2011-2012 Technology Plan - Etowah County Schools

bugqueenNetworking and Communications

Oct 26, 2013 (3 years and 10 months ago)

140 views


Sardis Technology Plan

Page
1

of
31




Sardis


TECHNOLOGY PLAN

201
1
-
201
2

Sardis Technology Plan

Page
2

of
31




General Information


A.

Years of the Plan:
201
1
-
201
2

B.

School
:


Sardis

C.

Date Submitted:
October 2
8
, 20
11



Approval


Principal


Gerald Beard

____________________________

___________________ _______________________________________

Name Date Signature



Approval


School Technology Coordinator


Lauren Holt


____________________________ ___________________ _______________________________________

Name Date

Signature


____________________________ ___________________ _______________________________________

Name Date Signature



Approval


S
ystem Technology Coordinator


Melissa Shields

_________________________ ___________________ _______________________________________

Name Date

Signature










Name

Position

Business or School

Gerald Beard

Principal

Sardis

Wendy Gibbs

Assistant Principal

Sardis

Lauren Holt

School Technology Coordinator

Sardis


Sardis Technology Plan

Page
3

of
31









































Farrah Holmes

Teacher

Sardis

Summer Thomps
on

Teacher

Sardis

Heather Wilson

Teacher

Sardis

Cindy Lightsey

Parent

Sardis

Natalie Strickland

Parent

Sardis


Sardis Technology Plan

Page
4

of
31



Vision Statement


In 1775, Samuel Johnson wrote, “Knowledge is of two kinds:


we know a subject
ourselves,
or we know where we can find information upon it.”


The tools for finding and communicating
information, however, have changed dramatically.


Our schools were once physical places where
the teacher dispensed ideas and students then recited back
what had been learned.


Students
and teachers must now adapt to new models for learning if Alabama is to continue to thrive.


Our
future depends upon how schools educate young people in Alabama, using the learning tools of
the 21st century:


the tools of t
echnology.



History of Sardis


Sardis moved into the newly constructed building. It features
a junior high wing and senior
high wing,
two computer labs, Internet accessibility in every classroom,
a specialized distant
education room, cameras throu
ghout with direct feeds to the Principal’s office, and a new media
center. The school’s design has a positive

correlation with implementing
new technologies.




The first Sardis school was built in 1905. In
1
925 the Junior High was added. In 1924, th
e
school building burned. In order to get funds to rebuild the school the people in the community put
a property tax on themselves. The first Sardis High School was built in 1933. The second school
was built in 1960 with volunteer labor. In 2004 constructi
on began on the new school, which was
built in two phases and

was completed in the 2006
-
2007
school year.


Demographic Information


Sardis

City

is located

in a rural area on the northwest boundary of Etowah County
(popul
ation of 103,459). It bor
ders two other countie
s, Marshall (population 82,231)
and Dekalb
County (population 64,452). Sardis City is located at the center of these three counties with a
combined population of 250,142.



The population of Sardis City has steadily increased s
ince it was incorporated in 1963. The
population at that time was 210 and is now 1,438. The number of households within Sardis City is
690 with 38% of those households containing school aged children. The average estimated
income is $33,084, with the media
n home value at $48,300.


Developing and Approving Your Plan


Technology and Curriculum Integration

T
T
E
E
C
C
H
H
N
N
O
O
L
L
O
O
G
G
Y
Y


I
I
N
N


T
T
H
H
E
E


C
C
L
L
A
A
S
S
S
S
R
R
O
O
O
O
M
M


































S
S
a
a
r
r
d
d
i
i
s
s


H
H
i
i
g
g
h
h


S
S
c
c
h
h
o
o
o
o
l
l
,
,


a
a
l
l
o
o
n
n
g
g


w
w
i
i
t
t
h
h


t
t
h
h
e
e


E
E
t
t
o
o
w
w
a
a
h
h


C
C
o
o
u
u
n
n
t
t
y
y


B
B
o
o
a
a
r
r
d
d


O
O
f
f


E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
,
,


p
p
r
r
o
o
m
m
o
o
t
t
e
e
s
s


t
t
h
h
e
e


i
i
n
n
t
t
e
e
g
g
r
r
a
a
t
t
i
i
o
o
n
n


o
o
f
f


i
i
n
n
s
s
t
t
r
r
u
u
c
c
t
t
i
i
o
o
n
n
a
a
l
l


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


a
a
n
n
d
d


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


l
l
i
i
t
t
e
e
r
r
a
a
c
c
y
y


i
i
n
n


t
t
h
h
e
e


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m
.
.


