1
ET
-
IL Planning Guide
Planning to make a difference in how we teach and learn
2009
–
2012 PLANNING CYCLE
Due Date April 30, 2009
Colorado Department of Education
Education Technology and Innovation Unit
Table of Contents
Section 1:
Demographics
Se
ction 2:
Introduction
Submission Processes and Requirements
ET
-
IL Planning Resources
ET
-
IL Planning Guide Structure
ET
-
IL Planning Criteria for School District
’
s
Section 3: ET_IL Plan Elements
A. Needs Assessment
B. Goals, Objectives, and Strategies
C. Collaboration and Integration
D. Professional Development
E. Technology
Infrastructure and Support
2
F. Policies and Procedures
G. Budget
H. Action Plan
I. Evaluation
Section 4: References
On
-
li
ne References for ET
-
IL Planning
Appendix A
–
8th Grade Literacy Resources
Appendix B
–
Standards for Teachers Resources
Appendix C
–
21st Century Skills
Appendix D
–
American Association of School Librarians
3
Section 1:
Demographics
District Name
ET
-
IL Contact First Name
ET
-
IL Contact Last Name
Address 1
Address 2
City
State
ZIP
Telephone
Email
Total Number of Computers district wide
Internet connected student/computer ratio for district
Internet Connection Speed
District Entity Number
Number of classrooms
Number of classrooms with Internet access
Date Plan Created
District/school is seeking to be qualified for: (check all that apply)
Title IID Competitive/Formula Funds
E
-
rate Funds
Accre
ditation Assurance
Section 2: Introduction
4
The revised Colorado Education Technology Information Literacy (ET
-
IL) Plan builds on the strengths and
successes of the original plan, initiated in the fall of 2002. Colorado school
districts
have been plannin
g,
incorporating and evaluating technology and information literacy programs for three years.
While districts are required to have plans for E
-
Rate, Title II
-
D, and other funding program eligibility, ET
-
IL
Plans must not stop there. The 21st century is no
w. Students in Colorado classrooms are millennials, unlike any
generation before them in their access to technology and their need of information literacy skills.
The revised ET
-
IL plan remains true to the basic premises of the original plan: student achi
evement,
collaboration, and the importance of education technology and information literacy. It also addresses federal
program requirements. Finally, the plan affords the opportunity of aligning ET
-
IL within the larger context of
21st century skills
and di
strict level planning.
The ET
-
IL Planning Guide provided by CDE has the multiple purposes of ensuring that districts, and qualifying
schools, meet the necessary
requirements to be qualified to receive Title IID Competitive and Formula funds, E
-
rate funds
, and/or state accreditation.
To meet the minimum requirements for any or all of these three areas, a district needs to only complete and
submit (on
-
line)
the
specific "
plan elements
" (Sections A
-
H)
that address the appropriate
planning indicators
(Titl
e IID, E
-
rate, Accreditation) that the district wishes to be qualified to receive.
These plan elements and
planning indicators are outlined in the
ET
-
IL
Plan Scoring Guide (see attached)
and the ET
-
IL Planning Guide.
The collaboration of
the Colorado Dep
artment of Education and district
administrators, curriculum directors,
librarians and technology directors
can
result in
one district
plan
or the inclusion of ET
-
IL elements
(Sections A
-
I)
within
a
district
’s
strategic planning document
(s)
that will addre
ss:
District Accreditation
rules
by the Colorado Department of Education
(CDE) (
Sections 2.01
(4)(r)
,
4.02
(1)(a)
, and 4.03
(1)(c)
E
-
Rate telecommunications d
iscounts
Title II
-
D of NCLB formula (Consolidated Applications) and competitive funding.
A three
-
year Education Technology and Information Literacy (ET
-
IL) plan is required for any district that wishes
to be eligible for federal E
-
Rate telecommunicati
ons discounts and No Child Left Behind Title II Part D
(Enhancing Education Through Technology) funding. At the state level, district ET
-
IL plans are required as part
of
the CDE Accreditation Rules
.
In order to assist school districts in meeting the requi
rements of federal and state programs, CDE has established
ET
-
IL planning criteria and a corresponding approval process.
Note: The Education Technology and Innovation unit at CDE will monitor
any changes made by the federal
government related to the E
-
Rat
e and Title II
-
D programs or changes to state programs enacted by the Colorado
Legislature
and notify districts if there
are
any necessary changes or addendums to existing plans
required
.
SUBMISSION PROCESSES AND REQUIREMENTS
5
Please carefully review
the following information.
Due dates
ET
-
IL plans for the 2009
-
2012 year cycle are due to CDE on or before
Thursday April 30, 2009
Plan format
District
’
s may choose to submit ET
-
IL plans in narrative format, answer question by question, or provide
doc
umentation located in a strategic plan or district plan that addresses the ET
-
IL plan elements
What to submit
Option 1
-
-
Districts will complete and submit the ET
-
IL plan online as outlined below.
CDE will
provide a “template” that may assist in the onl
ine submission process.
Option 2
–
Districts may submit appropriate district documents (district strategic plan, district technol
ogy
plan, etc
.
) that contain some or all of the
elements
(Sections A
-
I)
outlined below.
Districts who select this
option will
be asked to provide a
reference, which
will indicate the exact location where any of the elements
can be found, submit copies (digital)
and paste into the online submission form the text of all referenced
district
documents, which
address the elements of
the plan.
*
You are not required to submit your CIPA (Children’s’ Internet Protection Act) or AUP (Acceptable Use Policy)
documents however you do need to reference these policies in the corresponding sections of the ET
-
IL plan.
You do not need to include
actual staff surveys or results
.
Approval/certification process
A district’s
ET
-
IL plan will assure that
one
document will guide technology and information literacy planning and
programs in
the
district
or that these elements are “integrated” in
to
exi
sting district planning documents
.
Approval of ET
-
IL plans will certify that districts have met the minimum requirements of E
-
Rate and Title II
-
D.
Districts MUST have approved ET
-
IL plans to be eligible for E
-
Rate, Title II
-
D funding, and to meet state
acc
reditation.
Districts will be able to check their online form to monitor the review process and read reviewer comments.
Districts having
submitted all
elements outlined below
will receive a hard
-
copy approval letter. This letter should
be placed on perma
nent file.
Process for revising plan or budget
If a district revises its ET
-
IL plan during the 2009
-
2012 timeframe
,
CDE will provide the district an online
revision process.
ET
-
IL TECHNOLOGY PLANNING GUIDE STRUCTURE
In developing the ET
-
IL Planning
Guide, CDE has made every effort to address the critical requirements of the
federal and state programs and their relationship to the planning criteria outlined in the guide. This is illustrated by
providing a description of federal and state requirements
for planning within the planning criteria with which it
most closely relates. Each criterion is defined with a brief description, followed by some questions to help districts
address key components inherent within the criteria, followed by a statement of t
he federal and state program
6
requirements that relate to that criterion.
The intent of the ET
-
IL Plan is to assist today’s students in using 21st century tools in acquiring and utilizing 21st
century skills, leading to the ultimate goal of increased stude
nt achievement. CDE sees this latest ET
-
IL planning
process as an opportunity to extend the original scope of the first plans to embrace the larger picture of 21st
Century Learning.
Districts should not feel limited by the criteria or the
guiding
question
s; these are intended to serve as identifiers
for basic planning activities that should be addressed to meet minimum federal and state requirements.
Districts
are encouraged to
include
their ET
-
IL
p
lan
ning process
as
part of the broader district wide plann
ing process and
an opportunity to
engage all parts of the district
, as appropriate for the district,
in discussions on how best 21st
C
entury skills, standards, and tools can
best
support student learning.
Lastly, there is a reference section included that
provides some links to additional resources to assist districts in
developing their ET
-
IL plans.
Approval or certification of ET
-
IL plans will qualify districts for meeting the minimum requirements of E
-
Rate,
Title II
-
D (Consolidated Application and comp
etitive grants),
or
CDE Accreditation Rules.
Each ET
-
IL plan will be reviewed for a good faith effort to address all criteria
listed in the ET
-
IL Scoring Guide
1
.
If for any reason a plan is not able to be approved based on the contents submitted, CDE staff
will work with the
district to obtain additional information to ensure all the required components are addressed so that the plan can
ultimately be approved.
1
See Appendix E
7
Section 3: ET
-
IL Plan Elements
A. Needs Assessment
Conducting a needs assessment involves id
entifying the ET
-
IL program needs within the larger context of
organizational needs and goals. It is recommended that for a start, you should evaluate the progress of the
previous ET
-
IL plan. There are many forms of needs assessments and districts should c
hoose a method that
meets local needs, be it a survey process involving students and staff or a more formalized process.
Guiding Questions:
1.
What progress has been made towards meeting needs identified in the previous ET
-
IL plan?
Note:
Original Needs asse
ssment is in italic, progress follows in plain text.
a.
The District needs to complete the dissemination of the ET
-
IL standards and benchmarks
created during the 2005
-
2006 school year.
Building level Technology Curriculum Specialists
(TCS) developed and imple
mented ET
-
IL standards and benchmarks during 2007
-
2008 school
year. They were
disseminated
with varying degrees of
implementation
within their sphere of
instructional influence.
b.
The District needs to clarify confusion and different understandings of guid
elines for use of
e
-
mail by students.
