Technology Plan

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Technology Plan
2008 - 2011

• Community Unit School District 95

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BOARDGOAL

• In September the Board of Education established a
  board SMART Goal to
• Create a vision and long term plan for
  instructional technology implementation for
  CUSD95 students and stake holders.

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Tech Plan Task Force Members

• Tracy Albert, MW Teacher
• Dan DAvello, HS Student
• Jeff Bivin, HS Department Chair
• Nate Carter, MSN Principal
• Donna Coninx, MSN Teacher
• Chris Finch, SA Principal
• June Lingle, SA Teacher
• Tony Pietro, Board Member, Parent
• Marie Rothermel, CQ Teacher
• Rita Washburn, Parent
• Crystal Steker, Director of Technology

• Brian Frost, HS Database Administrator
• Mary Kalou, Assistant Superintendent of
  Business/Operations
• Brian Knutson, Superintendent
• Peter Kupfer, HS Teacher
• Pat Laystrom, Parent
• Matt Marston, MSS Teacher
• Craig Podolski, MSN Teacher
• Nick Solarz, HS Student
• Bev Smith, Assistant Superintendent of Teaching
  and Learning

Educators today and in the future are faced with
many challenges. We believe that technology will
be key in meeting those challenges. Brian Stiles
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VISION

• We are committed to
• providing a technological and telecommunications
  infrastructure that allows students the widest
  possible range of information technology
• integrating curriculum and administrative
  programs that revolve around the use of this
  information
• instruction for both students and staff in the
  acquisition, evaluation and utilization of this
  wealth of information
• active participation of the student in the
  learning process.
• With the ultimate focus of a self-directed,
  adaptable student with a global perspective,
  adept at problem solving and collaboration,
  fueled by the continuous desire to learn.

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PROCESS
Beliefs
Information Gathering
Research
Surveys
Visits
DRAFT ACTION PLAN ? BUDGET
Action Plan presented to stakeholders
Revise Action Plan and Budget based on
stakeholders feedback gathered
Tech recommendation presented to BOE ? May 2008
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Research

• http//www.lz95.org/technology/research2.htm

integrated with curriculum
triangulation of content
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SITEVISITS

• 2/5/08 Lake Bluff District 65
• 2/11/08 Vernon Hills District 73
• 2/12/08 Buffalo Grove District 96
• 2/21/08 Arlington Heights District 25
• 4/9/08 Fremd High School (virtual)
• 4/14/08 Niles High School District 219 (virtual)

Focus on extending pockets of excellence to
standard expectations.
Provide coaching, mentoring, and just in time
training to classroom teachers with a
Instructional Technologist Coach (certified
teacher)
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Tech Survey
K-5 Students 850 Participants
MS Students 1221 Participants
HS Students 425 Participants
CUSD 95 Staff 197 Participants
CUSD 95 Admin. 17 Participants
Parents 350 Participants
Local Business 7 Participants
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Survey Result Highlights

• Elementary School Students
• 74 use technology less than 2 hours a week at
  school
• 56 use technology 3 hours or more per week at
  home (primarily for fun)
• I want more technology. Im begging you
  please!
• I learn more with computers. I learn easier.

• Middle School Students
• 54 use technology less than 1 hour a day at
  school
• 65 would learn more with technology
• 90 use technology more than 1 hour a day at home
• 25 want to learn computer programming
• Student quote enough to live in this technology
  obsessed world.

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Survey Result Highlights

• High School Students
• Students believe they would learn MORE if they
  were given more opportunities to use technology
  in school.
• 60-70 of LZHS students seldom able to use
  computers in school.

• District 95 staff
• 75 say that an increase in technology will
  increase student learning.
• 94 agree that technology should be a priority in
  District 95.
• 94 are currently comfortable with using
  technology.
• 97 say that technology is a necessity to
  learning AND success in the 21st century.
• 97 say that technology is important in personal
  use.

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Survey Result Highlights

• Parents
• Want to access, on-line, grades and homework
  assignments
• Want on-line textbooks
• Typing at elementary level
• Increased computer access for students
• Do not want technology to replace core subjects

• Employers
• Want employees who have the skills to transform
  knowledge between different technologies.
• Want employees who have skills in MS Word, Excel,
  Outlook, and PowerPoint.
• Want employees who can effectively use technology
  to compile, analyze, and present data in a clear
  and professional manner.

