In the latest revision the plan was updated
to reflect the technological emphases at the time. Specifically, the focus was drawn away from hardware acquisition
and infrastructure to planning for the integration of the technology into the
learning environment. At that time, the
following assumptions were used to frame that document:
·
Technology is a
reality in our society and our students must be prepared to use it
·
Technology can
be extremely useful in supporting student learning, assisting teachers in daily
tasks, and encouraging professional development
·
Teachers who
enjoy mastery of technology use it
·
If teachers
don't use technology, their students will not either
·
Technology that
is stable, robust, and working is more likely to be used
·
Teachers
naturally work in teams
·
Staff turnover
is inevitable
·
Technology purchases
should be linked to actual teacher plans rather than fitting plans to
technology purchases, and
·
Teachers are
already very busy and technology planning should not add an additional burden
The purpose of a technology
plan is to guide the decision-making processes involved with the use of
technology in the educational system, as a facilitator to learning and teacher
productivity as well as a utility to aid in the overall management needs of the
district. The plan should direct the infusion and acquisition of the various
technologies that are currently available as well as those not yet
imagined. While directing however, it
should not constrict the decisions and practices of the practitioners in the
classrooms and offices throughout the district. Because of the constantly changing nature of the use of
technology, it is again necessary to update the district plan so as to
reemphasize the use of technology in the learning environment as well as
confront some of the additional issues that have begun to arise. Specifically, the current plan attempts to
address the following considerations:
1.
The
use of technology to improve the overall educational environment for all
students at LCSD
2.
The
professional development strategies necessary to carry out the improvement of
the educational environment
3.
The
assessment of both the use of technology and the professional development plan
so as to assure congruency with the curricular goals and objectives of the LCSD
4.
A
description of the current hardware and infrastructure as well as proposed
acquisition necessary to carry out such a plan.
The district mission statement and technology vision statement serve as
the overarching guides for the creation and implementation of this plan.
Le Roy Central School Mission Statement:
“Le Roy Central Schools: Committed to
providing the most effective teaching/learning environment for the success of
all students.”
Technology Vision Statement:
“To use technology within the School/Community to provide the most effective
teaching/learning environment for the success of all learners and to encourage
life long learning.”
The district's vision of teaching and learning is the driving force behind technology use in this district. It is the belief of the employees of this district that technology can be used to prepare students for the world beyond our four walls.
There is a fundamental
backbone of technology necessary to support all technology applications. This basic infrastructure represents the
foundation upon which all future technology will be built. This technology structure should accommodate
expected future expansions, maintain appropriate speeds and allow for
acceptable linking with other systems.
There are eight core
capabilities of technology that an educational institution should provide. The degree to which these capabilities are
available should be addressed as a preferred future. Some need to be available
all the time as needed, while others may only be needed occasionally.
Core Capabilities:
1.
Authoring/Publishing
2.
Presentation/Multimedia
Authoring
3.
Simulation
Technologies
4.
Organization
5.
Communication
6.
Research
7.
Graphic
Design
8.
Programming
Section 2.1 Descriptions of Core Capabilities
I. Authoring/Publishing
The use of a computer to produce word processed text
is a core capability that every student should possess. Text which is electronically generated is
easier to compose, edit, and read.
Studies have shown that students are more motivated to complete their
written work when it has a professional look.
Technology-assisted writing encourages composition without undue
concentration on efforts to edit.
A. District Standard:
Word Processing
The Microsoft Office Suite, including MS Word is the
standard collection of office-type applications loaded on each machine in the
district. All efforts have been made to
provide district employees and students with the most up-to-date versions of
this software as well as assure compatibility between workstations. Currently all machines carry either MS
Office 97 or 2000. In addition,
computers in the HS Business lab also carry MS Works which can be used for
basic word processing.
Desktop Publishing
In addition to MS Word, computers throughout the
district have MS Publisher as the standard desktop publishing application. Desktop publishing applications are slightly
different than standard word processing programs as they allow greater
functionality and customization of text and graphic elements for the creation
of advanced published pieces (i.e. brochures, flyers, newsletters, etc). In addition, some computers in the district
also carry Pagemaker 6.5. This is
another desktop publishing application which allows for greater flexibility
when composing written work.
II. Presentation/Multimedia Authoring
Presentation software is a tool which can be used to
create electronic presentations which include pictures, videos, sounds, and
text. Presentations such as this allow
the author to communicate his/her message in the most effective way
possible.
A.
District Standard:
Powerpoint is the standard multimedia authoring
program available on all district computers.
Hyperstudio is also available on many of the computers in the high
school and plans are being made to purchase additional licenses for the
computers in the elementary.
Projection Devices:
Projection devices are used for large screen
presentations. Presentations of this
type are useful at meetings as well as to deliver instruction in the
classroom. The LCSD owns a variety of
technologies which facilitate large screen projection and presentations:
|
Device |
Number |
Location |
|
Infocus Projector |
12 |
HS Computer lab/classrooms, WSS computer lab/classrooms |
|
Covid Monitor |
4 |
HS Computer lab/classrooms, WSS computer lab/classrooms |
|
Hitachi/Zenith Monitor-32” |
4 |
HS Shop, Business classrooms, HS English
room, WSS lab |
|
LCD Panel |
2 |
WSS computer lab |
|
Smart Board |
3 |
HS English & Social Studies, WSS lab |
III. Simulation Technologies
Simulations foster critical thinking and problem
solving and help to promote a constructivist approach to teaching and
learning. When using this type of
technology, students are afforded authentic experiences in specific settings.
Typically, simulation technologies incorporate problem solving, decision-making,
critical thinking, and the application of key skills which are being addressed
in the classroom. The activities may be
multidisciplinary and reinforce concepts from numerous learning standards.