A
A
l
l
l
l


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m
s
s


h
h
a
a
v
v
e
e


f
f
u
u
l
l
l
l


c
c
o
o
n
n
n
n
e
e
c
c
t
t
i
i
v
v
i
i
t
t
y
y


w
w
i
i
t
t
h
h


a
a
t
t


l
l
e
e
a
a
s
s
t
t


4
4


d
d
a
a
t
t
a
a


o
o
u
u
t
t
l
l
e
e
t
t
s
s


p
p
e
e
r
r


r
r
o
o
o
o
m
m
.
.




A
A
l
l
l
l


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


h
h
a
a
v
v
e
e


a
a
t
t


l
l
e
e
a
a
s
s
t
t


o
o
n
n
e
e


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r


i
i
n
n


t
t
h
h
e
e


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m


w
w
i
i
t
t
h
h


i
i
n
n
t
t
e
e
r
r
n
n
e
e
t
t


c
c
o
o
n
n
n
n
e
e
c
c
t
t
i
i
v
v
i
i
t
t
y
y


f
f
o
o
r
r


s
s
t
t
u
u
d
d
e
e
n
n
t
t


u
u
s
s
e
e
.
.




T
T
h
h
e
e


s
s
e
e
n
n
i
i
o
o
r
r


h
h
i
i
g
g
h
h


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r


l
l
a
a
b
b


h
h
a
a
s
s


3
3
0
0


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r
s
s


a
a
n
n
d
d


i
i
s
s


u
u
s
s
e
e
d
d


f
f
o
o
r
r


b
b
u
u
s
s
i
i
n
n
e
e
s
s
s
s


e
e
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n


c
c
l
l
a
a
s
s
s
s
e
e
s
s


a
a
n
n
d
d


a
a
s
s


a
a
n
n


i
i
n
n
t
t
e
e
r
r
n
n
e
e
t
t


r
r
e
e
s
s
o
o
u
u
r
r
c
c
e
e


f
f
o
o
r
r


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
n
n
d
d


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s
.
.




T
T
h
h
e
e


j
j
u
u
n
n
i
i
o
o
r
r


h
h
i
i
g
g
h
h


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r


l
l
a
a
b
b


c
c
u
u
r
r
r
r
e
e
n
n
t
t
l
l
y
y


h
h
a
a
s
s


2
2
5
5


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r
s
s


a
a
n
n
d
d


i
i
s
s


u
u
s
s
e
e
d
d


f
f
o
o
r
r


o
o
n
n
e
e


b
b
u
u
s
s
i
i
n
n
e
e
s
s
s
s


e
e
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n


c
c
l
l
a
a
s
s
s
s


a
a
n
n
d
d


a
a
s
s


a
a
n
n


i
i
n
n
t
t
e
e
r
r
n
n
e
e
t
t


r
r
e
e
s
s
o
o
u
u
r
r
c
c
e
e


f
f
o
o
r
r


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
n
n
d
d


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s
.
.


T
T
h
h
e
e


D
D
i
i
s
s
t
t
a
a
n
n
c
c
e
e


L
L
e
e
a
a
r
r
n
n
i
i
n
n
g
g


L
L
a
a
b
b


i
i
s
s


f
f
u
u
l
l
l
l
y
y


f
f
u
u
n
n
c
c
t
t
i
i
o
o
n
n
a
a
l
l


w
w
i
i
t
t
h
h


I
I
V
V
C
C


a
a
n
n
d
d


w
w
e
e
b
b
-
-
b
b
a
a
s
s
e
e
d
d


c
c
l
l
a
a
s
s
s
s
e
e
s
s


b
b
e
e
i
i
n
n
g
g


o
o
f
f
f
f
e
e
r
r
e
e
d
d


d
d
u
u
r
r
i
i
n
n
g
g


b
b
o
o
t
t
h
h


h
h
i
i
g
g
h
h


s
s
c
c
h
h
o
o
o
o
l
l


s
s
e
e
m
m
e
e
s
s
t
t
e
e
r
r
s
s
.
.