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Common concerns

• Availability of student computers/ bandwidth/
  file storage
• Remaining current with updated technology
• Availability of quality training and support
  regarding new technology and software.

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CONCLUSIONS

• Technology has a positive impact on student
  learning when it is integrated into the
  instructional day and supports the curriculum
  objectives.
• Student learning is improved when opportunities
  are provided for collaboration, higher order
  thinking skills, authentic, real world learning.
• Technology skills are essential for student
  success in a global world.
• Student engagement increases with the use of
  technology. Students often produce work with
  more depth, breadth, and quality when using
  technology.

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CONCLUSIONS

• To meet the diverse needs of our staff, we need
  to provide differentiate technology staff
  development.
• An area of weakness is that a small percentage of
  the staff still looks at technology as an "add
  on" or as something that is optional.
• Increased bandwidth to all schools is essential
  so that students can effectively use on-line
  resources and take advantage of web 2.0
  technologies in the classroom. 
• Although CUSD 95 has many technology resources,
  students need increased access to computers

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Parent/ Community Support
REVISE PLAN
IMPLEMENT EVALUATE
Integrated Curriculum
Teacher Training
Access to Reliable Technology
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Action Plan
for
Instructional Technology
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Embed technology outcomes into classroom and
instruction. (yrs. 1 3)
C U R R I C U L U M
1

• Place current processes and skills that are in
  the K-8 technology curriculum into core and
  support subjects to be taught as part of
  instruction in that area. (yrs. 1-3)
• Provide teachers with adequate training and
  support to teach these skills within their
  settings . (yrs. 1-3)
• Identify common assessments for these
  skills/content/processes. (yrs. 1-3)
• Map the curriculum over the K-8 years so that all
  students have a chance to learn and demonstrate
  the technology skills that are in the curriculum
  as part of regular class instruction with
  guidelines for each grade level . (yrs. 1-3)
• Classroom and specials teachers become the
  teachers of the technology outcomes through
  embedded instruction within natural curriculum
  areas . (yrs. 1-3)
• Extend K-8 technology curriculum. (yrs. 1-3)

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With improved access and specific training,
teachers and students will take advantage of all
of these tools. (yrs. 1 3)
C U R R I C U L U M
2

• Include a specific requirement that teams review
  technologies as they apply to the area and
  include a comprehensive search for technological
  applications and tools including online/Web 2.0
  options, etc. (yrs. 1-3)
• When possible, the district will replace current
  print resources with digital alternatives. This
  would include online textbook and other
  resources. (yrs. 1-3)
• The math curriculum review and resource adoption
  is an example of how this can start. (yrs. 1-3)

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Web 2.0
Craig Podolski
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The Second Generation of the Internet
Web
2.0

• Infinite resources
• wikis, blogs, RSS feeds, Skype, Audacity, Moodle,
  etc
• Infinite capabilities
• Distance learning student-centered curriculum
  and instruction collaboration across curriculum,
  grade level, district, state, country, world

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Ensure the safety of students through safe and
ethical use of digital technologies. (yrs. 1 3)
C U R R I C U L U M
3

• Review Curriculum for areas to extend current
  instruction on Internet safety, responsible
  computing and ethical use of digital
  technologies. (yr. 1)
• Investigate a parent / home component for
  Internet safety like iSafe -- (yr.
  2)

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Students and staff have access to and
successfully use tools that promote communication
and collaboration. (yrs. 1 3)
C U R R I C U L U M
4

• Provide and support Web 2.0 tools to teachers and
  students such as moodle (virtual classroom),
  wikis and blogs. (yrs 1 - 3)
• Plan, pilot student email. Look at policies and
  look at other schools using student email. (yr.
  1)
• Roll out student email for appropriate grades.
  (yr. 2)

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Peter Kupfer
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• Extends the Classroom
• Provides easy access to classroom resources
• Provides arena for enhanced interactions between
  students and teachers
• Provides simple access to formative assessments
  with quick feedback
• How the New Plan Helps
• Training to enhance teachers comfort
• Support personnel to administer the site
• More access to take advantage of the site