Email use by secondary students was facilitated with the adoption of
hsd2two.org and google apps accounts during the 2008
-
2009 school year
c.
The District needs to emphasize collaboration between Technology Curriculum Spe
cialists,
Library
-
Media Specialists and teachers.
Collaboration efforts varied based on building level
leadership in the context of a shift to defined autonomy.
d.
Due to staff turnover, there is a need to repeat previous training on uses of basic software
including the Microsoft Office Suite, sending attachments via email, use of the phone
system to communicate with parents, and other procedures.
This was done on an ongoing
basis including New Staff Institute, Intel Teach to the Future and a plethora of bu
ilding
level on demand trainings.
e.
The District needs to provide training on use of the electronic grade book and edline
service for communicating with parents.
The District has not yet standardized on a grading
and reporting application. Training was provi
ded on an ongoing basis for building adopted
grade books
f.
There is a need for continuing embedded staff development on use of online information
resource including, Netrekker, e
-
Library, and EBSCO.
At the building
level this has been
done to a great degree.
Continued diligence will be profitable.
g.
The District needs to continue its support for online information services that may be used
by students.
The
District has made google apps and
moodle available in
addition
to other
existing services. The District h
as increased Internet Access by the imple
menta
tion of a
50Mbs connection and building level access provided by Comcast.
h.
The District continues to need to develop the technical competence of the teaching staff.
Much progress has been made by the teaching st
aff in the use of personal productivity
technology. Pr
ogress still needs to be made
integrating technology in instruction and
learning.
i.
Additional training is needed for use of the newly acquired health and physical education
8
equipment that ties in with c
omputers.
The need has been adequately met.
j.
The math and science programs need additional technical equipment including more
graphing calculators, probes, etc.
The tools have been
substantially
acquired.
k.
The District is in great need of an equipment replac
ement plan for aging computers.
The
current replacement cycle means that computers will be replaced every ten years.
l.
Some administrators need to become more competent in the use of technology.
Still a
need. Many adminstrators are quite advanced in the us
e of technology.
m.
Teachers need wireless keyboards and mouse to be able to teach from the front of the
room while using LCD projectors. (This reduces the need for connecting projectors to
laptop computers.
This is no longer seen as a pressing need in part b
ecause of the
technical issues associated with using these devices in multiple locations that are in close
proximity to each other.
n.
The District needs to find a more
user
-
friendly
process for conducting online surveys.
The
District has subscribed to a user
-
friendly survey service, ZARCA.
o.
Not all teaching staff are sufficiently proficient in use of technology and information
literacy.
This is an ongoing issue which will be addressed in current plans for the
restructuring of ET
-
IL planning and support.
p.
The
re is a need for greater technical staff support for computers and systems in the
district.
The need has been largely met.
q.
There is a need for spare computers and SuccessMaker licenses to support schools that
have classes larger than 25.
The specific need
has been addressed with a more focused
distribution of licenses to those sites making greater use of SuccessMaker.
r.
Secondary schools need additional licenses for the SuccessMaker Program.
Done
s.
Elementary schools need to have old computers in SuccessMaker
labs replaced.
Done
t.
Secondary schools need additional LCD projectors to meet the growing demand by
technology proficient teachers who embed use of computers and online services into their
instruction.
Ongoing, but much progress has been made.
u.
More training
is needed for elementary teachers on information literacy competencies.
This continues to be a need.
v.
There is a need for parents to have access to students grades and homework
assignments.
Planning is being done for this. It is an ongoing need.
w.
The Distri
ct needs to provide more internet capable computers in school libraries.
Good
progress has been made for this.
x.
The District needs to continue support for online information services and the Accent
integrated library system.
Done
y.
The District needs more te
chnical support for library computers and replacement of library
computers and lookup stations.
Technical support has been provided. Replacement will fal
l
into the ten year replacement cycle.
9
z.
Teachers at all levels need more in
-
depth training on the use o
f the web based Alpine
Achievement System.
This is a
continuous
need not only for Alpine but other data
management systems and for the interpretation and use of the data.
aa.
Teachers at the secondary level need to become competent at scanning assessments
inc
luding Assessment Master tests, Grade + tests, and other uses of scanning equipment.
Done.
bb.
Greater bandwidth is needed in the district to allow for video and audio streaming. This is
particularly critical at Fox Meadow Middle School that is a NASA Explor
er school. The newly
adopted social studies curriculum would be enhanced by ex
panding use of video streaming.
The District has increased bandwidth from 4.5Mbs to 50Mbs and filtering servers have
made the free Comcast Internet connection available to all se
condary schools and some
elementary schools.
cc.
Concern expressed about failing computers in the SuccessMaker labs in elementary
schools.
Addressed
dd.
Training on use of technology has outstripped the availability of technology hardware.
Additional LD projecto
rs and Smartboards are in great demand.
A lot of technology has
been
acquired
. This continues to be
a
need.
ee.
Guidelines are needed for data and assessment software use.
On going professional
develop in the access, data
retrieval
, interpretation and finall
y the use of data to inform
instruction.
ff.
Some schools need more SuccessMaker licenses.
No longer a need.
gg.
A software database is needed to know what is in use in the district
.
This is a continued
need.
2.
Describe the needs assessment you conducted to dev
elop this ET
-
IL plan.
a.
The District formed a Technology
Advisory
Committee to examine the current status of ET
-
IL in
the district. This committee started with the ISTE Essential Conditions Necessary for the
Integration of Technology and compiled a list of
needs. The TAC also submitted a list of goals
and profession development needs to be incorporated in ET
-
IL planning
3.
Does your needs assessment
(s)
include the acquisition of technology and information literacy skills?
a.
Yes
4.
Does your needs assessment
(s)
incl
ude the acquisition of other 21st century skills?
a.
Yes
5.
Are there specific challenges in terms of service delivery that you face because of changes in student
achievement or in the demographics of your district population?
10
a.
Service delivery will change in 2
009
-
2010 school year in part due to changes in demographics and
the increased financial burdens associated with those changes and in part due to the dramatic
economic climate changes. These changes have compelled the District to adopt a more cost
effective
service delivery model.
6.
List the key results of your needs assessment that will drive your goals, objectives and strategies.
a.
The establishment and implementation of:
i.
What students need to be know and be able to do (focused on student centered learning)
ii.
What teacher will need to know and be able to do (focus on student centered learning and
professional productivity tools)
iii.
How technology will be effectively integrated into the curriculum (including student knows
and dos, effective use of data to drive in
struction and enhancing student teacher
engagement)
b.
The consistent and current Internet/Email policies, procedures and practices
i.
Updated AUP
ii.
Internet/Email safety and skills curriculum
iii.
Enforcement policy and procedures
iv.
Staff training on policy, procedure
s and enforcement
c.
Ongoing professional development in:
i.
basic teacher proficiencies
ii.
online resources
iii.
use of data to inform instruction
iv.
integration of technology in teaching and learning
v.
internet safety
vi.
information literacy
vii.
use of technological hardware
viii.
use
of grading and reporting online tools
ix.
use of available software
x.
teaching student competencies
d.
Creation and use of a Parent Portal reflecting best practices of grading and reporting.
e.
Create a new administrative structure to enhance collaboration between Cur
riculum and
Instruction and Technology, including media center personnel.
f.
Increase funding to acquire technology and shorten the replacement cycle.
11
g.
Improve the ET
-
IL knowledge and skills of district/building administrators.
h.
Increase bandwidth.
7.
Describe the
current infrastructure and list any upgrades. Include the current and proposed level of
service. (see E
-
Rate requirement below)
a.
Current infr
astructure and level of service:
Connectivity and computer availability:
Harrison School District 2 serves approxi
mately 10,000 students. The district has 2 high schools, 3 middle
schools, 15 elementary schools and 4 charter schools. The district is located in El Paso County in the
southern part of Colorado Springs. The charter schools fund and manage their own IT in
frastructure and
equipment. The Harrison School District does not provide any telecom services for the charter schools
and no erate funds are applied for or spent in support of the charter schools.
All of our school buildings have a minimum of one live net
work connection per classroom at a minimum
of cat 5. New wiring is cat 6. Every classroom has at least one phone connection and a phone. Each
building also has at least one general use computer lab and at least one lab built especially for use of the
Su
ccessMaker software. The middle schools also have a Career and Technical Education lab and an
additional SuccessMaker lab. The high schools have numerous general use computer labs as well as
numerous Career and Technical Education labs. Our alternative
school has over a dozen connections
(with computers) in each of their classrooms where they extensively use computer based learning. More
recently built and/or rewired buildings have two live network connections. In the past six years we have
built three
new building each which have two or more live network connections per classroom as well as
the lab space described above. We have a total of 5829 ports available for approximately 3500 computers.
Beyond wiring, we have installed wireless LANs in five of
our buildings including one that is wireless
through out. All five sites have controllers capable of hosting wireless through out and have significant
portions of the buildings currently wireless. We have 200 laptops issued to students as part of growing
21st Century Curriculum/1 to 1 initiative in its second year of growth and development.
Several years ago, all of the data closets in the district were equipped with individual air conditioning units,
some of which were taken from the remodeling project a
t the alternative school. Our main data center
was remodeled and expanded in the early 2000s to include redundant AC, generator back up power and
data center UPS system.