I
I
t
t


h
h
o
o
u
u
s
s
e
e
s
s


S
S
a
a
r
r
d
d
i
i
s
s




I
I
V
V
C
C


e
e
q
q
u
u
i
i
p
p
m
m
e
e
n
n
t
t


a
a
n
n
d
d


3
3
0
0


t
t
a
a
b
b
l
l
e
e
t
t


n
n
o
o
t
t
e
e
b
b
o
o
o
o
k
k
s
s
,
,


a
a
n
n
d
d


p
p
r
r
o
o
v
v
i
i
d
d
e
e
s
s


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s


t
t
h
h
e
e


o
o
p
p
t
t
i
i
o
o
n
n


o
o
f
f


t
t
a
a
k
k
i
i
n
n
g
g


d
d
i
i
s
s
t
t
a
a
n
n
c
c
e
e


l
l
e
e
a
a
r
r
n
n
i
i
n
n
g
g


c
c
l
l
a
a
s
s
s
s
e
e
s
s


a
a
n
n
d
d


w
w
e
e
b
b
-
-
b
b
a
a
s
s
e
e
d
d


c
c
l
l
a
a
s
s
s
s
e
e
s
s
.
.


S
S
a
a
r
r
d
d
i
i
s
s




T
T
i
i
t
t
l
l
e
e


I
I


f
f
u
u
n
n
d
d
s
s


p
p
u
u
r
r
c
c
h
h
a
a
s
s
e
e
d
d


a
a


p
p
o
o
r
r
t
t
a
a
b
b
l
l
e
e


n
n
o
o
t
t
e
e
p
p
a
a
d
d


c
c
a
a
r
r
t
t


w
w
i
i
t
t
h
h


2
2
0
0


l
l
a
a
p
p
t
t
o
o
p
p
s
s


a
a
n
n
d
d


o
o
n
n
e
e


p
p
o
o
r
r
t
t
a
a
b
b
l
l
e
e


w
w
i
i
r
r
e
e
l
l
e
e
s
s
s
s


a
a
c
c
c
c
e
e
s
s
s
s


p
p
o
o
i
i
n
n
t
t
.
.

















































Sardis Technology Plan

Page
5

of
31



































T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
r
r
e
e


p
p
r
r
o
o
v
v
i
i
d
d
e
e
d
d


w
w
i
i
t
t
h
h


n
n
u
u
m
m
e
e
r
r
o
o
u
u
s
s


s
s
e
e
l
l
e
e
c
c
t
t
i
i
o
o
n
n
s
s


t
t
o
o


u
u
t
t
i
i
l
l
i
i
z
z
e
e


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


d
d
e
e
v
v
i
i
c
c
e
e
s
s


a
a
c
c
r
r
o
o
s
s
s
s


t
t
h
h
e
e


c
c
u
u
r
r
r
r
i
i
c
c
u
u
l
l
u
u
m
m
.
.


T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


h
h
a
a
v
v
e
e


t
t
h
h
e
e


f
f
r
r
e
e
e
e
d
d
o
o
m
m


t
t
o
o


a
a
d
d
a
a
p
p
t
t


t
t
h
h
e
e
i
i
r
r


r
r
e
e
s
s
o
o
u
u
r
r
c
c
e
e
s
s


t
t
o
o


f
f
i
i
t
t


t
t
h
h
e
e
i
i
r
r


i
i
n
n
s
s
t
t
r
r
u
u
c
c
t
t
i
i
o
o
n
n
a
a
l
l


p
p
l
l
a
a
n
n
s
s
.
.


A
A
l
l
l
l


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


h
h
a
a
v
v
e
e


c
c
e
e
i
i
l
l
i
i
n
n
g
g


m
m
o
o
u
u
n
n
t
t
e
e
d
d


L
L
C
C
D
D


p
p
r
r
o
o
j
j
e
e
c
c
t
t
o
o
r
r
s
s


w
w
h
h
i
i
c
c
h
h


a
a
r
r
e
e


c
c
o
o
n
n
n
n
e
e
c
c
t
t
e
e
d
d


t
t
o
o


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r
s
s


w
w
i
i
t
t
h
h


i
i
n
n
t
t
e
e
r
r
n
n
e
e
t
t


c
c
o
o
n
n
n
n
e
e
c
c
t
t
i
i
v
v
i
i
t
t
y
y
.
.