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• Extends the Classroom
• Provides easy access to classroom resources
• Provides arena for enhanced interactions between
  students and teachers
• Provides simple access to formative assessments
  with quick feedback
• How the New Plan Helps
• Training to enhance teachers comfort
• Support personnel to administer the site
• More access to take advantage of the site

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All students show evidence of proficient
application of technology learning standards,
National Education Technology Standards (NETS)
across the curriculum. (yrs. 1 3)
C U R R I C U L U M
5

• Conduct exit interviews and analyze assessment
  results to ensure the acquisition of 21st
  Century Skills. (yr. 1)
• Establish a plan to provide digital portfolios
  for students. (yr. 2)
• Implement digital portfolios. (yr. 3)

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Implement and support a diverse program for staff
development and professional growth that will
expand staff knowledge and ability in the area of
classroom integration of technology. (yrs. 1 3)
STAFF DEVELOPMENT
1

• Hire 2 instructional technologists. (yr. 1)
• Identify and support internal experts or
  individuals demonstrating a willingness to
  explore new ideas and practices in teaching and
  learning with technology. (yrs. 2 - 3)
• Technology professional development designed with
  before/ after school sessions, on-line and summer
  opportunities. Brochure with complete offerings
  available at the beginning of each school year.
  (yrs. 2 - 3)
• Institute day time designated for technology
  related professional development to include hands
  on sessions and time for staff to practice.
  Develop staff expectations for technology. (yrs.
  2 - 3)
• Design technology strand for Internal University.
  (yr. 2)

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Provide on-line access to parents and students to
real time student homework, grade, and attendance
data in order to improve communication and
student learning. (yr. 1)
PARENT COMMUNI T Y
1

• eSchool Home Access module

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INVENTORY
Level Teacher Comp. Student Comp. of Students Ratio of Student Comp. to Students
Elem. 270 (K) - BTL 94 (K) 352 (K) 1 3.7
Elem. 270 (G1-5) 330 (G1-5) 2259 (G 1-5) 1 6.8
Middle School 166 411 1534 1 3.7
High School 215 379 2227 1 5.9
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Increase computer access to students. (yrs. 1
3)
INFRASTRUCTURE
1

• Add 3 CAT terminals (yrs. 1 2)
• Implement Middle School student laptop program
  possibly based on multi year lease funded at
  least in part by increased technology fee and
  efforts to obtain grant/ endowment/ etc. (yr. 2)
• Add 24 laptops. Plan additional computer access
  for HS students through thin clients or laptop
  program. (yr. 1 2)

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Children Access Terminals
CATs
Marie Rothermel
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CATs(Children's Access Terminals)

• Provide many alternative sources of information
• Allow online research
• Give access to the website provided by the
  district reading series
• Give access to the SRA Real Math technology
  programs
• Offer additional review and challenge material in
  all subject areas
• Provide a writing avenue for students who have
  difficulty putting ideas down with pencil and
  paper
• Offer typing practice for students who do not
  have at-home access
• The CATs allow more teacher flexibility in
• the school day. Educators are more likely
• to incorporate technology into the lesson
• planning for this high-tech generation.

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1-1 Computing
Matt Marston
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Educational Technology
Writing
Reading
Arithmetic
The use of the opaque projector seems to be an
effective aid for developing good language
awareness and reading skills. Above all,
children respond to and enjoy this technique. In
all instances the experimental group's
performance on standardized reading tests
administered after a year of its use was
significantly higher than the control group's.
Computers?
Date 1964
Methods Techniques - Practices
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Computers in the Classroom
One Computer Classroom
Classroom Pods
Computer Labs outside classroom
Laptop Carts
Whats Next?
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A Idea Dream or Dud
To provide children around the world with new
opportunities to explore, experiment and express
themselves.
The project's origins go back more than four
decades to the early days of computing, when most
machines were still the size of small dinosaurs,
and almost no one dreamed they would ever be
suitable for children. But pioneering thinkers
like Seymour Papert disagreed sharply, and over
time led the long march from radical theory to
reality proving the immense power of the personal
computer as a learning tool for children.
One Laptop Per Child
Nicholas Negroponte
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Around the world with new opportunities
One Laptop Per Child
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Bandwagon A Good Thing
Major Manufactures
Dell
HP
Asus
Intel
So . . .
More to be introduced in the future
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What does this mean to us?