Since 1998 three of our buildings received new wiring as part of a complete remodel,
four building (since
2002) have new wire because of new construction, and seven buildings have been rewired with funds from
capital reserves that was leveraged with FCC funding. That accounts for 14 of our 21 school buildings.
All of our buildings were or
iginally wired (roughly in 1996 or 1997) by funding from the technology
portion of a bond initiative. In roughly 2001 a second bond funded the building of our SuccessMaker labs
including wiring, electrical and A/C. At that point we refreshed all of the d
istricts computers
(approximately 1800 at the time) as well.
The current wide area network between sites and the main district data center is made up of one point to
point T1 (1.54mb) line dedicated to data only and one point to point T1 which share both v
oice and data.
There is an HP 3500 router and a Cisco 7206 at the Administration Complex. The Cisco 7206 routes
traffic for the T1’s going to the schools. The HP 3500 routes traffic at the administration Complex
12
including Gorman Education Center (GEC). GE
C is connected to the Administration Complex via an
fiber connection. The GEC subnet terminates at the HP 3500. GEC also carries one T1 for voice
communications. 17 locations have Cisco 2611 routers, 2 have Cisco 2821.
All sites use Paradyne CSU/DSU’s. Th
e analog phone system is made up of 22 Avaya Switches and an
Avaya main switch at the Technology building. There are 2600 telephones and fax machines using the
phone system.
b.
Proposed infrastructure and level of service
:
Upon approval of our 2008
-
2009 Era
te Form 471 (still in Final Review as of the writing of this Draft
4/6/09) the District will see the beginning of construction of a wireless WAN as part of a contract with
Trillion
Partners Inc. that will increase our bandwidth between sites from the curre
nt 2Mbs to a minimum
of 10Mbs. In subsequent years we hope to see this bandwidth increase to a minimum of 100Mbs and our
Internet Bandwidth increased to 100Mbs to match.
We also have plans to increase our internal wireless capabilities to at least one mor
e school for the
beginning of the 2009
-
2010 school year. To the extent that erate funding continues, we hope to add
wireless LANs to all eligible schools. Increasing our WAN bandwidth will allow us to leverage existing
controllers to cost effectively add
wireless to all school sites.
Our 21
st
Century curriculum pilot (including one
-
to
-
one laptop for students in the program) will increase
from 200 students currently enrolled to 250 for the school year 2009
-
2010.
Finally, the school district has allocated $
100,000 to fund an infusion of technology to support this current
ET
-
IL plan. We hope to leverage those funds and see a minimum of two fully interactive classrooms in
each school during each of the next several years.
FEDERAL REQUIREMENTS
E
-
Rate Req
uirement: The plan includes a needs assessment of the telecommunication services, hardware,
software, and other services that will be needed to improve education services.
NCLB Requirement: 1. to improve student academic achievement through the use of tec
hnology, 2. every student
is technologically literate by the time the student finishes eighth grade, 3. effective integration of technology
resources and systems with teacher training and curriculum development, 4. and increased technology capacity of
teac
hers and students.
13
B. Goals, Objectives and Strategies for ET
-
IL
Establishing goals, objectives, and strategies for the ET
-
IL plan, leading to increased student achievement, should
be based on the results of the needs assessment. Alignment of the
ET
-
IL plan with district goals and objectives
assures continuity of all district efforts. It is recommended that ET
-
IL planners coordinate efforts with district
accreditation efforts
as
outlined in the CDE Accreditation Rules.
ET
-
IL Integration with Curr
iculum, Instruction, and 21st Century Skills
ET
-
IL as a Driver for Staff Collaboration
(See Also Part C, Collaboration and Integration)
Increase/Improve Technology Access for Teachers and Students
Parental Involvement and Communication
Technology for Da
ta and Assessment Support
Guiding Questions:
1.
What are your district’s ET
-
IL goals?
a.
Support the District Action Plan
b.
Advance the proficiency of staff and students in ET
-
IL knowledge and skills
c.
Enhance collaboration among ET
-
IL participants
d.
Enhance communi
cation between the District and our community
e.
Provide adequate infrastructure, software and tools to enable ET
-
IL and District goals
2.
Succinctly list your specific goals, objectives and strategies for ET
-
IL based on the results of your needs
assessment. T
hey should clearly support district goals.
a.
Support the District Action Plan by accomplishing the following:
i.
Providing tools and training in the use of the Atlas Curriculum Mapping Service to
advance Curriculum Mapping (District Action Plan Item 2
-
Strengt
hen Curriculum
14
Alignment) or similar products
ii.
Implementing 21
st
Century Classroom tools and teaching techniques in every school in the
district (District Action Plan Item 3
-
Raise the
level of student
-
teacher engagement
and
instructional rigor)
1.
Leveraging
the Morgridge Family Foundation grant opportunity with building and
district level funding to purchase interactive white board, projector, document
camera, writing slate, and interactive response system for at least one classroom in
each school during the
2009
-
2010 school year
2.
During the 2010
-
2011 school year add at least two classrooms to each school
3.
During the 2011
-
2012 school year roll out a financial and project plan to
implement appropriate interactive classroom tools in every classroom in the
district
.
iii.
Making relevant data readily available to be used to facilitate
data dialogues to enhance
instruction and
student learning ( see indicators of success under District Action Plan Item
4
-
Strengthen curriculum alignment, Item 5 Monitor the academic progres
s of students and
use the data to help determine appropriate interventions and Item 6
-
Provide feedback on
instruction)
1.
Administer four (4) Curriculum Based Measures (CBMs) in reading, writing, math,
and science at the elementary and secondary level per th
e attached schedule.
2.
All teachers use formative assessment (on
-
going) data, including Curriculum Based
Measurement data, to adjust instruction for students (as measured by the use of
data displays, the implementation of effective PLCs, and observations o
f
instruction).
3.
Students (K
-
12) not meeting proficiency in reading, writing, or math, are assessed
more frequently with progress monitoring tools.
4.
Principals collect data on the indicators of success they are monitoring and use that
data to assess progres
s on district or building key actions.
b.
Advance the proficiency of students and staff in ET
-
IL knowledge and skills by
i.
Implementing National Educational Technology Standards for Students (NETS
-
S) by
1.
Determining, based on NETS
-
S what students should know an
d be able to do at
each grade level (Draft completed 2007
-
2008 school year)
2.
Designing
exemplar
lessons at each grade level and subject area to address the
NET
-
S and aligned to the District k
-
8 technology curriculum maps developed by
Curriculum & Instructio
n department during the 2007
-
2008 school year
3.
Integrating those lessons into the
grade level/course
curriculum
maps
ii.
Establishing consistent and current Internet/Email policies, procedures and practices by
15
1.
Revising the current AUP to meet current Internet a
nd email opportunities
2.
Updating procedures for informing students of Internet and email policies
3.
Updating process for enforcing Internet and email policies
4.
Implementing/integrating Internet and email safety curriculum at appropriate
levels
iii.
Ensuring that al
l staff have skills and knowledge to use technology for professional
productivity by
1.
Establishing what all teachers should know and be able to do with technology in
the Harrison School District (Basic list by August 15, 2009)
2.
Developing an assessment and e
valuation procedure to determine what teachers
know and are able to do (for Basic list by December 15, 2009)
3.
By developing time line for proficiency in basic productivity knowledge and skills
(by December 15, 2009)
4.
Giving teacher a pre
-
assessment of what
teachers know and are able to do (of
Basic knowledge and skills by May 15, 2010)
5.
By developing training curriculum and learning opportunities for what teachers
should know and be able to do (by July 15, 2010)
6.
Incorporate NET
-
T standards into teacher profi
ciency requirements over time
(keeping pace with CDE assessment timeline)
.
iv.
Participate in the Colorado Department of Educations roll out of assessing the proficiency
of all teaching staff by
1.
2009
-
2010 Selected staff will take part in voluntary CDE pilot s
urvey (self
assessment) of National Education Technology Standards for Teachers (NETS
-
T)
a.
Questionnaire regarding ISTE’s Essential Conditions for the Integration of
Technology
b.
Self assessment of NET
-
T standards 2 and 3
2.
2010
-
2011 All staff will take part in
state mandated self assessment of NETS
-
T
standards 2 and 3
3.
2011
-
2012 All staff will take part in state mandated self assessment of NETS
-
T
standards that will be determined
4.
Ensuring that all building administrators understand what meeting the NETS
-
S
and NE
TS
-
T look like in the classroom
5.
By developing training curriculum and learning opportunities
to support
what
teachers should know and be able to do by July 15, 2010
16
c.
Enhance collaboration among ET
-
IL participants by
i.
Creating an ET
-
IL integration team
Six m
ember from Curriculum and Instruction, three members from Technology
ii.
Collaborating between the ET
-
IL team and subject area collaborators/department heads/
building Principals
iii.
Oversight of ET
-
IL planning and progress by the Technology Advisory Committee
1.
ET
-
IL team members
2.
Building administrators
3.
Classroom teachers
4.
Library Media Specialists
5.
Community members
d.
Enhance communication between the District and our community by
i.
Continuing to enhance the format, performance and content of the District Web Site to
me
et the ongoing information needs of our community
ii.
Developi
ng a consistent and meaningful
grading
and reporting
system and providing ready
access of student information by
1.
Establishing a consistent district grading
and reporting
standard ( 2009
-
2010)
2.