B
B
o
o
t
t
h
h


j
j
u
u
n
n
i
i
o
o
r
r


h
h
i
i
g
g
h
h


a
a
n
n
d
d


s
s
e
e
n
n
i
i
o
o
r
r


h
h
i
i
g
g
h
h


s
s
c
c
i
i
e
e
n
n
c
c
e
e


l
l
a
a
b
b
s
s


f
f
e
e
a
a
t
t
u
u
r
r
e
e


c
c
e
e
i
i
l
l
i
i
n
n
g
g


m
m
o
o
u
u
n
n
t
t
e
e
d
d


L
L
C
C
D
D


p
p
r
r
o
o
j
j
e
e
c
c
t
t
o
o
r
r
s
s


f
f
o
o
r
r


i
i
n
n
s
s
t
t
r
r
u
u
c
c
t
t
i
i
o
o
n
n
a
a
l
l


u
u
s
s
e
e
.
.


A
A
l
l
l
l


m
m
a
a
t
t
h
h
,
,


s
s
c
c
i
i
e
e
n
n
c
c
e
e
,
,


a
a
n
n
d
d


E
E
n
n
g
g
l
l
i
i
s
s
h
h


t
t
e
e
a
a
c
c
h
h
e
e
r
r


h
h
a
a
v
v
e
e


I
I
n
n
t
t
e
e
r
r
W
W
r
r
i
i
t
t
e
e


p
p
a
a
d
d
s
s


w
w
h
h
i
i
c
c
h
h


e
e
n
n
h
h
a
a
n
n
c
c
e
e


m
m
o
o
b
b
i
i
l
l
i
i
t
t
y
y


a
a
n
n
d
d


t
t
e
e
a
a
c
c
h
h
e
e
r
r


i
i
n
n
s
s
t
t
r
r
u
u
c
c
t
t
i
i
o
o
n
n
.
.


I
I
n
n


2
2
0
0
0
0
9
9
,
,


a
a


p
p
r
r
o
o
m
m
e
e
t
t
h
h
e
e
a
a
n
n


b
b
o
o
a
a
r
r
d
d


w
w
a
a
s
s


p
p
u
u
r
r
c
c
h
h
a
a
s
s
e
e
d
d


a
a
l
l
o
o
n
n
g
g


w
w
i
i
t
t
h
h


3
3
2
2


a
a
u
u
t
t
o
o
m
m
a
a
t
t
e
e
d
d


s
s
t
t
u
u
d
d
e
e
n
n
t
t


r
r
e
e
s
s
p
p
o
o
n
n
s
s
e
e


s
s
y
y
s
s
t
t
e
e
m
m
s
s
.
.


I
I
n
n


2
2
0
0
1
1
0
0
,
,


4
4


m
m
o
o
r
r
e
e


P
P
r
r
o
o
m
m
e
e
t
t
h
h
e
e
a
a
n
n


b
b
o
o
a
a
r
r
d
d
s
s


w
w
e
e
r
r
e
e


p
p
u
u
r
r
c
c
h
h
a
a
s
s
e
e
d
d
.
.


A
A
l
l
s
s
o
o
,
,


i
i
n
n


2
2
0
0
1
1
1
1
,
,




D
D
i
i
g
g
i
i
t
t
a
a
l
l
l
l
y
y


E
E
n
n
g
g
a
a
g
g
e
e
d
d




w
w
o
o
r
r
k
k
s
s
h
h
o
o
p
p


w
w
a
a
s
s


h
h
e
e
l
l
d
d


a
a
t
t


S
S
H
H
S
S


t
t
o
o


t
t
r
r
a
a
i
i
n
n


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


i
i
n
n


t
t
h
h
e
e


u
u
s
s
a
a
g
g
e
e


o
o
f
f


t
t
h
h
e
e


d
d
i
i
g
g
i
i
t
t
a
a
l
l
l
l
y
y


e
e
n
n
g
g
a
a
g
g
i
i
n
n
g
g


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s


t
t
h
h
r
r
o
o
u
u
g
g
h
h


m
m
u
u
l
l
t
t
i
i
m
m
e
e
d
d
i
i
a
a


r
r
e
e
s
s
o
o
u
u
r
r
c
c
e
e
s
s
.
.