The use of simulation technologies in instruction is
sporadic across the district and there is no district standard at this
time. This type of instruction has been
noted in the following areas:
|
Example |
Location |
|
Online weather prediction |
Earth Science |
|
Simulated Fruit Fly |
AP Biology |
|
Environmental Awareness |
6th grade science classes |
IV. Organization
Three specific types of software are available
throughout the district to promote organizational skills: database software,
spreadsheets, and graphic organizing software.
Each are used in conjunction with the instructional goals and objectives
of a given department or area within the district.
Databases allow the user to maintain and organize
primarily text-based information.
Students can use this type of software in specific curricular areas to
keep track of information as well as manipulate that information to glean the
relationships which are inherent in the data.
Employees of the business office can use databases to track employee and
financial information and administrative offices can use this type of
application to maintain accurate student records.
Spreadsheets are traditionally used to organize and
maintain numerical information. These
applications also promote advanced calculation and graphing capabilities.
Graphic organizing software encourages the user to
depict relationships between concepts gleaned from reading or as a
prewriting/planning tool. This type of
software offers an advantage over the traditional paper and pencil method as it
facilitates manipulation of information as well as enables archiving of
work.
A. District Standard
Database Software
Database programs exist as
part of the integrated packages found on each workstation. MS Access is available through the MS Office
Suite package and can be found on every district owned workstation. MS Works, found on the workstations in the
Business lab, also includes a database feature. School Master is the district student information database which
runs off of the network file server and is accessible from every workstation. Part 200 is the district database and reporting
system for the Special Education program and is accessible from specific
user-defined workstations.
Spreadsheet Software
Spreadsheet applications
exist as part of the integrated packages found on each workstation. MS Excel is available through the MS Office
Suite package and can be found on every district owned workstation. There is some availability of other
spreadsheet programs for younger students.
In particular, The Graph Club is available on some elementary
workstations although this application has not been identified as a district
standard.
Graphic Organizing Software
MS Word offers limited
functionality in creating graphic organizers.
Inspiration, a software application designed specifically for this
purpose, was purchased in the 2000-2001 school year and is available for all
instructional computers 3-12th grade. Kidspiration, a younger version of Inspiration and designed
especially for the K-3 population, is available on some computers in the
elementary classrooms and will be purchased for the remaining K-3 workstations
during the 2001-2002 school year.
Organizational Devices
During the 2000-2001 school
year, two Personal Digital Assistants (PDA) were purchased for use by the
district superintendent and technology coordinator. Devices such as these facilitate personal organization by
providing the user with an integrated calendar, to-do list, memo system, and
address book. The successful use of
these two devices has prompted the recommendation of additional PDAs for the
2001-2002 school year. These devices
will be used by the rest of the administrative staff and also will be piloted
by the second grade teachers for use in classroom record keeping.
V. Communication
The ability to effectively
communicate is a critical skill for all employees and students at Le Roy
Central School. This communication can
be facilitated with the use of electronic mail (e-mail). E-Mail is a convenient way to communicate with
colleagues and parents.
A. District
Standard:
E-Mail accounts are provided to every member of the
LCSD staff through Edutech. Most e-mail
can be accessed via the Internet, through the Edutech web site. A few staff members carry out their e-mail
activities with the use of MS Outlook.
VI. Research
Research is a key element in
lifelong learning and instruction and technology facilitates this instruction
by offering an array of resources for up-to-date, valuable information. Workstations located throughout the district
are capable of promoting a variety of research activities.
A. District
Standard:
1.
All
computers have integrated CD-ROM drives.
This enables users to access information from available research
CDs. Currently, there is no district
standard electronic encyclopedia although MS Encarta is available on many machines.
2.
All
computers have access to the Internet which offers the user a plethora of sites
for primary source information.
3.
All
computers have access to the OPAC card catalog which contains all current
library holdings. Students may use any
workstation to search for a particular title, author, or topic and determine
which are currently available.
4.
The
district subscribes to the SIRS Information Database and Worldbook Online. SIRS is an online database which contains
information about periodical holdings. Worldbook
Online is an online encyclopedia. Both
are available links off of the Library’s homepage and accessible through any
district workstation as well as from any workstation, home or otherwise, with
access to the Internet.
VII. Graphic Design
Graphic design is an
integral part of any desktop publishing or multimedia authoring project. The ability to convey useful information
through a graphical representation is a core capability which should be
promoted among staff and students.
A. District
Standard:
Photo Manipulation
MS Photo Editor is available on all district
workstations. This program allows for
simple manipulation of digital images.
More advanced photo manipulation software is also available throughout
the district. Adobe Photoshop is located
on the workstations in the HS CAD Lab.
Illustration
Adobe Illustrator is located on the computers
in the CAD Lab and can be used by students to create original works of digital
art.
Computer Aided Design
AutoCad is used by students in the CAD classes
to design original structures.
Image Capturing Devices
The ability to bring an image into the
computer so that it can be manipulated can be accomplished in two ways. First, scanners are located in both computer
labs, the HS English lab, the CAD lab, and in a sixth grade classroom. Scanners are used to capture both two and
three dimensional objects. There are
nine digital cameras available throughout the district for teacher and student
use. Five are located in the WSS lab,
two in the HS lab, one in the library, and one in the HS English lab.
VIII. Programming
Computer programming is a potential career choice today. Currently, there are not opportunities for LCSD students to learn this skill.
Section 2.2 Faculty and Staff Use
Subsection 2.2.1 Current State
· The first survey, entitled the Reality Based Technology Planning survey, was administered in the spring of 2000 and required the teachers to respond to a series of statements focusing on their use, attitude, and skill regarding technology. A total of 79 teachers responded to this survey. (See Appendix A. for a complete description of the Reality Based Technology Planning (RBTP) model.) After completing the survey, results were compiled and teams of teachers were categorized according to their level of use. The average district score fell into the "Accomplished User" range indicating that the typical LCSD teacher uses more than one software package with ease as well as assists students in the use of technology. Additionally, it was noted that this level of user was beginning to use technology to reinforce his/her lessons.