Provid
ing web access to student information including live attendance data and
timely class information (2010
-
2011)
e.
Provide adequate infrastructure, software and tools to enable the other goals by
i.
Allocating funding to purchase interactive classroom equipment fo
r schools (2009
-
2010
$100,000 )
ii.
Allocating funding to provide adequate bandwidth to support District and ET
-
IL goals
1.
2009
-
2010 50Mbs to the internet, 10Mbs minimum connection between sites on
the WAN
2.
2010
-
2011 100Mbs to the Internet, 100Mbs minimum connec
tion between sites on
the WAN
iii.
Allocate funding to replace computers by
1.
increasing the funding for the replacement of
PCs
from 10% to 20% of total
deployement for the
replacement cycle
2.
increasing the funding for the replacement of
30% of laptops and
tablets
annually
iv.
Allocating funding to supply improve access to computers for students
17
1.
Increasing the number of workstations available
2.
Increasing the number of laptops carts in schools
3.
Installing Wireless LANs at every site to enable the use of laptops and other
wireless devices
v.
Allocating funding to increase stable/backed up file storage space for instruction by
1.
Making greater use of google space and services at hsdtwo.org
2.
Increasing Storage Area Network (SAN) ($30,000 per year of expansion)
vi.
Allocating funding to
implement electronic email archiving ($60,000)
vii.
Allocating funding to implement more robust (performance and file space) moodle server
($10,000)
viii.
Allocating funding to continue
and expand
Alpine
, My Alpine, Edusoft, Altas,
SuccessMaker, Tableau
ix.
Allocating f
unding to conduct a security audit of our network and systems
x.
Allocating funding to implement a new technology support staffing model
3.
How do the ET
-
IL goals directly support the district goals?
a.
HSD2 has a single focused goal of improving the quality of
instruction in the classroom. The two
main goals are a direct reflection of this goal. Technology is one of the tools that can be used to
advance student learning.
4.
How will your ET
-
IL strategies help meet the Colorado Academic Standards
2
, Technology Stan
dards
3
for
Students and Technology Standards for Teachers
4
?
A second key action for the district is to have an aligned curriculum. The HSD2 curriculum is aligned
with the Colorado Model Content Standards. The goal of this plan is to ensure that integrat
ed technology
is
directly
tied to these standards.
5.
Has your school adopted ET
-
IL standards for students at the local level? Are these locally designed
standards and/or are they based on state/nationally
-
developed standards such as those produced by the
Col
orado Information Literacy Standards or the International Society for Technology in Education
(
ISTE)
?
Yes.
2
Colorado Content Standards can be found at http://www.cde.state.co.us/cdeassess/index_osa.html
3
See Appendix A
4
See Appendix B
18
6.
What 21st century learning skills are included in your ET
-
IL goals?
Critical Thinking, Problem Solving,
Relevancy
, Collaboration, Application
Exem
plar lessons involve one of those skills
7.
Define technologically literate for your district if different than the CDE endorsed definition (Technology
literacy is the ability to responsibly use appropriate technology to communicate; solve problems; and
acces
s, manage, integrate, evaluate, design, and create information to improve learning in all subject areas
and to acquire lifelong knowledge and skills in the 21st century)
8.
How will your district ensure that every student is technologically literate by the
time the student finishes
eighth grade?
a.
By the systematic integration of the NETS
-
S through the development of lesson design
, carefully
spiraled through out the curriculum.
Also by
integration of
those lessons
into grade level/course
curriculum maps
9.
Ident
ify the assessment tool the district used to determine if students were “technologically literate”.
a.
We have us
ed the assessment developed by the Pike Peak
consortium of district for this purpose.
We administer the multiple c
hoice test in May of each year
to 8
th
graders.
10.
Describe how relevant research will be utilized when defining implementation strategies.
a.
We base our instructional the research of the International Center for Leadership in Education
among others
b.
We base our ET
-
IL
curriculum on the researc
h and work of ISTE and others
c.
We base our inplementation of 21
st
Century skills and knowledge on the research of the
Partnership for 21
st
Century Learning among other
11.
Describe how the district will ensure that technology will be effectively integrated into
curriculum?
See 8 above
12.
Describe how your ET
-
IL plan (or other district plans) addresses your teachers, administrators, and other
district employees using tools for data
-
driven decision making?
a.
Support of the District Action plan which puts a large emph
asis on the use of data espeicailly for
instruction
al
decision making
. For example we administer quarterly curriculum based measures
(CBMs) to assess the aligned curriculum. That information is uploaded into Edsoft where teachers,
administrators, and other
district employees have access to the data to determine how well the
taught curriculum was attained. Instructional decisions are made based on careful analysis of the
data.
b.
The use of state and local assessments to determine professional development need
s
13.
How does the district use technology to communicate with or involve parents and community members?
a.
Web site
b.
Email
19
c.
Phones in every office and classroom
d.
Electronic newsletters (The Same Page)
e.
Phone calling notification systems
f.
(Future) Parent Portal
14.
What
district strategies are in place to maintain and procure technology? What goals will be established to
maintain and procure technology?
a.
Aggressive budgeting (increasing $90K
-
$100) per year for equipment
b.
Capital reserves allocations (currently $300K for th
e replacement of computers)
c.
Grants (awared $45K from Morgridge Family Foundation 2009)
d.
Mill Levy issue on ballot multiple years
e.
Faithful application to the erate program
15.
Identify any additional strategies based on local needs that are not addressed in the
questions above.
FEDERAL REQUIREMENTS
E
-
Rate Requirement: The plan must establish clear goals and a realistic strategy for using telecommunications and
information technology to improve education or library services.
NCLB Requirement: Description of st
rategies for integrating technology with instruction and aligning with state
standards to improve student achievement and increase technology literacy.
NCLB Requirement: Description of strategies schools
are using
to ensure that all students and teachers
have
increased access to technology.
NCLB Requirement: All students will be technology literate by the end of eighth grade.
NCLB Requirement: Description of how the district will use technology effectively to promote parental
involvement and increase com
munication with parents.
STATE REQUIREMENTS
Accreditation Indicator
for Educational Improvement Planning
:
Section 4.02(1)(a)
Accreditation Contract
:
Section 2.01(4)(r)
C. Collaboration and Integration
Collaboration among participants, identification
of shared program and curricular goals, and common strategies
for achieving desired educational results advances ET
-
IL integration. Collaboration occurs best in an environment
20
where the administration, library and technical professionals support and encou
rage cross
-
program activities that
involve
1. the improvement of education services, 2. the effective use of technology, 3. the acquisition of
information literacy skills, and 4. the application of all to meet student achievement standards. It is important
that
ET
-
IL planners coordinate with district personnel responsible for Title programs and the Consolidated Grants
Application, as Title II
-
D funds are routinely used in support of other Title efforts (ie. district purchases reading
software with Title II
-
D funds to support Title I activities). The ET
-
IL plan must indicate collaboration with Title
programs to be approved.
Guiding Questions
:
1.
What department or organization at the school district is responsible for
the following programs:
a.
ET
-
IL
This is a f
ully collaborative effort between our Curriculum, Instruction and Assessment
Department( CIA) and the Technology Departmetn
b.
E
-
Rate
This is coordinated and facilitated by the Technology Department with assistance from the
finance department
c.
Title II
-
D Cons
olidated Application
CIA
d.
Accreditation
CIA
e.
Curriculum and Assessment
CIA
f.
Professional Development
CIA, Schools and the Technology Department
2.
What mechanism is in place for collaboration?
We have mulitiple mechanisms
in the District for
collaboration around
ET
-
IL planning and implementation. Below are the key/formal mechanisms in
place:
a.
ET
-
IL Team consisting of members of the CIA department and members of the Technology
Department. From CIA are four Instruction
al
Technology Specialist
s
, the Director of Secon
dary
Education and the Director of Elementary Education. From the Technology Department are the
Instructional Technology Services Manager, the Instructional Technology Support Specialist and
the Director of Technology
b.
The Technology Advisory Committee (Re
porting to the District Accountabilty and Action
Committee) consisting of a variety of building level administrators, teachers, technology specialists,
library med
i
a specialists, CIA leadership and Technology Department Leadership.
c.
Subject area Collaborato
rs meetings with members of the ET
-
IL Team
d.
District department head meetings with members of the ET
-
IL Team
3.
How does the ET
-
IL plan foster integration of all of the programs listed (in #1) above?
a.
The ET
-
IL plan involves time, money and planning on the pa
rt of all programs and brings them
together for the sake of unified vision and implementation plan
4.
How is the administration, district and
/
or school involved in ET
-
IL planning and implementation?
21
ET
-
IL planning is a collaborative effort involving as much r
epresentation from the various stake
holders as possible. As stated in
t
he answer to question 2 above, there are a variety of formal
mechanisms by which ET
-
IL planning is being done and will be implemented. In addition to the
standing committees and mecha
nisms that fac
ilitate collaboration, there
are also ad
hoc and site
specific meetings that all aim at realizing a shared ET
-
IL plan and implementation
Describe how technology and information literacy integrated into curricula?