I
I
n
n


2
2
0
0
1
1
1
1
,
,


a
a
n
n


a
a
d
d
d
d
i
i
t
t
i
i
o
o
n
n
a
a
l
l


P
P
r
r
o
o
m
m
e
e
t
t
h
h
e
e
a
a
n
n


b
b
o
o
a
a
r
r
d
d


w
w
a
a
s
s


p
p
u
u
r
r
c
c
h
h
a
a
s
s
e
e
d
d


f
f
o
o
r
r


a
a
n
n


E
E
n
n
g
g
l
l
i
i
s
s
h
h


l
l
a
a
n
n
g
g
u
u
a
a
g
g
e
e


a
a
r
r
t
t
s
s


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m
.
.


T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


h
h
a
a
v
v
e
e


a
a
c
c
c
c
e
e
s
s
s
s


t
t
o
o


t
t
w
w
o
o


S
S
m
m
a
a
r
r
t
t
b
b
o
o
a
a
r
r
d
d
s
s


i
i
n
n


t
t
h
h
e
e


s
s
c
c
h
h
o
o
o
o
l
l
.
.




O
O
n
n
e
e


i
i
s
s


m
m
o
o
b
b
i
i
l
l
e
e


a
a
n
n
d
d


o
o
n
n
e
e


i
i
s
s


h
h
o
o
u
u
s
s
e
e
d
d


i
i
n
n


t
t
h
h
e
e


D
D
i
i
s
s
t
t
a
a
n
n
c
c
e
e


L
L
e
e
a
a
r
r
n
n
i
i
n
n
g
g


L
L
a
a
b
b
.
.




T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


c
c
a
a
n
n


c
c
a
a
p
p
t
t
u
u
r
r
e
e


s
s
t
t
i
i
l
l
l
l


m
m
o
o
m
m
e
e
n
n
t
t
s
s


a
a
n
n
d
d


s
s
h
h
o
o
r
r
t
t


v
v
i
i
d
d
e
e
o
o
s
s


w
w
i
i
t
t
h
h


t
t
h
h
e
e


d
d
e
e
p
p
a
a
r
r
t
t
m
m
e
e
n
n
t
t


d
d
i
i
g
g
i
i
t
t
a
a
l
l


c
c
a
a
m
m
e
e
r
r
a
a
s
s


a
a
n
n
d
d


F
F
l
l
i
i
p
p


c
c
a
a
m
m
e
e
r
r
a
a
s
s
.
.




T
T
h
h
e
e


m
m
e
e
d
d
i
i
a
a


c
c
e
e
n
n
t
t
e
e
r
r


o
o
f
f
f
f
e
e
r
r
s
s


s
s
i
i
x
x


s
s
t
t
u
u
d
d
e
e
n
n
t
t


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r
s
s


w
w
i
i
t
t
h
h


i
i
n
n
t
t
e
e
r
r
n
n
e
e
t
t


c
c
o
o
n
n
n
n
e
e
c
c
t
t
i
i
v
v
i
i
t
t
y
y
.
.






















T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
t
t


S
S
a
a
r
r
d
d
i
i
s
s


d
d
i
i
g
g
i
i
t
t
a
a
l
l
l
l
y
y


e
e
n
n
g
g
a
a
g
g
e
e


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s


t
t
h
h
r
r
o
o
u
u
g
g
h
h


U
U
n
n
i
i
t
t
e
e
d
d


S
S
t
t
r
r
e
e
a
a
m
m
i
i
n
n
g
g


a
a
n
n
d
d


D
D
i
i
s
s
c
c
o
o
v
v
e
e
r
r
y
y


E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n


v
v
i
i
d
d
e
e
o
o
s
s


t
t
h
h
a
a
t
t


a
a
r
r
e
e


c
c
o
o
r
r
r
r
e
e
l
l
a
a
t
t
e
e
d
d


w
w
i
i
t
t
h
h


o
o
b
b
j
j
e
e
c
c
t
t
i
i
v
v
e
e
s
s


a
a
n
n
d
d


s
s
h
h
o
o
w
w
n
n


t
t
o
o


r
r
e
e
i
i
n
n
f
f
o
o
r
r
c
c
e
e


t
t
h
h
e
e


c
c
o
o
n
n
t
t
e
e
n
n
t
t


a
a
r
r
e
e
a
a
.
.




