower students to become informed, responsible learners and skillful decision makers in a changing world.

Alignment to the Vision Section

Awareness

Goals are equipment based instead of based upon student learning outcomes. Goals may be focused on teaching instead of student learning. Objectives are not linked to goals or are absent. Objectives and/or goals do not appear to be measurable or attainable.

Emerging

Goals are comprehensive, addressing teaching and student learning needs. The goals are clear, attainable, and measurable. Objectives tied to goals have been established. The technology goals are used to implement the school improvement plans.

Leadership

Goals are comprehensive, addressing teaching and student learning needs. The goals are clear, attainable, and measurable. Objectives tied to goals have been established. The technology goals are used to implement the school improvement plans and transform the learning process from teacher centered to student learning centered.

3a. Alignment to the Vision / District Technology Use Goals and Objectives

Goals are broad statements of the purpose of the plan. Objectives are the means/methods to reach the goals.

3a. District Technology Use Goals and Objectives

Goals are broad statements of the purpose of the plan. Clearly stated goals for broadbased learning outcomes are stated. Goals are linked to site improvement plans, district plans, and state plans. Objectives are the means/methods to reach the goals.

Enter your district technology use goals and objectives here:

Goal One: All students will be technologically literate.

All students will be able to use technology to access information. The technology curriculum will be reviewed every four years to keep it current. Students will demonstrate responsible use of technology. There will be one computer for every three students per schools with a goal of a one-to-one computer ratio. Students will use technology to demonstrate knowledge.

Goal Two: USD 379 will continue the technological environment that allows teachers, administrators, and support staff to devote more time to technology planning, teaching, management and self-improvement. The district, under the leadership of the Technology Coordinator, will continue to keep the district’s technology as current as possible. All buildings will have the ability to interact with other buildings in the district. All teachers will continue to use communication applications. Schedules will be developed to allow flexibility for students and staff for technology activities. Technology will be used to provide in-service activities to staff. Software will continue for district wide management system.

Goal Three: Technology will be used to improve instruction across the curriculum and provide teacher in-service in the use of current as well as new technology. Curriculum integration, higher-level thinking skills, learning styles and new teaching methodology will be addressed through the use of technology. Technology will be used in meeting school improvement plans. Software will be provided to allow instructional goals to be met.

Awareness

Assessments are mentioned but it is not clear what is being assessed to use in establishment of the goals and objectives.

Emerging

Baseline data has been established, and attainment of the technology goals and objectives are assessed and monitored on a yearly basis.

Leadership

Baseline data has been established, and attainment of the technology goals and objectives is assessed and monitored on a yearly basis. Qualitative and quantitative data from the assessment is used to drive decision making regarding technology integration into the curriculum.

3a-1. Technology Use Assessments.

Baseline data is gathered to assist the technology committee in determining what goals and objectives are established.

3a-1. Techology Use Assessments

Enter your technology use assessments and results here:

The following results are from the 2007 Center for Innovative School Leadership (CISL) report.

56% of administrators and board members agreed the Clay County schools have equal access to educational materials such as computer, television monitors, science labs and art classes. However, 44% disagreed.

Two thirds of administrators and board members believed Clay County students have regular access to computer equipment and software in the classroom; 33% disagreed.

78% of administrators and board members agreed the district meets student needs for classes in computer fundamentals; 22% disagreed.

Two thirds of administrators and board members believed teachers know how to use computers in the classroom; 33% disagreed.

While 57% of teachers agreed the Clay County schools have equal access to educational materials such as computer, television monitors, science labs and art classes 42% disagreed.

Over 59% of teachers believed students have regular access to computer equipment and software in the classroom; 40% disagreed.

Over 65% of teachers agreed the district meets student needs for classes in computer fundamentals; 31% disagreed.

Nearly 82% of surveyed teachers believed Clay County teachers know how to use computers in the classroom; 16% disagreed.

Nearly 66% of the classified staff surveyed agreed the Clay County schools have equal access to educational materials such as computer, television monitors, science labs and art classes while over 19% disagreed.

Nearly three-quarters of the classified staff surveyed believed students have regular access to computer equipment and software in the classroom while nearly 14% disagreed.

Nearly 72% of the classified staff surveyed agreed the district meets student needs for classes in computer fundamentals while 12% disagreed.

69% of the classified staff surveyed believed teachers know how to use computers in the classroom while 14% disagreed.

80% of parents thought Clay County schools have equal access to educational materials such as computer, television monitors, science labs and art classes; 13% disagreed.

85% of parents surveyed believed students have regular access to computer equipment and software in the classroom; 9% disagreed.

84% of parents agreed the district meets student needs for classes in computer fundamentals; 8% disagreed.

Nearly 70% of students surveyed agreed the Clay County schools have equal access to educational materials such as computer, television monitors, science labs and art classes; 23% disagreed.

Nearly 52% of students believed they have regular access to computer equipment and software in the classroom while 44% disagreed.

Over 70% of students agreed the district meets student needs for classes in computer fundamentals; 23% disagreed.

Nearly 79% of students believed teachers know how to use computers in the classroom; 18% disagreed.

As a result of this survey, we have found that an area of concern is the equal access to materials. We have redistributed and purchased computers and other technology items to give equal access to students. We are looking at purchasing more computer carts and researching a 1-to-1 laptop initiative to give students more access to technology. From the results of this survey and others we feel that our teachers and staff have a good knowledge of computers and are using them effectively in the classrooms. But we feel that staff development still needs to be a top priority and teachers need to learn new ways to teach 21st century learners.