During the month of April,
the Director of Technology, the Instructional Technology Service
Manager and the Instructional Technology Support Specialist are meeting with the current Technology
Curriculum Specialist and the Principal of each school in the District to discuss what is
being planned
and hoped for in those buildings. The staff who are being hired at the drafting of this ET
-
IL plan will
building on the plans made here and contributing to future revisions and the implementation of these
plans. Furthermore the four Instruc
tional Technology Specialists being hired will focus on lesson
design for the systematic integration ET
-
IL goals and standards into the mainstream curriculum so
that what teachers and students need to know and be able to do will be addressed naturally and
in
relevant contexts.
5.
What is the district doing to foster increased student achievement through the effective
use of technology?
a.
HSD2’s goal of improving the quality of instruction in the classroom is a direct reflection of the
emphasis placed on good fi
rst instruction as the foundation for achievement. Technology is one
of the tools that can be
i
ncorporated into the lesson planning process to improve student
engagement and achievement.
b.
More specifically
we will focus technology integration using interac
tive white boards, document
camera
s
with wireless slates, interactive response systems and projectors that will create 21
st
Century learning environments.
c.
We will also
utilize technology to increase use of data. Using data to determine student needs will
positively impact decisions made by teachers for next instructional steps. Technology also allows
teachers to manage the complexity of several pieces of data and merging those into a complete
picture of student needs.
d.
The district is implementing a web b
ased curriculum map to increase standard alignment.
The
district also uses Alpine that helps to merge several pieces of data into one document that
completes a thorough diagnosis of student needs.
e.
The district is in the process of implementing a web
-
based
curriculum mapping tool called ATLAS
which will assist in curriculum alignment and mapping.
6.
How does the district utilize and promote research
-
based strategies?
The district utilizes a systemic approach to improving instruction and student achievement
. All
teachers are monitored by their building administrators as well as district leadership on best
practices in the classroom. Through ongoing professional development teachers implement
research based strategies and then the implementation is monitore
d by administration.
22
7.
What is the district doing to coordinate ET
-
IL efforts with other program efforts such as Title I
(Improving the Academic Achievement of the Disadvantaged), II
-
A (Preparing, Training and Recruiting
High Quality Teachers and Principals
) and V (Innovative Programs)?
a. Through
the use of a systemic approach Title I, Title IIA and Title V are incorporated into an all
district action plan. Each school is required to align their own building action plan to that of the
district, however, e
ach school can develop their own vision of technology integration and the
district supports the school.
FEDERAL REQUIREMENTS
NCLB Requirement: Promotion of curricula and teaching strategies that integrate technology based on review of
relevant resear
ch and leading to improvements in student academic achievement.
STATE REQUIREMENTS
Accreditation Indicator for Educational Improvement Planning
: Section 4.02(1)(a)
D. Professional Development
The ET
-
IL plan must include strategies for providing ongo
ing professional development for district staff in the
integration of technology and information literacy with curriculum and school management, and in the use of
technology for delivery of library services and access to information.
Future federal report
ing requirements
request states to report the number of teachers deemed technologically
p
roficient
5
.
Guiding Questions:
1.
Describe how the district
’
s professional development plan provides ongoing sustained professional
development for teachers, principals,
administrators, and school library media personnel serving the
district
.
We will identify needs of each school and develop professional development to address these needs.
Through the use of our four Instructional Technology Specialists (ITS) and the ET
-
IL team, professional
development will be implemented according to school need. The professional development will be rolled
out to each school in a myriad of ways: whole district offerings, school offerings or individual teacher
team offerings. The ITSs
will be working within the Curriculum Department and will target embedded
technology training within the other trainings offered by the Curriculum Department. We also have a
New Staff Institute and the Harrison Institute that are ongoing training opportu
nities for all teachers.
5
See Appendix B
23
2.
Describe how the district will begin to determine the technological proficiency of teachers.
a.
The District will be participating in CDE’s pilot and ongoing assessments of teacher proficiencies
based on ISTE’s NETS
-
T standards
.
b.
The
District will also be doing some local surveying of teachers relative to specific teacher
proficiencies that are needed for our teachers to use technology
c.
We are at the very beginning stages of developing a description of what teachers in the Harrison
Sc
hool District must know and be able to do relative to ET
-
IL and will have proficiency
requirements in these basic areas rolled out to teachers to meet by the year 2012.
d.
We will utilize our existing district communication network. Our quarterly “Harrisoni
an”
newsletter goes out to our greater community and recaps the workings of the district. We will also
utilize our “Notes to Staff” that keeps staff informed of the workings at the district level. The
district ITS will also play a major role in communica
ting technology specific information to
teachers.
3.
Describe the district’s plan to provide staff development that supports the integration of technology/21st
Century tools into their daily educational practice
a.
New Staff Institute (a two day professional de
velopment event and opportunity of all staff new to
the Harrison School District) will include informational sessions introducing new staff to essential
information needed to use the technology available to them. The New Staff Institute will also
highligh
t
the ET
-
IL strategies being explored, implemented and funded by the district each year.
b.
The district ET
-
IL team will be working together to provide technology specific/subject area
integrated profession development opportunities through the Harrison Insti
tute, through PLC
meetings, through subject area collaborators and through department head meetings with an
emphasis on lesson design and support of integration of ET
-
IL standards.
c.
The Distict ET
-
IL team will support and encourage m
any adhoc and building b
ased efforts to see
effective and cost effective uses of Technology to meet ET
-
IL
goals. PLCs will facilitate these
efforts to a great degree
d.
The district will provide technicians and a dedicated Help Desk that will be able to answer many
of the technolog
y specific questions as close to “on
-
demand” as possible on a daily basis
FEDERAL REQUIREMENTS
E
-
Rate Requirement: The plan must have a professional development strategy to ensure that staff knows how to
use the new technologies to improve education.
N
CLB Requirement: Sustained Staff Development: Title II Part D Sec. 2414 (b)(4)(B).
Funding: At least 25% of
Title II
-
D funding (competitive and formula) must be designated for professional development. Title II Part D
Sec. 2416 (a)(1)
24
E. Technology Infr
astructure and Support
This section is designed to address planning for the physical technology infrastructure required for the district to
deliver ET
-
IL services. This includes elements of hardware, software, telecommunications services, and staffing
nee
ded to support the ET
-
IL program and subsequent technology infrastructure. The key elements of technology
infrastructure are outlined below. Your district may have additional items that need to be included in your ET
-
IL
plan based on local initiatives. Ple
ase remember that services that are requested on the Form 470 used in the E
-
Rate application process need to be reflective of the ET
-
IL plan.
Telecommunications Capacity
Telecommunications Services
Equipment Access for Curriculum Support
Equipment Acce
ss for Instruction, Including Assistive Technologies
Equipment Access for Data and Assessment
Equipment Access for Delivery of Library Services, Including Assistive Technologies
Network and Data Security
Level of Technology Staff Support
Internet Acce
ss Capacity
Guiding Questions:
1.
Describe your basic technology infrastructure. Include telecommunications.
a.
See Section A.7
2.
Identify what you will need to do to provide adequate telecommunications capacity to meet ET
-
IL and
district program needs.
a.
Increas
e of WAN bandwidth. Our plan for the school year 2009
-
2010 has been to increase the
WAN bandwidth by contracting with Trillion Partners Inc. for a Wireless WAN that will deliver a
committed 10Mbs connectivity speed from any location in the district to mai
n district data center
such that each site will have access to the 50Mbs Qwest Internet connection. This plan has been
delayed by at least nine month waiting for USAC to provide approval of form 471 application
623899.
3.
Describe your basic telecommunicat
ions services.
a.
See Section A.7
4.
Identify what you will need to do to provide adequate telecommunications, internet, and network services
to meet ET
-
IL and
district program needs.
25
a.
We are installing wireless LANs as program, grant and budgetary funds allow.
With wireless
LANs we open up opportunities for the use of laptops to increase student access to technology
and especially the Internet. We will continue to use pursue these opportunities
to expand the
wireless environments that make laptop computing feas
ible and most useful.
5.
What infrastructure/services are needed to assure district curriculum support?
a.
Increased bandwidth is mostly needed
6.
What infrastructure/services are needed to assure assistive technologies are identified, provided and
supported?
a.
Incr
eased bandwidth is mostly needed
7.
What infrastructure/services are needed to support staff use of assessment and data tools?
a.
Increased bandwidth is mostly needed
8.
What infrastructure/services are needed to support delivery of library information services?
a.
I
ncreased bandwidth is mostly needed
What infrastructure/services are needed to support network and data security?
Firewall support,
consulting services and vigilance are needed to support network and data security
9.
What level of technology staff suppor
t is needed to assure the infrastructure/services identified above?
a.
We are confident that with staffing augmentation provided by a variety of consultants and
contractors, we can assure the infrastructure/service identified above.
10.
How does your infrastruct
ure support communication and involvement of parents and community?
a.
Web access to information regarding the district
b.
Internet capacity to facilitate access to web resources
c.
Phones are installed in every administrative and clerical office and in every class
room in the
district.
d.
Every employee has email through which communication can take place
FEDERAL REQUIREMENTS
E
-
Rate Requirement: The plan must include an assessment of the telecommunications services, hardware,
software, and other services that wil
l be needed to improve education or library services.
NCLB Requirement
-
Indicate the number of computers connected at High Speed.
Indicate the number of
computers connected at Dial Up.
(New reporting requirement from DOE).
26
NCLB Requirement: Descriptio
n of provisions for interoperability of components.