· The second survey, administered in the fall of 2000, required the teachers to respond to a series of questions regarding their use of and feelings toward technology. This survey was made available to the district through a partnership between Edutech and the University of Michigan Center for Research and Technology. The survey was made available through an online format. A total of 92 faculty members and staff responded to this survey. Results for the entire BOCES district indicate that progress is being made towards having students use computers and the Internet. From the survey responses the authors found that 55% of the teachers had students use computers for curricular activities at least once/week and that 33% had students use the Internet at least once/week. In addition, 67% of the teachers reported that they felt that the Internet had a positive impact on their students’ learning and that students were more motivated to learn when they used the Internet.
· Less formal teacher observations indicate that teachers use technology for two primary purposes, utilitarian and instructional. Uses include, but are not limited to:
o The use of spreadsheets and other gradebook programs
o Word processing
o The use of multimedia authoring programs, specifically Powerpoint, to generate visuals for lessons.
o The use of large screen projection to display Internet sites and other related visual aids.
o E-mail
Subsection 2.2.2 Desired State
In order for technology to benefit all students, it must be used across grade and curricular areas. To accomplish this, teachers must possess both the knowledge and skills to use an assortment of technologies throughout their instruction. Each member of the LCSD staff must therefore be functioning at either the Master or Adept User levels as categorized by the RBTP model. This means that staff members must be able to use technologies in a large percentage of lessons. They must have knowledge of the basic equipment as well as actively pursue new knowledge about emerging technologies. To attain these levels, teachers must be provided with a wide range of training opportunities as well as be supported with assistance and appropriate equipment. (A complete description of the staff development plan follows later in this plan.)
Following
the creation of the student standards and benchmarks, the technology committee
will begin to address the benchmarks necessary to guide a teacher's developing
competencies. Guidelines such as these
are necessary to ensure that faculty members not only possess sufficient skills
to use technology, but also have an awareness of the overriding issues
surrounding its use. One possible
resource for the development of this plan is the National Educational
Technology Standards for Teachers (http://cnets.iste.org/index3.html).
Timeline:
|
Step
No. |
Task
Involved in Achieving Objective |
Persons
Responsible |
Start
Date |
End
Date |
|
1. |
Exploration by technology committee of resources which may be used to develop a Standards document for teachers |
Combined technology committee |
March 2002 |
April 2002 |
|
2. |
Compose standards |
Combined technology committee |
April 2002 |
May 2002 |
|
3. |
Compose objectives |
Combined technology committee |
May 2002 |
|
|
4. |
Gather input from staff |
Individual members of technology committee |
September 2002 |
October 2002 |
|
5. |
Complete document |
Combined technology committee |
October 2002 |
|
|
6. |
Develop implementation schedule. |
Combined technology committee |
January 2003 |
|
The determination of the level of staff competency/use of technology will be facilitated with the use of the instruments previously mentioned. Currently, the district has at its disposal the Reality Based Planning Tool survey from which a baseline has already been derived. While the survey is in paper format, it is anticipated that it will be converted into an electronic survey which can be administered via the district web site.
The second survey will also be an indicator of developing teacher assimilation with technology. Unlike the original survey though, data will be made available for individual districts so that each may use this instrument as a means to measure change.
The accomplishment of yearly grade level/department goals will also serve as evidence of increased teacher competencies. These goals will be developed through yearly meetings between the department/grade levels and the Director of Technology.
Subsection 2.3.1 Current State
Currently, there is no districtwide set of standards and benchmarks guiding technology use throughout the district. While technology use can be observed across the K-12 grade continuum, technology use is not ubiquitous, but rather, up to the discretion of the individual teacher.
At the elementary level, computers are being used primarily for reinforcement of skills, in particular: math, keyboarding, and some drawing and authoring at the primary level. In addition, Internet research, word processing, and multimedia productions are included in some of the intermediate classes.
At the secondary level, students take specific courses designed to increase their competencies with computer use. In addition, use of the computers for word processing, Internet research, and multimedia presentations are integrated into some of the students' curricular expectations.
The LCSD course offerings include a variety of technology/computer related courses.
|
Course |
Grade |
Description |
|
BA/BCA |
11-12 |
Reinforces concepts/skills learned in eighth grade Introduction to Computers class. |
|
Computer Applications |
11-12 |
|
|
Introduction to Computers. |
8 |
Includes introduction into the basic functions of a computer: word processing, spreadsheet and database use, keyboarding. |
|
Accounting |
11-12 |
Principles and application of accounting. |
|
Business Law |
11-12 |
Introduction into the basic concepts of business law. Includes Internet searching and keyboarding. |
|
Keyboarding |
9 |
Develop proficiency with keyboarding. |
|
Introduction to Occupations |
10 |
Introduces students to a variety of occupations and reviews skills/knowledge needed. Use of computers to simulate real life working situations. |
|
Technology |
10-12 |
Introduction to the principles of computer-aided design. |
|
Graphic Arts/Communications |
10-12 |
Introduction to the principles of computer assisted graphic design. |
|
Technology |
7-8 |
Introduction to the basics of design and modeling. |
|
Home and Careers |
8 |
Exploration of careers using various applications and Internet sites. |
Subsection 2.3.2 Desired State
During the 2000-2001 school year, plans are
underway to address this limitation to the LCSD technology program. Currently, the technology committee is
working to create technology standards and objectives for the entire school
district. It is anticipated that a
rough draft of this plan will be completed by the end of the 2000-2001 school
year, with implementation to begin during the following school year. In addition to technology goals for each
grade level, exemplary practices within each construct will also be
identified. These exemplary instances
of technology integration will be included in the document as well as be made
available on the district web site. Plans are currently underway to create a
section on the district web site which will highlight exemplary technology
implementation practices.