T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


u
u
s
s
e
e


o
o
f
f


p
p
o
o
d
d
c
c
a
a
s
s
t
t
s
s
,
,


b
b
l
l
o
o
g
g
s
s
,
,


M
M
o
o
v
v
i
i
e
e


M
M
a
a
k
k
e
e
r
r


p
p
r
r
o
o
j
j
e
e
c
c
t
t
s
s
,
,


A
A
n
n
i
i
m
m
o
o
t
t
o
o
s
s
,
,


a
a
n
n
d
d


o
o
t
t
h
h
e
e
r
r


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


p
p
r
r
o
o
j
j
e
e
c
c
t
t
s
s


a
a
r
r
e
e


d
d
o
o
c
c
u
u
m
m
e
e
n
n
t
t
e
e
d
d


i
i
n
n


l
l
e
e
s
s
s
s
o
o
n
n


p
p
l
l
a
a
n
n
s
s
.
.


S
S
a
a
r
r
d
d
i
i
s
s


p
p
u
u
r
r
c
c
h
h
a
a
s
s
e
e
d
d


D
D
A
A
N
N
A
A


d
d
e
e
v
v
i
i
c
c
e
e
s
s


t
t
h
h
a
a
t
t


a
a
r
r
e
e


u
u
s
s
e
e
d
d


i
i
n
n


t
t
h
h
e
e


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m
s
s


a
a
n
n
d
d


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s


h
h
a
a
v
v
e
e


t
t
h
h
e
e


a
a
d
d
v
v
a
a
n
n
t
t
a
a
g
g
e
e


o
o
f
f


t
t
a
a
k
k
i
i
n
n
g
g


t
t
h
h
e
e
s
s
e
e


p
p
o
o
r
r
t
t
a
a
b
b
l
l
e
e


d
d
e
e
v
v
i
i
c
c
e
e
s
s


f
f
o
o
r
r


h
h
o
o
m
m
e
e


u
u
s
s
e
e
.
.




























T
T
h
h
e
e


b
b
u
u
s
s
i
i
n
n
e
e
s
s
s
s


d
d
e
e
p
p
a
a
r
r
t
t
m
m
e
e
n
n
t
t


u
u
s
s
e
e
s
s


M
M
i
i
c
c
r
r
o
o
s
s
o
o
f
f
t
t


O
O
f
f
f
f
i
i
c
c
e
e


2
2
0
0
0
0
7
7
,
,


F
F
r
r
o
o
n
n
t
t


P
P
a
a
g
g
e
e
,
,


a
a
n
n
d
d


T
T
h
h
i
i
n
n
k
k
.
.
C
C
o
o
m
m
,
,


a
a
l
l
o
o
n
n
g
g


w
w
i
i
t
t
h
h


k
k
u
u
d
d
e
e
r
r
s
s
.
.
c
c
o
o
m
m


t
t
o
o


t
t
e
e
a
a
c
c
h
h


b
b
e
e
g
g
i
i
n
n
n
n
i
i
n
n
g
g


a
a
n
n
d
d


a
a
d
d
v
v
a
a
n
n
c
c
e
e
d
d


c
c
o
o
m
m
p
p
u
u
t
t
i
i
n
n
g
g


s
s
k
k
i
i
l
l
l
l
s
s
.
.




A
A
l
l
l
l


s
s
p
p
e
e
c
c
i
i
a
a
l
l


e
e
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n


(
(
S
S
P
P
E
E
)
)


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


h
h
a
a
v
v
e
e


l
l
a
a
p
p
t
t
o
o
p
p


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r
s
s


w
w
i
i
t
t
h
h


f
f
i
i
n
n
g
g
e
e
r
r
p
p
r
r
i
i
n
n
t
t


i
i
d
d
e
e
n
n
t
t
i
i
f
f
i
i
c
c
a
a
t
t
i
i
o
o
n
n


a
a
n
n
d
d


a
a
t
t


l
l
e
e
a
a
s
s
t
t


o
o
n
n
e
e


s
s
t
t
u
u
d
d
e
e
n
n
t
t


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r


w
w
i
i
t
t
h
h


i
i
n
n
t
t
e
e
r
r
n
n
e
e
t
t


c
c
o
o
n
n
n
n
e
e
c
c
t
t
i
i
o
o
n
n
.
.