F. Policies and Procedures
District policies and procedures protect not only the user, but also the integrity of the network and data. While
some policies remain static, others need to be revisited to
determine their utility in the face of changing
technologies and changing information literacy needs.
Increased Access for All Students and Teachers.
Data and Network Security.
Internet Safety and Children’s Internet Protection Act Compliance (CIPA).
S
tudent and Staff Acceptable Use Policies.
District Policies Regarding Student Use of Personal Technologies
CIPA requires a school to have an Internet Safety Policy that protects minors from pornography or activities that
could harm them. CIPA complian
ce is required for E
-
Rate and Title II Part D of No Child Left Behind programs.
Under CIPA, the Internet Safety Policy must also contain a “technology protection measure” that prohibits access
to graphic images considered pornography or harmful to minors.
Guiding Questions
:
1.
Describe the policies/procedures in place for the areas required/recommended. What are some of their
key components?
a.
CIPA
i.
CIPA compliant filtering for all student accessed Internet
ii.
Board Policy which requires that either teachers monit
or access to the Internet for
students at all times or requiring students to “have an "Internet Permission Card". In order
to obtain this card, students must take a seminar that deals with responsible use of the
Internet and the ethics of Internet use.”
2.
D
escribe the
district’s
filtering and security measures.
a.
Iprism (St. Bernard) Filter for 50Mbs QMOE Internet
b.
Squidgard filtering for 3Mbs Comcast connections to the Internet at buildings
c.
Junip
er Firewall segments zones with the District network as well as
guarding the perimeter of the
District network
d.
The ISP services within the district are hoste
d on hardened Centos based linux
servers.
27
e.
Email is filtered by an Ironmail appliance as it enters the District and then again by a postfix smart
host. Email is al
so protected against virus, malware and spyware at the mailserver level and at the
mailbox level using Sophos antivirus and
Puremessage. All servers and PCS are aggressively
protected by Sophos antivirus.
3.
Describe the
district’s
procedure for renewal of
acceptable use policies.
All board policies are reviewed on a regular basis and updated as appropriate. With the advent of student
email in the District,
the AUP will be a particular
focus during the summer of 2009.
28
4.
How are school staff, parents and stud
ents kept updated on these policies?
a.
All parents of underage students are required to sign the AUP at the start of each school year
b.
Board Policy is available on the web
c.
Schools provide instruction to students using web resources
5.
Have you conducted a secur
ity audit of your network? What type of security is used to secure your network and safeguard the
privacy of data?
a.
Physical security
-
All servers with confidential data are phyiscaly secured in locked data rooms.
b.
Netwo
rk security is implemented
as noted
a
bove.
c.
NTF
S file permissions secure confidential files
d.
MS SQL and ORACLE secured databases host human resources, finance and student information
6.
Describe your district’s compliance with the Safe Schools Act and how it
includes technology related infraction
s.
Technology related infractions to the Board Policy on student use of technology is described in detail at
http://www.hsd2.org/board
-
education/board
-
policy
under
Index JJ
-
JS
-
R (.pdf)
, Articles JS, JS
-
E, JS
-
R
7.
Explain the
district’s
policy on ensuring equitable access to all students and teachers.
With the exception of specific
pilots, the District’s policy is to implement tech
nology as equitably as possible across all schools.
Budgetary funding for building technology will increase $100,000 per year for the foreseeable future in order to see a greate
r and
increasingly equitable
use of technology across the district.
FEDERAL REQUIREMENTS
E
-
Rate and NCLB Requirements: School
district’s
who wish to be eligible for funding from E
-
Rate and NCLB Title II D must be in
compliance with the Children’s Internet Protection Act.
STATE R
EQUIREMENTS
Accreditation Indicators for Compliance: Section 4.03(1)(c)
Accreditation Contract: Section 2.01(4)(m) & 2.01(4)(r)
29
G. Budget Description
The district is to provide a copy of the operating budget for each fiscal year covered under this plan
. To the extent possible, identify
existing and potential ET
-
IL funding sources, and annotate the operating budget line items to show how the district will fund the non
-
discount portion of E
-
rate requests.
The budget should include estimates for expenditu
res on items such as infrastructure, hardware,
software, consulting contracts, telecommunications services, staff, library infrastructure and professional development oppor
tunities for
all staff. It is the understanding that most
district’s
will not have t
he ability to provide a three year operating budget, therefore CDE will
request a copy of the operating budget in subsequent years.
Please note that any Title II
-
D formula or competitive funding is approved and managed through an official budget submissi
on process
via Colorado Department of Education Grants Fiscal Management. The budget description listed in this section is not an offici
al request
to the Department of Education.
Remember to address the following key components:
Evidence of adequate budg
et to acquire and maintain infrastructure and services over the next three years.
Identify existing and potential funding sources.
Identify the E
-
rate eligible and non
-
eligible budget items
Provide a funding source for E
-
rate eligible and non
-
eligible b
udget items
Identify the funding source for the non
-
discounted portion of E
-
rate eligible budget items
Provide a list of all anticipated technology purchases including expenditures for existing technology
Guiding Questions:
1.
Provide a budget narrative.
Explain where E
-
rate eligible purchases are located.
The
District
practices “
action
based budgeting” tied to the district, building and department action plans. The technology
budget and technology portions of the capital reserves budget reflect
the fun
ding needed to realize the priorities at all those
levels. The Technology Department budgets for the non
-
discounted portion of all priority 1 e
-
rate services as line items based
on the discount expected from the FCC for the coming year. Buildings budget a
nd pay for the entire cell phone costs. The
discounted portion is used the following year for special projects( such as for start up costs for a parent portal in the yea
r 2009
-
2010) The timing of USAC approval processes has made this very difficult to do
accurately as USAC is nearly one year out of
sync for the current fiscal year.
30
Priority 2 e
-
rate items are traditionally paid for out of capital reserves and are approved in the first capital reserves budget
following the FDCL containing the expense.
2.
P
lease show clear evidence of the district’s ability to maintain the infrastructure.
The District faithfully budgets for the maintenance of the technology infrastructure including maintenance contracts or on th
e
shelf replacements for all network equipment
. The district has a staff of three MCSE Network Engineers, two Network System
Administrators and two Data Base Managers along with line items for consulting to support the in house staff with technical
support focused on the infrastructure.
3.
How will yo
u coordinate ET
-
IL fund expenditures with funds available from other Fed
eral, State, and local sources?
The district uses e
-
rate funds to leverage the district budget
in order to provide the highest possible level of services to our
schools.
4.
What are yo
ur fu
nding sources for budget items?
Local property taxes
State equalization
Specific ownership tax
Federal aid
Military impacted
Stimulus Dollars
A variety of local, state and federal grants
5.
Are there any particular funding challenges you may face over
the next three years that impact your organization’s ability to
implement the ET
-
IL plan? If so, what are they?
There are no particular funding challenges that we know of that will impact our ability to implement the ET
-
IL plan. As we set
and agree on ou
r goals we will se
t
fund allocations to address them.
6.
Show clear evidence of the district’s ability to fund the non
-
discounted portion of E
-
rate eligible items.
The District, having determined the level of priority one services has always set the budget p
riority for those
31
services high. The evidence is that in every year of the erate program the district has paid the bills for the services
each year and then received the appropriate reimbursement for those services following the July 1 start of the
servic
es for the next year. In no year has the budgeted amount for those services caused a short fall in the
Technology Department budgeting and in no case has funding caused services to be cut off.
In the case of priority two eligible items, specific funding fr
om a known capital reserves budget is allocated for the
specific items the District determines that it can purchase.
FEDERAL REQUIREMENTS
E
-
Rate Requirement: The plan provides for a sufficient budget to acquire and maintain the hardware, software, profes
sional
development, and other services that will be needed to implement the strategy for improved education services.
NCLB Requirement: District
’
s will coordinate activities carried out with Title II
-
D monies with other Federal, State, and local sources.
H. Action Plan
The implementation plan should include action steps, timelines, budget commitments, key staff development activities, equipme
nt to be
purchased, collaboration strategies associated with the goals of the ET
-
IL plan, milestones to be reached
, and staff assignments for tasks.
Guiding Questions:
1.
Provide a basic implementation plan for the strategies outlined in the ET
-
IL plan for your district.
2.
Provide a timeline for assuring 8th grade literacy and full integration of technology in the curri
culum. Are there benchmarks for
these activities?
3.
Provide a
projected
timeline for determining personnel proficiency.
FEDERAL REQUIREMENTS
NCLB Requirement: Description of how the district will ensure that technology will be fully integrated into the cu
rricula and instruction
of the schools.
NCLB Requirement: Description of how the district will ensure that every student is technologically literate by the time the
student
finishes the eighth grade.
Goal A
:
Support the District Action Plan by accomplish
ing the following:
32
Goal A, Action Step1
Providing tools and training in the use of the Atlas Curriculum Mapping Service to advance Curriculum Mapping (District Actio
n Plan
Item 2
-
Strengthen Curriculum Alignment) or similar products
Strategies
Activities
/Timeline
Responsible Parties
Budget Commitments
Train teachers on the use
of ATLAS curriculum
mapping tool.
The curriculum and
technology department
will partner in this
implementatio
n.
CIA Department will devise a
training plan in the
spring/summer of 2
009.
Select school sites will receive
initial training on the use of
ATLAS in the fall of 2009.
Teachers in select schools will
pilot the ATLAS curriculum
mapping tool after receiving
training.