Timeline:
|
Step No. |
Task Involved in Achieving
Objective |
Persons Responsible |
Start Date |
End Date |
|
1. |
Development of common language and underlying principles for technology use. |
Combined Technology committee |
March 2001 |
April 2001 |
|
2. |
Write objectives appropriate for each grade level. |
Individual building tech. Committees |
April 2001 |
|
|
3. |
Review by grade level/department teams. Revise as needed. |
Individual building tech. Committees |
May 2001 |
June 2001 |
|
4. |
Raise faculty awareness. Work by technology committee to identify exemplars to individual objectives. |
Combined technology committee. |
September 2001 |
November 2001 |
|
5. |
Develop strategy to monitor and assess developing student technology competencies. |
Combined technology committee. |
November 2001 |
January 2001 |
Section 2.4 Noninstructional Staff Use
The Le Roy Central School District uses the following administrative packages to support its infrastructure.
|
Department |
Software Package |
Description |
Personnel |
|
Business Office |
Finance Manager |
Payroll, accounting, personnel, and requisitions |
Business Administrator, Treasurer, and Accounts Payable |
|
Guidance, Jr/Sr HS, Elementary, Health Office, CSE |
School Master |
Student Information System, incl. schedules, grade reporting, organization and maintenance of student demographic data |
School Secretaries, Guidance Counselors, Nurses, Principals/Vice Principals, School Psychologists, Teachers |
|
CSE |
Part 200 |
Special Education Management System |
Director of CSE, SpEd Teachers, Support Services Personnel |
All personnel have received training in the applicable software packages. In addition, these staff members use the applications included in the Microsoft Office Suite to carry out their work.
An investigation of the feasibility of a comprehensive student information system which is easier to use and scalable to meet the increasing data demands of the district needs to take place. This system may include web-based delivery, local and state exam score archiving and manipulation, integrated grading package, and portfolio building.
Timeline:
|
Step No. |
Task Involved in Achieving
Objective |
Persons Responsible |
Start Date |
End Date |
|
1. |
Research availability of programs/applications |
Director of Technology |
September 2001 |
November 2001 |
|
2. |
Present findings to technology committee and other interested individuals. |
Director of Technology, technology committee |
|
December 2001 |
|
3. |
Plan for implementation and dissemination. Determine training needs. |
Director of Technology |
|
December 2001 |
|
4. |
Installation and implementation. |
|
Summer 2002 |
|
Chapter 3: Professional Development
Section 3.1 Staff Development Opportunities
Subsection 3.1.1 Current State
Training opportunities are available through a variety of venues for faculty and staff of the LCSD. Training includes both specific application training as well as integration techniques. Currently, there is no requirement for staff to participate in specific technology training although any efforts to do so are supported and encouraged.
In the spring of 2000, grade level and department teams created three-year technology plans in which goals for technology use were identified and the training necessary to bring those goals to fruition was noted. The 2000-2001 school year marks the first year of that three-year plan. Training has taken place when indicated within the individual grade/department level plans through a variety of means:
|
Source |
Description |
|
Edutech |
Both all day and half-day workshops are offered. Content includes teacher utility and instructional integration. |
|
LCSD Technology Services Department |
Short workshops centering on specific technology applications and their use in supporting learning. |
|
Conferences |
NYSCATE, IRA, others |
|
Individual/small group training sessions |
Scheduled as needed to meet individual, grade level, or department needs. |
|
Community Education classes |
Offered in the evenings and free to all LCSD staff. Emphasis on entry level computer skills. |
A database outlining the individual department/grade level technology goals has been developed and teacher participation in training events has been cross referenced with the plans so that each teams' progress toward goals can be monitored. Current data indicate that only a percentage of the faculty and staff attend the scheduled workshops held by either Edutech or in-house staff. A following is a breakdown of the participation in professional development opportunities for the 1999-2000 and 2000-2001 school years.
|
School Year |
Type of Training |
Staff attending |
Number of workshops |
Different workshops |
|
July, 1999-June, 2000 |
Edutech classes/workshops |
28 |
81 |
33 |
|
July, 2000-January, 2001 |
Edutech classes/workshops |
19 |
53 |
21 |
|
September, 2000-February, 2001 |
In-house staff development classes |
37 |
73 |
19 |
|
September, 2000-February, 2001 |
“By-request” grade level training |
29 |
37 |
14 |
|
|
||||
|
Number of staff attending only Edutech workshops |
22 |
|||
|
Number of staff attending only in-house workshops (not counting by-request training opportunities) |
16 |
|||
|
Number of staff attending both |
46 |
|||
|
Total |
84 |
|||
Conclusion: The current staff development offerings do not meet the needs of the entire LCSD staff. Alternative opportunities for professional development need to be put in place so that more staff members will increase their ability to use technology.
Subsection 3.1.2 Desired State:
In following one
of the basic assumptions of technology use, that teachers who enjoy mastery of technology use technology, it is
essential that teachers be provided with ongoing, high quality staff
development opportunities. Over the
years, staff development experts have learned a few things about effective
staff development models:
·
In order to
have the most pronounced effect, training should be in response to an
individual's specific needs
·
Training should
take place in a comfortable setting without time and space restrictions
·
Individuals
should be given clear instruction that is appropriately paced
·
There should be
adequate opportunities to practice what is being learned
·
Assistance and
support should be readily available when needed both during and after the
training
·
Adults, like
children, learn in different ways and should therefore, be provided with
instruction in a variety of formats
It is for these reasons then, that the staff
development program of any school district be multifaceted. Teachers will continue to identify yearly
goals, based on identified student benchmarks and objectives, as well as
anticipated training needs. Training
will be made available to teachers on an as-needed basis through a variety of
formats. In addition to the previously
mentioned sources of training, efforts will be made to explore alternative
training methods including the development and maintenance of an in-house
training library. This library will contain both manuals and interactive
training media. Teachers will be encouraged
to access these materials when necessary.
Training manuals and tutorials will also be made available through the
district's web site.
Other potential sources of professional
development include the development of in-house technology mentors. These
individuals will be identified by either their peers or self nominated. Individuals agreeing to be technology
mentors will serve as turnkey trainers for workshops and staff development days
as well as work one-on-one with selected staff members.