In August of 2007 an open ended question was asked of all new teachers on what additional training was needed after their first week of in-service. The results were that they wanted more technology training. As a result new teachers received additional training during their monthly new teacher in-services

Surveys are distributed to all teachers and staff after Technology in-services. These surveys include questions relating to the quality of the in-service, as well as what future in-services teachers feel they need. These surveys are used to help determine future in-services.

Awareness

The plan mentions curriculum integration and enhancement, but lacks detail.

Emerging

The plan specifically identifies how technology enhances the curriculum and gives specific grade level benchmarks. The plan addresses the implementation of research based student learning models that are enhanced technology integration.

Leadership

Teachers and students are integrating research based technology strategies of teaching and learning, and there is evidence that student learning has been enhanced and transformed through the integration of technology into student learning models. The impact is documented through measurable grade level benchmarks.

3b. Alignment to the Vision / Curriculum Integration and Enhancement
This statement presents a description of technology as it is currently used for instruction, and the ways for technology to be integrated more completely into the learning environment. It defines how you will integrate technology to support the learning needs of students as defined in your schools' improvement plans.
3b. Curriculum Integration and Enhancement
This statement presents a description of technology as it is currently used for instruction, and then proposes ways for technology to integrate more completely into the learning environment.

Enter your plans for the use of technology to support instruction and the ways you plan to support your teachers in the integration of technology into the learning environment:
Technology will be used as a tool to facilitate learning. Technology provides an avenue by which we can raise the level of thinking beyond knowledge and comprehension. An appropriate delivery model allows for students to implement strategies prompting thinking skills in the area of synthesis, analysis and evaluation. Technology allows for people to access knowledge they need which in turn allows them to take that knowledge and act upon it. Technology in the curriculum will allow students to author assignments using higher level thinking strategies. Curriculum is no longer driven by book companies but by standards set forth by national, state and local educators. Technology will allow for integrated lessons that not only address the many learning styles of our students but will allow teachers to more successfully cover the indicators which have been identified that students must know for No Child Left Behind.

Awareness

Assessments are mentioned but it is not clear how the data collected is used in decision making.

Emerging

Baseline data has been established but it is not clear how the data will be used in decision making.

Leadership

Baseline data has been established and regular, ongoing assessment provides quantitative and qualitative data to drive curricular decision making.

3b-1. Assessment of Curriculum Integration and Enhancement

How are you going to assess progress toward curriculum integration? What measures will you use to monitor what is happening in the classrooms, and what learner outcomes are being met?

3b-1. Curriculum Integration Assessments

Enter your plan for curriculum integration assessment here:

Baseline data can be established using state assessments as well as NWEA MAP(Measure Academic Progress) tests. That information will be available much more quickly since assessments are taken online. This allows teachers more time to analyze, assess and plan for areas of need and realignment for each individual student. Technology resources (web sites) can be grouped such that a teacher will know that a given tool addresses a specific indicator.

Awareness

Technology professional development is mentioned, but it is not clearly articulated as to how it will be accomplished or evaluated.

Emerging

Technology professional development is articulated in an action plan including multiple strategies, incentives, and resources. Technology professional development supports building level research based staff development plans and student learning objectives and outcomes.

Leadership

Technology professional development, articulated in an action plan including multiple strategies, incentives, and resources, supports building level research based staff development plans and student learning objectives and outcomes. Technology professional development is ongoing and leads to student learning activities in the classrooms.

3c. Alignment to the Vision / Professional Development

This section defines the district professional development in technology plan. The exemplary action plan includes multiple strategies, incentives, and resources, and supports building level research based staff development plans.

3c. Professional Development - Teachers and Administrators

Technology professional development includes multiple strategies, incentives, and resources. The technology staff development supports building level research based staff development plans, student learning objectives, and thus the goals and objectives of the schools' improvement plans.

Enter your technology professional development plan here:

For the last 6 years, teachers have been provided with laptops which are periodically replaced and have discovered ways in which they can be used as instructional tools. Additionally, teachers have been provided opportunities through staff development in which they could learn more advanced techniques in the use of differentiated technologies. Other opportunities have been provided for teachers to learn more about software currently available and how it can be used as a tool for instruction and student learning. The instructional and authoring technology components relate back to the interventions and strategies in place for individual school improvement plans. Companies have been invited to come and teach the most effective methods of use of their products as it relates to student learning and teacher instructions. Appropriate licenses have been secured for technology tools so that on-line support is available to teachers. The Technology Coordinator and staff will continue conducting and scheduling in-services to meet the specific needs of individual buildings and teachers. Evaluation of the success of this process will be through the increased use of technology in the classroom and the increased interest of teachers and students in the learning process.

Awareness

Technology professional development sessions are assessed in some way, such as post-training surveys that are filled out by participants

Emerging

Technology professional development is assessed in more than one way. Not only are those going through the training surveyed, but assessment of classroom learning activities that are conducted as a result of the training are also made.

Leadership

Technology professional development clearly brings staff forward in a measurable way. A variety of appropriate assessments are implemented and used to monitor this progress on a regular basis. Qualitative and quantitative data from the assessments are used to drive decision making regarding professional development.

3c-1. Technology Professional Development Assessment
Technology professional development is carefully and thoughtfully assessed, with the goal of supporting teachers and administrators in using technology to improve student learning.
3c-1. Technology Professional Development Assessment

Enter your plan for assessment of technology professional development here:

Surveys and evaluations are part of the assessment process. All technology instructional in-services are evaluated for quality as well as individual comfort levels regarding the knowledge necessary to provide for curriculum integration for the 21st Century learner. Building and district evaluations of teachers and use of technology in the classroom are made regularly. The negotiations team has agreed to allow teachers to use the points for recertification purposes.