Curriculum Department
$27000 for the ATLAS tool
Comments:
For the first year of this pilot, the evaluation of this goal will consist of determining that teachers in the select
school sites have received the training. Subsequent years goals and evaluation will be based on the results of the pilot.
Goal A, Acti
on Step 2
Implementing 21
st
Century Classroom tools and teaching techniques in every school in the district (District Action Plan Item 3
-
Raise the
level of student
-
teacher engagement
and instructional rigor)
Strategies
Activities/Timeline
Responsible Par
ties
Budget Commitments
33
Leveraging the Morgridge
Family Foundation grant
opportunity with building
and district level funding
to purchase interactive
white board, projector,
document camera, writing
slate, and interactive
response system
Secure fund
ing through
capital improvements or
other means to ensure
that all stu
dents are able
to benefit from the 21st
Century Classroom tool
s
by the year 2012
Participate in Round three of
Morgridge Family Foundation
Grant
-
Summer and Fall of 2009,
and subsequent
rounds for
2010,and 2011.
Allocate School and District
funds to support this goal
Design lessons to facilitate
effective use of equipment
Provide professional
development on the use of these
tools
Evaluation of
proposals
-
ET
-
IL Integration Team
,
Compilation
of application
elements
-
District Grand
Manager
Coordination of professional
development opportunities
and obligations
-
IT Specialists
Purchase and implementation
of hardware
-
IT Support
Specialist
School Board, Superindendent,
Director of Tec
hnology
,
CIA
,
buildings
10% of
Hardware
costs(requirement of the
grant)
-
Technology
Installation Costs
-
Technology
Upto: $80,000
Computer/laptop and
furniture
-
building
Teacher release days
-
Building, Technology, CIA
$1000 each
$80,000
-
100,000 per year
–
District
$500
-
$1200 per teacher
over
three years
–
buildings
Comments:
Evaluation of the goal will consist of determining how many schools have at least one classroom with interactive
tools being used with fidelity at the end of the first year. Subsequen
t years will have similar evaluation criteria but will
include an increasing number of classrooms and teachers using interactive classroom tools as part with fidelity
Goal A, Action Step 3
Making relevant data readily available to be used to facilitate
the use of data to improve student learning
34
Strategies
Activities/Timeline
Responsible Parties
Budget Commitments
The data from 4
curriculum based
measures (CBMs)
will be utilized by
teachers to spark
conversations
about student
learning and the
improvem
ent of
instructional
strategies.
During the 2009
–
2010 school
year, all teachers
will use formative
assessment (on
-
going) data,
including
Curriculum
Based
Measurement
data, to adjust
instruction for
students (as
measured by the
use of data
displays, th
e
implementation
of effective
PLCs, and
observations of
PLCs will use student
achievement data from CBMs
throughout the year to m
ake
programming decisions for
students based on need.
On
-
going staff development
will be provided by the
curriculum department and
the School Supervision and
Leadership Department
around the interpretation of
student achievement data and
processes for tur
ning the
results of multiple measures
into action in the classroom.
The Curriculum and
Assessment Department will
provide foundational training
to all new staff members as
well as on
-
going training by
building request on the
Edusoft data management
system
Principals, Curriculum
Department, School
Supervision and
Leadership Department
Salaries and materials
35
instruction).
Teachers and
administrators
will be trained on
the use of
edusoft. Edusoft
is a web
-
based
application that
allows the district
and teachers to
align assessments
to state and
distr
ict standards
with the intent of
making data
-
driven decisions.
Principals will
facilitate data
dialogues with
grade level and
department PLCs
by using a robust
body of evidence.
36
Comments:
Evaluation of this goal will be based on the Systemic Coaching cycle and the degree to
which building use data to inform and influence ins
truction
Goal B Advance the proficiency of students and staff in ET
-
IL knowledge and skills
Goal B, Action Step 1
Implementing National Educational Technology Standards for Students (NETS
-
S
)
Strategies
Activities/Timeline
Responsible Parties
Budget Com
mitments
Determine what students
should know and be able
to do at each grade level
to be proficient in ET
-
IL
Meet with subject area
Collaborators and
Department heads to
determine integration
strategies
Design lessons to aid
teachers in the integration
of integration strategies
Add lessons to
Atla
s
Pilot lessons with selected
teachers during the 2009
-
2010 school year
Finalize Curric
ulum by
September 30, 2009
Aim for all eighth graders to be
proficient in ET
-
IL knowledge
and skills by 201
2
CIA Director with the ET
-
IL
Intergration Team
Salaries
$27000 for the ATLAS tool
37
Roll out lessons through
collaborators and
department heads during
the years 2010
-
2012
Assess 8
th
graders every
spring
Comments:
The final evaluation of this goal will
be
the e
vidence in District Curriculum maps of the complete integration of ET
-
IL standards.
Goal B, Action Step 2
Establishing consistent and current Internet/Email policies, procedures and practices
Strategies
Activities/Timeline
Responsible Parties
Budget Co
mmitments
Revising the current AUP to
meet current Internet and
email opportunities
Update procedures for
informing students of Internet
and email policies
The ET
-
IL Integration team
will review the current AUP
and propose changes to the
board to be adopted for the
Fall school year.
Revised AUP will be made
available to students at
registratio
n.
Revised AUP will be
presented to Principals with
guidelines for enforcement
prior to the beginning of the
ET
-
IL Integration team,
Director of
Technology,
Superintendant and the Board
of education
Director of Technology,
Superintendent
,registratars, and
Building Principals
No budgetary requirements
No budgetary requirements
No budgetary requirements
38
Update process for enforcing
Internet and email policies
Implementing/integra
ting
Internet and email safety
curriculum at appropriate
levels
school year, 2009
-
2010
Work with I
-
safe or other
Internet Safety curriculum
providers to adopt curriculum
and materials to provide
Intern
et Safety training at all
levels in the school District
to
be implemented during the
2009
-
2010 school year
(various training is done in
schools at present. This
initiative will ensure a
consistent and unified
approach.
Directo
r of Technology,
Superintendent
, and Building
Principals
Director or Technology,
Curriculum and Instructi
on,
Building Principals
$30,000 (approximate)
Curriculum and assessment
budget item
Comments:
Evaluation of this goal will consist in updated board po
licy, k
-
8 curriculum for Internet Safety, mapping of
Internet Safety curriculum in district maps
Goal B, Action Step 3
Ensuring that all staff have skills and knowledge to use technology for professional productivity
Strategies
Activities/Timeline
Respo
nsible Parties
Budget Commitments
39
Establish what all teachers
should know and be able
to do with technology in
the Harrison School
District
.
Developing an assessment
and evaluation procedure
to determine what
teachers know and are
able to do
By developing
time line
for proficiency in basic
productivity knowledge
and
Giving teacher a pre
-
assessment of what
teachers know and are
able to do
By developing training
curriculum and learning
opportunities for what
teachers should know and
be able to do
Incorpora
te NET
-
T
standards into teacher
proficiency requirements
over time
Create basic list of what teachers
should know and be able to do
by August 15, 2009
Create assessment and evaluation
procedure by December 15, 2009
Establish a timeline by December
15
, 2009 for ensuring that
teachers are proficient
Pilot the teacher proficiency tool
and method by giving a pre
-
assessment May, 2009
Working through out the year,
we will prepare professional
development to support teacher
profi
ci
ency.
Completed training
material will be available by July
15, 2009
As the NET
-
T CDE assessments
are developed and rolled out, our
teacher proficiency requirements
will grow to support the CDE
timefram
e
ET
-
IL Integration Team,
Instructional Directors,
Superintendent
, Technolog
y
Advisory Committee
ET
-
IL Integration Team,
Instructional Directors,
Superintendent
, Technology
Advisory Committee
ET
-
IL Integration Team,
Instructional Directors,
Superintendent, Technology
Advisory Committee
ET
-
IL Integration Team,
Instructional Dir
ectors,
Building Principals
ET
-
IL Integration Team,
Instructional Directors,
Salaries
Salaries, materials
Salaries
Salaries, materials
Salaries, year one costs will be
minimal. Subsequent years, this
budget item will be based on
the fi
rst year research
Salaries, materials
Comments:
Evaluation of this goal will consist in the delivery of teacher of proficiency requirements, an evaluation plan,
professional development offerings and, finally data indicating teacher technology proficie
ncy
40
Goal B, Action Step 4
Participate in the Colorado Department of Educations roll out of assessing the proficiency of all teaching staff
Strategies
Activities/Timeline
Responsible Parties
Budget Commitments
Staff will take part
in voluntary CDE
Pe
rsonnel
Proficiency
assessments
Ensuring that all
building
administrators
understand what
meeting the
NETS
-
S and
NETS
-
T look like
in the classroom
Develop training
curriculum and
learning
opportunities
to
support
what
2009
-
2010 Pilot Survey and
Questionnaire regarding
ISTE’s Essential Conditions
for the Integration of
Technology, self assessment
of NET
-
T standards 2 and 3
2010
-
2011 Live Survey and
Questionnaire
2011
-
2012 Continue to
partic
ipate in CDE
assessment
20
09
-
2012
Curriculum &
Instruction, CDE
Curriculum &
Instruction,
Technology
Curriculum &
Instruction,
Technology
CDE assessment
Salaries and material,
Salaries and material,
(Software/training
~$20,000/an
nually)
41
teachers should
know and be a
ble
to do by July 15,
2010
Comments:
The evaluation of this goal will consist in a consideration of the data resulting in participation
in CDE personnel technology proficiency evaluations and the implementation of that data into the District
teacher proficiency evaluat
ion
Goal C Enhance collaboration among ET
-
IL participants by
Goal C, Action Step 1
Creating an ET
-
IL integration team
Strategies
Activities/Timeline
Responsible Parties
Budget Commitments
A team of technical and
educational staff will
form a team wi
th the
purpose realizing the
Districts ET
-
IL goals
Four Instructional Technology
Specialist
s
along with an
Instructional Technology Services
Manager and an Instructional
Technology Support Specialist
under t
he direction of the
Directors of
Elementary and
Secondary Education and
Director Technology will form
the ET
-
IL integration team. The
members of this team will have
been selected and hired to work
by July 30, 2009
C&I Directors, Director of
Technology
Salaries ~50,000 per
posi
tion for each
Instructional Technology
position.