Another source of training and assistance can
be found within the student body itself. Many of the students at Le Roy Central
School District possess key skills in particular computer applications. Seniors in the district are required to
perform a certain amount of community service.
It is anticipated that in the future some of these students may be
willing to act as trainers to either the teachers or even younger students
themselves.
In summary, the following opportunities for
staff development and professional growth will be made available beginning in
the fall of 2001:
|
Source |
Description |
|
Edutech |
Both all day and half-day workshops are offered. Content includes teacher utility and instructional integration. |
|
LCSD Technology Services Department |
Short workshops centering on specific technology applications and their use in supporting learning. |
|
Conferences |
NYSCATE, IRA, others |
|
Individual/small group training sessions |
Scheduled as needed to meet individual, grade level, or department needs. |
|
Community Education classes |
Offered in the evenings and free to all LCSD staff. Emphasis on entry-level computer skills. |
|
Online training materials and text-based manuals |
Available via the Technology Services Department "lending library". |
|
Technology Mentors |
1:1 technology mentoring |
|
On-demand assistance by Technology Services Department staff |
In-class, small group |
|
Selected students. |
Working with teachers and students in the classroom setting. |
Evidence of the effectiveness of the district’s staff development plan will be gathered from a variety of sources. First, specific data about the number and type of workshops attended by faculty will be maintained. Anecdotal records will be kept correlating attendance at training sessions with evidence of classroom application. Next, teachers will be encouraged to share their experiences and successes through a number of venues including staff development days, write-ups in the district’s monthly technology newsletter, Tech Talk, public displays throughout the district, as well as on the district web site.
Chapter 4: Infrastructure and Inventory
Subsection 4.1.1 Current State
The Le Roy Central School
District is currently maintaining a dual architecture topology. Originally, the entire district was wired
with Type 3 copper wiring using Token Ring technology. Three years ago, a large capital project
provided monies to begin rewiring some of the key areas throughout both
buildings using category five, twisted pair copper cabling and switching to an
Ethernet network. As of the 2000-2001
school year, the second and third floors of the Wolcott Street building, the
elementary computer lab, the high school computer labs (business, general use,
and CAD) and a selected classroom in the high school were connected to this
network.
There is a 24-strand fiber
backbone linking the file servers to a switching "station" in room
109 of the high school and to one in the art room at the elementary
server. A 24-strand fiber cable also
links the main district buildings to the library. Switches are located on the second floor of the Wolcott Street
building and in room 214 of the high school.
All Ethernet lines are run from these switches. Token ring switches are also located in the
art room and serve the needs of the first floor of the Wolcott Street
building. All Token Ring lines in the
high school are run from the closet located in room 109 of the high school.
The district maintains four
file servers: an instructional server, which serves both the elementary and
high school student and staff needs, an administrative server, which stores
administrative user files, School Master, and the library's Mandarin
system, a Finance Manager server which is dedicated to the business
office use, and a Part 200 server, dedicated to the Part 200 programming needs
of the Special Education Department.
Maintenance of the system is
contracted with Edutech, a division of our BOCES system. This service provides
routine maintenance of the file servers and workstations. In addition, a part-time technician, four
part-time lab assistants, and the Director of Technology support the network
and individual workstations.
Subsection 4.1.2 Desired State
Growing demands for
increased speed and connectivity have made it necessary to deem the current wiring
scheme inadequate. Plans are underway
to rewire the remaining portions of the district using category 5 enhanced
copper cabling and attaching all workstations to the Ethernet network. This rewiring will take place in
anticipation of the renovation project currently underway. This district is building a new high
school. The existing structure will
become the K-6 building. Current high
school classrooms, with only one Token Ring drop, will house the intermediate
students. Current classroom set ups for
these grades include five networked computers and one networked printer. It is therefore imperative, that the
existing building be rewired so as to support future classroom shifts.
Timeline:
|
Phase |
Year |
Location of New Cable |
|
1. |
Summer 2001 |
2nd & 3rd floors High
School |
|
2. |
Summer 2002 |
1st floor Wolcott Street School |
|
3. |
Summer 2003 |
Lapp Wing, 1st floor High School |
It is also essential that the district split the current instructional file server loads. As stated previously, as of the 2000-2001 school year, all student and staff accounts are managed on a single file server. The server is three years old and routinely reaches capacity towards the end of the school year. Acquisition for the 2001-2002 school year will include a second instructional server to be used for the existing high school file management needs. This server will then be migrated to the high school upon completion of the new building.
Section 4.2 Hardware, Software, & Peripherals
Subsection 4.2.1 Standardization Strategy
In order to provide
adequate access to familiar technology throughout our district and support it
in a cost-effective manner, standardization of hardware and software is
necessary. On the other hand, total standardization is neither practical nor
conducive to creative growth. Therefore, Le Roy Central School District employs
a balanced strategy which standardizes many of the core capabilities about one
or two hardware and software options, while allowing for some unique
applications and “non-standard" technology options for those with unique
needs.
All new hardware purchases will meet these minimum
standard requirements as applicable:
1.
Must be networkable
2.
Must be able to run standard software platforms
3.
Must meet needs of AV requirements (i.e. laser disc
players must come equipped with
bar code reader, televisions must be cable ready, etc.)
4.
Purchasing will include all projected costs (i.e.
training, networking, upgrading)
Standards will be determined by:
1.
Support - BOCES, vendors, Local skills and availability.
2.
Maintenance costs and availability
3.
Training needs and costs
A. Platforms
All networked computers will run a Windows
operating system and be networked using the Novell networking solution. The version of Windows will be determined by
availability although existing operating systems will be taken into account
when adding new workstations to areas with existing units.
B. Peripherals
The standardization rationale on all peripherals
has been to purchase like equipment, using BOCES recommendation for brand name
and models. There are three major reasons for this: 1) Repairs are easier when
dealing with like equipment, 2) Support for like equipment is dealt with in a
quicker, smoother manner, 3) Consumable materials such as ribbon and ink
cartridges can be purchased at a greater discount when ordering quantities.