A
A
l
l
s
s
o
o
,
,


S
S
P
P
E
E


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


u
u
t
t
i
i
l
l
i
i
z
z
e
e


t
t
h
h
e
e


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r


p
p
r
r
o
o
g
g
r
r
a
a
m
m




e
e
-
-
a
a
e
e
r
r
o
o
b
b
i
i
c
c
s
s




i
i
n
n


t
t
h
h
e
e
i
i
r
r


c
c
l
l
a
a
s
s
s
s
e
e
s
s
.
.


A
A
l
l
l
l


t
t
e
e
s
s
t
t


r
r
e
e
m
m
e
e
d
d
i
i
a
a
t
t
i
i
o
o
n
n


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


h
h
a
a
v
v
e
e


t
t
h
h
r
r
e
e
e
e


o
o
r
r


m
m
o
o
r
r
e
e


s
s
t
t
u
u
d
d
e
e
n
n
t
t


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r
s
s


w
w
i
i
t
t
h
h


i
i
n
n
t
t
e
e
r
r
n
n
e
e
t
t


c
c
o
o
n
n
n
n
e
e
c
c
t
t
i
i
v
v
i
i
t
t
y
y


t
t
o
o


u
u
t
t
i
i
l
l
i
i
z
z
e
e


t
t
h
h
e
e


U
U
S
S
A
A


t
t
e
e
s
s
t
t


p
p
r
r
e
e
p
p


r
r
e
e
m
m
e
e
d
d
i
i
a
a
t
t
i
i
o
o
n
n


w
w
e
e
b
b
s
s
i
i
t
t
e
e


a
a
n
n
d
d


o
o
t
t
h
h
e
e
r
r


A
A
l
l
a
a
b
b
a
a
m
m
a
a


H
H
i
i
g
g
h
h


S
S
c
c
h
h
o
o
o
o
l
l


G
G
r
r
a
a
d
d
u
u
a
a
t
t
i
i
o
o
n
n


E
E
x
x
a
a
m
m


r
r
e
e
m
m
e
e
d
d
i
i
a
a
t
t
i
i
o
o
n
n


p
p
r
r
o
o
g
g
r
r
a
a
m
m
s
s
.
.


A
A
l
l
l
l


m
m
a
a
t
t
h
h
,
,


s
s
c
c
i
i
e
e
n
n
c
c
e
e
,
,


a
a
n
n
d
d


l
l
a
a
n
n
g
g
u
u
a
a
g
g
e
e


a
a
r
r
t
t
s
s


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


h
h
a
a
v
v
e
e


a
a
t
t


l
l
e
e
a
a
s
s
t
t


o
o
n
n
e
e


s
s
t
t
u
u
d
d
e
e
n
n
t
t


c
c
o
o
m
m
p
p
u
u
t
t
e
e
r
r


i
i
n
n


t
t
h
h
e
e


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m
.
.










M
M
A
A
J
J
O
O
R
R


S
S
O
O
F
F
T
T
W
W
A
A
R
R
E
E






























A
A
l
l
l
l


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
r
r
e
e


r
r
e
e
q
q
u
u
i
i
r
r
e
e
d
d


t
t
o
o


u
u
s
s
e
e


S
S
T
T
I
I
/
/
I
I
N
N
o
o
w
w


s
s
o
o
f
f
t
t
w
w
a
a
r
r
e
e
.
.


T
T
h
h
r
r
o
o
u
u
g
g
h
h


S
S
T
T
I
I
/
/
I
I
N
N
o
o
w
w
,
,


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


m
m
u
u
s
s
t
t


p
p
o
o
s
s
t
t


a
a


d
d
a
a
i
i
l
l
y
y


m
m
o
o
r
r
n
n
i
i
n
n
g
g


a
a
t
t
t
t
e
e
n
n
d
d
a
a
n
n
c
c
e
e
,
,


c
c
o
o
m
m
p
p
i
i
l
l
e
e


a
a
n
n
d
d


r
r
e
e
c
c
o
o
r
r
d
d


a
a


d
d
i
i
g
g
i
i
t
t
a
a
l
l


g
g
r
r
a
a
d
d
e
e


b
b
o
o
o
o
k
k
,
,


a
a
n
n
d
d


c
c
r
r
e
e
a
a
t
t
e
e


w
w
e
e
e
e
k
k
l
l
y
y


l
l
e
e
s
s
s
s
o
o
n
n


p
p
l
l
a
a
n
n
s
s
.
.