42
Comments:
Evaluation of this goal will consistent in the evidence that the members of this team have been hired in a record
of the meetings of the team
Goal C, Action Step 2
Collaborating between the ET
-
I
L team and subject area collaborators/department heads/ building Principals
Strategies
Activities/Timeline
Responsible Parties
Budget Commitments
The ET
-
IL team will
meet in part or in whole
with subject area
collaborators at the
elementary level on a
p
eriodic and regular
basis
The ET
-
IL team will
meet in part or in whole
with department heads
at the secondary level on
a periodic and regular
basis
The ET
-
IL team will
During the various a
nd periodic
meeting the ET
-
IL team will be
meeting to discuss the
implementation of ET
-
IL goals in
all subject areas and in all
buildings. These meeting will
take place through out the school
year and will be part of the regular
subject area planning meet
ings.
D
ir
ectors of C&I and the
Director of Technology
Salaries
43
meet in part or in whole
with building prinicpals
at various times
Comments:
Evaluation of this goal will consist in the records of the meetings of this committee
Goal C, Action Step 3
Oversight of ET
-
IL planning and progress by the Technology Advisory Com
mittee
Strategies
Activities/Timeline
Responsible Parties
Budget Commitments
In order to keep all of
our stake holders and
service providers
informed and have a
voice we have formed a
Technology Committee.
The committee will be
expanded for the
coming ye
ar to include
patrons of the district
who are not District
employees
Convening of ET
-
IL team
members, Building
administrators, Classroom
teachers, Library Media
Specialists, Community members
for monthly Technology Advisory
Committee(TAC) meeting to
revie
w and comment on the
progress made toward the faithful
implementation of the ET
-
IL
Plan.
The TAC will meet monthly
through out the year and
will
report quarterly to District Action
and Accountability Committee.
Director of Technology
Salaries
44
Comments:
Evaluation of this goal will consist in the minutes of the committee and the updates of the ET
-
IL plan resulting
from those meetings
Goal D Enhance collaboration among ET
-
IL participants by
Goal D, Action Step 1
Continuing to enhance the format, perform
ance and content of the District Web Site to meet the ongoing information needs of our
community
Strategies
Activities/Timeline
Responsible Parties
Budget Commitments
Conversion of the
remaining content for the
old server to the new will
completed
Appro
priate staff will be
trained to update the
content of various pages
ensuring the accuracy of
information
The webserver
environment will
include
a
n
int
e
rnet to delineate
information that is not
meant or useful for
viewers outside of the
district
Beginni
ng of the 2009
-
2010
school year
Beginning of the 2009
-
2010
school year
Beginning of the 2009
-
2010
school year
Network system administrator
and the District Web Graphics
Designer
Salaries, ~$1000 in Professional
development for site
maintainers
Comments:
The District website was completely overhauled during the 2008
-
2009 school year and moved to a new Drupal server with
the goal of making the content manageable by both the District web
master/
designer and the various parties responsible for the
content
(schools, departments etc.)
The aim was also to improve the attractiveness and consistency of information available for our patrons and
prospective patrons
45
Evaluation of this goal will be the feedback that the District receives on the effectivenes
s of the Web site in communication
effectively with constituents.
Goal D, Action Step
2
Develop a consistent and meaningful grading and reporting system and providing ready access of student information
Strategies
Activities/Timeline
Responsible Parties
Budget Commitments
Establish a consistent
district grading and
reporting standard
Implement a web based
parent portal
2009
-
2010
2010
-
2011
Curriculum and Instruction
Student Services, Curriculum
and Instruction, Technology
Salaries
2010 Startu
p costs
-
$85,000
2010 moving forward
-
$85,000 annually
Comments:
The evaluation of this goal will consist in the completion of a grading and reporting standard and the
implementation of parent portal
I. Evaluation Plan
Evaluation and outcome measureme
nt are an integral part of ET
-
IL planning and are essential to successful implementation of the ET
-
IL
plan. Progress should be measured at least annually. The plan should include the following:
Evidence of Evaluation of Previous Plan
Evaluation Plan for
this ET
-
IL Plan that directly links back to the proposed strategies, and clearly defines how strategies will be
evaluated.
Guiding Questions
:
1.
What performance measures have you incorporated into your plan to determine whether your ET
-
IL implementation an
d
investments have been effective in achieving your district’s objectives?
46
The District Action plan receives an evaluation mid year and the end of each year. A report card is issued to all District
constituents and stakeholders reporting on the degree t
o which the District action plan has been met. As these district objectives
are evaluated, the role of the ET
-
IL implementation and investments will be evaluated. These measures will include the
evaluation of student performance and regularly conducted sp
ot observations.
2.
How often will you evaluate progress on your district’s plan?
The entire plan will be evaluated annually during the summer. On going evaluation of the plan will take place during each sc
hool
year by the ET
-
IL Integration Team and the Te
chnology Advisory Committee.
3.
Who will be responsible for
completing/overseeing
the evaluation process?
ET
-
IL integration team, Director of Technology
4.
Show evidence that you have evaluated your district’s previous plan and include the key points or findin
gs of this evaluation in
your new plan.
During the 2008
-
2009 school year the District Technology Curriculum Committee met to review the ET
-
IL plan and highlighted
those areas that were accomplished, those area that would/could continue to be addressed an
d what areas no longer served the
direction that the Distr
ict is going.
Key Findings:
As part of the process of creating this plan, each of the needs sited in the previous plan were discussed by the Director of
Technology, the Superintendent for Curricu
lum and Instruction and the Instructional Technology Services Manager. In the
needs assessment of the current plan are the results of
that excersize
.
5.
Does your plan include evaluation of student assessment data?
Yes
-
Various groups including the Curricu
lum, Instruction and Assessment team evaluate the results of the 8
th
Grade assessment.
6.
How will you evaluate the technology infrastructure and telecommunication services in your district?
The technology infrastructure and telecommunication services wil
l be evaluated by three measures that are ongoing:
a.
First and foremost is the ability of the infrastructure to facilitate the curricular and business needs and activities of the
District. The feedback for this evaluation will come from the user community i
ncluding at regular meetings of the ET
-
IL
Integration team, the District Technology Advisory Committee, the District
Core Leadership team and incidental
47
informal feedback.
b.
Second, the District uses WebHelpDesk to address technology issues of all kinds. Tr
ouble tickets will be evaluated on a
regular basis to determine the source of issues and address them. A systematic evaluation of trouble tickets and their
cause will reveal shortcomings to the infrastructure.
c.
The Network team is implementing an increasin
gly accurate and reliable network monitoring system (using Nagios) to
keep tabs on the reliability of the network. With the completion of a more robust WAN we will also have detailed traffic
reporting. We will be able to do an analysis of traffic patterns
matching them to curricular and business uses, curtailing
extraneous/inappropriate uses and determining present and future needs for improvements.
FEDERAL REQUIREMENTS
E
-
Rate Requirement: The plan must include an evaluation process that enables the dist
rict to monitor progress toward the specified goals
and make mid
-
course corrections in response to new developments and opportunities as they arise.
NCLB Requirements: Description of the process and accountability measures that the district will use to ev
aluate the extent to which
activities funded under the program are effective in integrating technology into curricula, increasing the ability of teacher
s to teach, and
enabling students to achieve challenging state academic standards requirements.
STATE R
EQUIREMENTS
Accreditation Contract: Section 2.01(4)(r)
- Αρχική
- Περιήγηση
- Όλες οι Κατηγορίες
- Internet και Εφαρμογές Web
- Αποθήκευση
- Ασφάλεια
- Βιοτεχνολογία
- Δίκτυα και Επικοινωνίες
- Διακομιστές
- Διαχείριση
- Διαχείριση Δεδομένων
- Επιχειρησιακές Εφαρμογές
- Ηλεκτρονική - Συσκευές
- Ημιαγωγοί
- Κινητά – Ασύρματες Τεχνολογίες
- Λογισμικό & κατασκευή λογ/κού
- Μηχανική
- Περιβαλλοντική Τεχνολογία
- Πετρελαϊκά και Εξόρυξη
- Πολεοδομικά Έργα
- Τεχνίτη Νοημοσύνη και Ρομποτική
- Τηλεπικοινωνίες
- Ψυχαγωγία
- Κοινότητα
- Μεταφόρτωση
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