C. Software
Word processing, database, spreadsheet and
presentation programs are being standardized throughout the District. The
software of choice will be: Microsoft Office Suite including: Word, Access, Excel and PowerPoint, Microsoft Publisher, Internet
Explorer, Inspiration, Photo Editor, and HyperStudio. Other packages supported are Microsoft Works and Pagemaker.
There are two major points behind this standardization
rationale:
1) Support for like software packages throughout
the District will be easier and faster, and hopefully more reliable. When
several people are using the same package, an internal "users group"
is formed. This creates an internal resource of knowledge about the product,
allowing for greater productivity.
2) These software packages were chosen by
observation and recommendation of BOCES and other school districts.
When feasible, software standardization across
versions will also take place although it is recognized that it is virtually
impossible to standardize all machines with the larger, more expensive
programs.
Subsection 4.2.2 Hardware & Peripherals, Current State
The following reflects the
inventory of computers and peripherals located at Le Roy Central School
District.
|
Item |
Number |
Location |
Notes |
|
Computer workstations |
175 |
Jr/Sr. High: (instructional) located in 5 computer
labs, 1 English classroom lab, and 1/classroom. |
With the exception of a few IBM & Compaq
laptops, all workstations are HP Vectra models. |
|
|
11 |
Jr/Sr. High: administrative |
|
|
|
226 |
Elementary (instructional) located in one computer
lab and l, 5/classroom |
|
|
|
10 |
Elementary: administrative |
|
|
|
14 |
Library |
|
|
|
5 |
Business office |
|
|
Total
|
441 |
||
|
Printers |
136 |
HS: 1:1 computer to printer/classroom, ES: 5:1
computer to printer/classroom Offices, etc. |
Primarily HP DeskJet printers with a few laser
printers (n=14). |
|
Infocus projectors |
10 |
WSS and Jr/Sr. HS. Available for teacher use. |
|
|
Digital cameras |
8 |
WSS (5), Library (1) and Jr/Sr. HS (2). Available for teacher use. |
Sony Mavica |
|
Scanners |
5 |
WSS lab, HS lab, HS English lab, 6th
grade classroom, CAD lab |
HP Scanjet, various models |
|
Smartboard |
3 |
WSS lab, HS Social Studies and English classrooms. |
|
|
CD Writer |
3 |
HS English lab, CAD lab, Tech coordinator’s office |
|
Notes: All workstations are connected to the network
and have Internet access. The oldest
model in the district contains a 5/100 processor. The majority of these machines are located in the library and as
one of five workstations in the elementary classrooms. The newest models, purchased during the
2000-2001 school year, have Pentium III, 750 MgHz processors. These machines are located in the HS general
use and business computer labs, miscellaneous classrooms throughout this building,
and in the 4-6 grade classrooms.
Subsection 4.2.3 Hardware & Peripherals, Desired State
In general, there are no
plans to significantly increase the number of workstations throughout the
district. The one exception to this is
in the high school science department which currently supports five
workstations in its science lab. Lack
of space and limited availability of these computers has led to an
investigation of the feasibility of creating a wireless network in this room
and equip it with 20 wireless laptop computers. Plans are currently underway to purchase up to eight wireless
laptops in the 2000-2001 school year and then purchase the remaining laptops in
the 2001-2002 school year. If this
configuration is found to successfully support the instructional environment,
then use of this technology may be appropriate for other areas in the future.
Although there are no plans
to add to the number of workstations, conversations need to take place as to
the arrangement and placement of the current workstations. At some point in the past, it was decided to
place five computers into each elementary classroom. No evidence exists to support this decision. Conversations need to take place between the
building principal, teachers, technology committee, and director of technology
to determine if this arrangement is the being used to its fullest capacity and
if not, to determine which arrangement would best serve the students of the
LCSD.
The same can be held true
for the Jr./Sr. high building.
Currently, every classroom has one computer with the exception of the
special education and English departments.
The Jr. High resource room has four computers and the Sr. High resource
room has six. The seventh, ninth, and
twelfth grade English classrooms have three, five, and twenty-three computers,
respectively. Again, conversations need
to take place between the involved parties so that technology needs match use
and availability.
Both hardware and
peripherals should be readily available to staff to support their
instruction. As is often the case, when
technology availability is reduced to a “place” (i.e. it’s only available in a
computer lab) or a time, then the use of technology remains an event, something
that the teachers “do”. It is the
intent of the district technology plan to make a variety of technological
devices available to all of the staff, all of the time. When this is accomplished, then the full use
of technology as an integral part of learning and instruction can be
achieved. Anything less reduces it to
being an exception rather than the norm.
Subsection 4.2.4 Software, Current State
As has been described previously in this document, most workstations across the district contain a standardized set of applications. These applications have been deemed by the technology committee as appropriate for all grade levels for a variety of instructional purposes and include:
|
Workstations |
Application |
Availability |
|
All district workstations |
MS Office (97/2000),
Internet Explorer, Photo Editor |
Current |
|
All instructional workstations 3-12, 1 each K-2 |
Inspiration |
Current |
|
Workstations K-3 |
Kidspiration |
2001-2002 |
|
All workstations 4-12, 1 each K-4 |
MS Publisher |
2001-2002 |
|
One workstation/classroom |
Grade book (TBD) |
2001-2002 |
|
All instructional workstations 4-12 |
Hyperstudio |
2001-2002 |
|
All instructional workstations K-3 |
KidPix Studio Deluxe |
Current |
|
All instructional workstations |
Encarta |
2001-2002 |
In addition, other titles are available throughout the district. These titles have been purchased and placed on machines as a result of identified curricular needs. A complete inventory of all software titles is maintained by the Technology Services Department.
Subsection 4.2.5 Software, Desired State
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Section 5.1 Acquisition Strategy
A.
New Acquisition
New hardware requests will
be processed through the department. It is our intention to replace equipment
according to the usability level for the user. It is the district’s intention to make the most up-to-date
equipment available for student use.