• Technology
• Increased access
• Lower cost
• Truly portable
• Highly functional
• Technology becomes attainable
• 11 becomes possible

• Skills
• Technology is no longer just a tool
• It is now an ends and a means
• 21st-Century Skills
• The possibilities are endless

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Benefits of 11 Computing

• Learning Goals
• Reading
• Writing
• Arithmetic
• Creativity
• Innovation
• Collaboration
• Communication
• Problem Solving
• Creative thinking
• Research, Information skills
• Technology Operations (how it works)
• Human, cultural, and societal issues related to
  technology and practice legal and ethical
  behavior (digital citizenship)
• The world global skills

• Other Benefits
• Paperless environment
• e.g., Digital drop boxes
• Organizational simplification
• Motivational
• Engaged Learning
• Differentiation

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Why Middle School?

• It fits into MS
• Student Readiness
• Logical Extension
• Organizational Needs
• Team Environment
• Transition Period
• Staff Support

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How would this work?

• Planning (Year 1)
• Range of possibilities numerous questions
• Discussions
• Research
• Provide stakeholders with information
• Explore School-Family partnership
• Some say, It is an issue of when, not if

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Provide additional bandwidth to all schools so
that students and teachers can effectively use
digital on-line resources. (yrs. 1 3)
INFRASTRUCTURE
2
Note Home broadband connections average 8 mbps
To the Internet 17 to 30 (yr 1) to 50 (yr 2)
4.5 to 100
4.5 to 100
1.5 to 100
1.5 to 100
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Review Internet filtering so that technology
resources can be used more effectively. (yr. 1)
INFRASTRUCTURE
3

• Review Internet filtering options and implement
  new filtering. (yr. 1)

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Support emerging technologies proven to enhance
teaching and learning. (yrs. 1 3)
INFRASTRUCTURE
4

• Utilize school improvement planning process to
  identify specific building needs in the areas of
  engaged learning and technology integration.
  Through the school technology planning process,
  schools will determine emerging technologies that
  need to be integrated into instruction, (e.g.,
  smart classrooms, projectors, smart boards,
  active voters (PRS)). (yrs 1 - 3)
• Suggest that this becomes a funding line item
  with purchasing decisions made at the building
  level from list of District standards.
• Portable video conferencing system. (yr. 1)

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Provide students and staff with current, reliable
and ubiquitous access to technology resources
through a carefully developed, impeccably
delivered and funded obsolescence program. (yrs.
1 3)
INFRASTRUCTURE
5
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Provide a secure and reliable LAN, WAN and
wireless network infrastructure to support
student learning.(yrs. 1 3)
INFRASTRUCTURE
6

• Upgrade and replace switch equipment as it
  becomes obsolete. (yr. 1)
• Wireless for elementary school buildings. (yr. 2)

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Establish a Core District Technology Team that
would act to monitor this Technology Plan. (yrs.
1 3)
E V A L U A T I O N
1

• This team would be comprised of representatives
  from all levels K-12 and would serve to collect
  and analyze data and report results.
• This team would also function in an advisory role
  regarding modifications to the plan and make
  recommendations for improvement.
• The Core Team would continue to do research and
  keep abreast of emerging technologies and
  applications with the goal of continually
  providing this information as decisions about
  expenditures, efficiencies, obsolescence, and
  acquisitions are made.

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Action Plan
for
Non-Instructional Technology
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Maintain reliable business systems to support
student learning, facilities, communications, and
shared data. (yrs. 1 3)
B U S S I N E S S
1

• Roll out current WinSnap Point of Service (POS) K
  8. (yr. 1)
• Data warehouse. (yr. 2)
• Implement Destiny textbook inventory system.
  (yr. 3)

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Day in the Life
of a

• District 95 Student

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Technology Plan
2008 - 2011

• Community Unit School District 95