New equipment purchases will be determined by the age and capacity of
the user’s existing machine, the availability of funds, and the need to replace
equipment in a systematic fashion so as to avoid the possibility of excessive
equipment replacement in a given school year.
Replacement of larger
quantities of units, such as an entire lab, will be based upon the need to
update and the condition of the existing machines. A cycle of lab replacement
should be established to protect the District against obsolescence. Currently, the district’s budget reflects
the purchase of a number of workstations every year. If divided into a five-year replacement cycle, it is anticipated
that the district will need to replace approximately 20% of its workstations in
a given year.
Given
the current inventory numbers, this means that the district should anticipate
the replacement of approximately 100 machines/year.
B.
Upgrade Strategy
Older equipment will be
recycled when feasible. This equipment will be delivered in operating condition
and be deemed suitable for the needs of the person making the request. Computer
and technical equipment will continue to be used by different people in the
district, as long as it meets minimum usability level. At a time when there is
no use for the equipment in the district, the equipment will be returned to
Edutech for proper disposal.
C.
Software
A
software preview and purchasing policy was created during the 2000-2001 school
year. It is required that all software
be previewed and deemed appropriate prior to purchase. Previewing of software is coordinated
through the Technology Services Department. During the preview process,
teachers complete a form commenting of the perceived use of the given
application. Once purchased, there is
the expectation that the teacher will follow up the purchase by adding
integration experiences to the database of exemplars. (See Appendix B for software evaluation form.)
Two types of expenditures
are included in the yearly technology budget, those which are aidable through
the New York State Education Department and those which are not. Purchases and other expenditures made
through the Edutech system are aidable through a number of different
Cosers. Because of the availability of
aid the majority of purchases are made through this system.
Each year the technology
budget is developed through a determination of the projected needs of the
faculty and staff, (as delineated in the grade level/department technology
goals), the current Edutech support charges, and the anticipated recurring
costs of the District’s instructional technology program. Included in the budget are the estimated
costs of replacement workstations, personnel costs for community education
classes and evening computer hours, and monies for additional staff
development.
|
Budget Year |
Edutech Support Charges |
Aidable Purchases |
Nonaidable Purchases/Other
Expenses |
Total |
|
2001-2002 |
$ 208,000 |
$ 158,000 |
$ 45,000 |
$ 411,000 |
|
2002-2003 |
$218,400 |
$158,000 |
$ 45,000 |
$421,400 |
|
2003-2004 |
$229,320 |
$158,000 |
$ 45,000 |
$432320 |
|
|
|
|
|
|
Appendix
A. Reality Based Planning Model
Appendix
B. Software Purchasing Policy
Appendix A. Reality Based Planning Model
Assessment
The Assessment evaluated the teacher
in three areas: Skill, Attitude and Integration. These areas are defined as:
Skill Ability to use software and
problem solve obstacles. Understanding
of the mechanics of computing, hardware and software.
Attitude Opinions and
attitudes about the place of technology in human life, especially the
classroom. Willingness to learn, adopt
and master technology.
Integration Degree to which
the individual successfully integrates technology into curriculum.
The Assessment instrument was developed by the
Director of Technology and calibrated by giving the Assessment to individuals
with whom the Director was very familiar.
The Assessment is 98 questions true/false type questions. Teachers were instructed to answer honestly,
but to skip any questions they found confusing or irritating. They were told that the Assessments would be
scored as a group, and they did not need to sign their name.
The Assessments were scored using a
Rubric developed by the Director of Technology at the time, Clare Dygert.
|
Reality Based Technology Planning |
|
Skills |
|
Attitude |
|
Integration |
|
|
|
|
|
|
|
|
|
Non User 0-10 |
|
-Very
low skills, unable to logon to network without assistance. Can not use
Email. Very minimal awareness of
technology available. Can not perform
simple tasks such as printing a document or retrieving email without help. 0 - 5 |
|
Demonstrates
fear or mistrust of technology. 0 - 5 |
|
None 0 |
|
|
|
|
|
|
|
|
|
Novice User
12-20 |
|
Can
logon to system, retrieve and send email, create a word processing document,
and print a document. Does not
accurately report problems.
6-10 |
|
Believes
technology is very confusing or very complicated. Feels uncomfortable using technology with students. Willing to learn more about technology. 6-10 |
|
None 0 |
|
|
|
|
|
|
|
|
|
Accomplished User 21-36 |
|
Uses
more than one tool software package with ease. Can use advanced features with at least one (ex: mail
merge). Uses technology with
students. Able to assist students in
use of tool software. Able to report
problems accurately. 11-15 |
|
Enjoys
using technology. Computer
Hobbyist 11-15 |
|
Beginning
to use Internet or CDs to reinforce some lessons. Uses the computer lab for one or two lessons/units a year. 1-6 |
|
|
|
|
|
|
|
|
|
Master User 37-55 |
|
Uses
tool software and peripherals with ease.
Acts as a resource to friends, staff and students. Able to correct simple problems. Actively seeks new software to learn. 16-20 |
|
Enthusiastic
about the uses of technology in school. Frequently attends workshops and
conferences dealing with school technology. 16-20 |
|
50%
of units/lessons have been changed due to the use of technology. Uses Webquests or other participatory web
projects. 7-15 |
|
|
|
|
|
|
|
|
|
Adept User 56-75 |
|
Teaches
others to use software. Installs
software and peripherals. System
Administrator. Knowledge of network problems and solutions. 21-25 |
|
Can
develop new uses for technology in school. Enthusiastic to the point of
making technology one's career. 21-25 |
|
100%
of units/lessons have changed due to the use of technology. Designs websites, software, lessons used
by other teachers and students. 16-25 |
|
|
|
|
|
|
|
|
The Team's scores were averaged, to
give a score for the entire team.
Evaluation and Planning
During the second meeting with the
team, the results of the Assessment were shared as well as the characteristics
of user levels.
User Stages and
Characteristics
Non-user Has no or very minimal understanding of information technology. Indicates no interest in increasing skills or adopting technology for his classes. May exhibit fear or mistrust of technology.
Novice Can log on to system
and use tool software to accomplish tasks like writing a memo or letter. Finds screens confusing or overly
complicated. When outcomes are not as
expect, user is unsure of how to proceed.
Frequently experiences outcomes that are not expected. Uses technology to automate some tasks such
as letters home to parents, reports, etc.
Would feel uncomfortable using technology with a class, but might give
it a try with assistance.
Accomplished User Uses tool software with ease. Can accurately report problems to system
administrator. Uses technology
regularly with class to present information, prepare assignments. Enjoys using the Internet and can usually
find useful sites. Can help students
with the use of tool software.
Generally feels positive about technology and might think of it as a
hobby.
Master User Uses tool software and
peripherals such as scanner, digital camera, projects with great ease. Integrates technology into curriculum. Acts as a resource to friends, other staff
members and students in the area of technology. Able to correct simple
problems. Can successfully download
from the internet and install software or plug ins. Actively seeks new software or ways technology can be used in the
classroom.
Adept User Highly trained. Able to solve almost all problems. Possesses system wide knowledge of
technology. System Administrator. Able to train other trainers.
Teachers were told that the goal of
the planning process was to move their team one level in three years. So, if
the team scored overall as "Accomplished" users, the goal would be to
move them to "Master" level users in three years. The way this will be accomplished is by
having the teachers create projects that either prepared them for the next
level of work, or more typically, included
characteristics of users of the higher level. The understanding is that the way we become more advanced in our
skills is by doing things that those who are more advanced do.
Teachers were presented with
the Planning Form document and instructed to create projects for themselves
that would fill the next three years.
Projects might last one, two or three years. Projects might be one of three types: skill improvement projects,
where teachers improve their ability to use technology through training
experiences; Tool projects where teachers create tools using technology that
reduce the mundane aspects of their jobs; and Curriculum Integration projects
that use technology to positively impact the quality of instruction in their
classrooms.
Appendix B. Software Purchasing Policy.
Le Roy Central School District Technology Services
Department All
software and hardware purchases will align themselves with the instructional
goals and objectives of the Le Roy Central School District. Prior to purchase, software will be
previewed by the classroom teacher(s) and evaluated for educational
applicability and appropriateness. In
addition, software must be deemed compatible with the individual workstation as
well as the entire LCSD computer network. In order to assure this, the
following procedure must be followed: 1.
Teacher
identifies a particular piece of software that may be suitable for purchase OR
teacher identifies instructional need and, working with the Technology
Coordinator, locates software which may be appropriate. 2.
This
information is communicated to the Technology Coordinator via the Tech Help
Form. The coordinator will then coordinate the ordering of the software for
preview. If possible, the source of the
software should also be given to the coordinator when making the request. 3.
Software
is ordered for preview. 4.
Software
is loaded on appropriate machines and evaluation forms are completed (Form A). 5.
Completed
evaluations are then returned to the Technology Coordinator. These evaluations should include the
purchasing recommendations as well as the location of the computers on which
the program is to be installed. Note:
Even if software is deemed inappropriate for purchase, record of the evaluation
will be kept on file. 6.
Pending
available funds, software being recommended for purchase will be ordered. Follow
Up Approximately
one year after the date of purchase and install, teachers will be asked to
formally reflect upon the use of a given software or technology (Form B). The purpose of this reflection is twofold. First, it attempts to
correlate the use of a given technology with some degree of student
achievement. Second, in sharing proven practices, it is the hope of the LCSD
Technology Services Department to begin to identify and record exemplary classroom
uses of technology. These practices
will then be shared with other teachers via the District web site. Where appropriate, student work should be
submitted for inclusion in this collection.
Evaluator(s):
_____________________________________
Date: _________ Software
Title: ____________________________________
Version: ________ Publisher:
________________________________________________________ Subject
Area: _____________________________________________________ System Requirements (usually found on the box): MB
RAM: ______ Hard Drive space(MB): _____
Processor speed(MgHz): ____ Operating
System (Win 95, Win 98, Win NT, etc.): ________________________ Evaluation: 1.
What curricular area
does this support? ___________________________________ 2.
What
standards/performance indicators are addressed by the use of this
software/hardware?
____________________________________________________________________________________________________________________________ 3.
How will it be used? (Circle all that apply) Direct Instruction Remediation/Reinforcement Enrichment Assessment Simulation Tutorial Problem Solving Problem Solving Critical Thinking Other:
________________________________________________________________ 4. Using the Program: Disagree Agree The instructions
are clear 1 2 3 4 5
The content is
organized in a logical manner. 1 2 3 4 5
The content and
tasks are appropriate for the intended grade level. 1 2 3 4 5
a variety of media
is used to enhance the content (i.e. video, sound, pictures). 1 2 3 4 5
5. Documentation: Disagree Agree The program comes
with easy to understand documentation. 1 2 3 4 5
Online help is
available or is a phone number listed for technical support. 1 2 3 4 5
Recommendations for
classroom instruction are included. 1 2
3 4 5 A tutorial is
provided. 1 2 3 4 5
7. Other
Comments: Recommendations: I recommend that this software be
purchased. ·
Number of licenses:
______________________ ·
Location of
computers: ____________________ ·
Source of funds:
_________________________ I do recommend that this software NOT be purchased for the following reasons: Signed:
________________________________________ Date:
__________ Please
return completed form to Debby Baker.
Le Roy Central School District Technology Services
Department Technology Follow Up Form B Software
Title: ____________________________________
Version: _______ Subject
Area: _____________________________________________________ 1.
How did you use the
software? 2.
What were the
students' responses? 3.
Please reflect on the
ease of use. 4.
How would you
recommend that others use the software? 5.
Briefly describe (and submit) student work samples (where applicable).
Software Purchasing Procedure
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Name:
__________________________________________
Date: _________