T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


c
c
o
o
m
m
m
m
u
u
n
n
i
i
c
c
a
a
t
t
e
e


t
t
h
h
r
r
o
o
u
u
g
g
h
h


G
G
m
m
a
a
i
i
l
l


a
a
n
n
d
d


G
G
o
o
o
o
g
g
l
l
e
e


C
C
h
h
a
a
t
t


o
o
n
n


a
a


d
d
a
a
i
i
l
l
y
y


b
b
a
a
s
s
i
i
s
s
.
.


T
T
h
h
e
e


s
s
p
p
e
e
c
c
i
i
a
a
l
l


E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n


S
S
E
E
T
T
S
S


m
m
o
o
d
d
u
u
l
l
e
e


f
f
o
o
r
r


S
S
T
T
I
I


h
h
a
a
s
s


b
b
e
e
e
e
n
n


i
i
n
n
s
s
t
t
a
a
l
l
l
l
e
e
d
d


a
a
t
t


S
S
a
a
r
r
d
d
i
i
s
s


a
a
n
n
d
d


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
r
r
e
e


a
a
b
b
l
l
e
e


t
t
o
o


i
i
n
n
p
p
u
u
t
t


a
a
n
n
d
d


m
m
a
a
n
n
a
a
g
g
e
e


S
S
p
p
e
e
c
c
i
i
a
a
l
l


E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n


i
i
n
n
f
f
o
o
r
r
m
m
a
a
t
t
i
i
o
o
n
n
.
.




M
M
c
c
A
A
l
l
e
e
e
e
r
r


N
N
e
e
x
x
G
G
e
e
n
n


s
s
o
o
f
f
t
t
w
w
a
a
r
r
e
e


i
i
s
s


u
u
s
s
e
e
d
d


f
f
o
o
r
r


a
a
l
l
l
l


a
a
c
c
c
c
o
o
u
u
n
n
t
t
i
i
n
n
g
g


a
a
t
t



Sardis Technology Plan

Page
6

of
31



S
S
a
a
r
r
d
d
i
i
s
s
.
.




T
T
h
h
i
i
s
s


i
i
n
n
c
c
l
l
u
u
d
d
e
e
s
s


p
p
a
a
y
y
r
r
o
o
l
l
l
l
,
,


a
a
c
c
c
c
o
o
u
u
n
n
t
t
s
s


p
p
a
a
y
y
a
a
b
b
l
l
e
e
,
,


a
a
c
c
c
c
o
o
u
u
n
n
t
t
s
s


r
r
e
e
c
c
e
e
i
i
v
v
a
a
b
b
l
l
e
e
,
,


a
a
n
n
d
d


a
a
l
l
l
l


o
o
t
t
h
h
e
e
r
r


s
s
c
c
h
h
o
o
o
o
l
l


a
a
c
c
c
c
o
o
u
u
n
n
t
t
i
i
n
n
g
g
.
.




N
N
e
e
t
t
w
w
o
o
r
r
k
k


m
m
a
a
n
n
a
a
g
g
e
e
m
m
e
e
n
n
t
t


i
i
s
s


i
i
m
m
p
p
l
l
e
e
m
m
e
e
n
n
t
t
e
e
d
d


t
t
h
h
r
r
o
o
u
u
g
g
h
h


N
N
o
o
v
v
e
e
l
l
l
l


Z
Z
e
e
n
n
w
w
o
o
r
r
k
k
s
s
.
.




Z
Z
e
e
n
n
w
w
o
o
r
r
k
k
s
s


a
a
l
l
l
l
o
o
w
w
s
s


t
t
h
h
e
e


d
d
e
e
s
s
k
k
t
t
o
o
p
p
s
s


t
t
o
o


b
b
e
e


l
l
o
o
c
c
k
k
e
e
d
d


w
w
h
h
i
i
l
l
e
e


s
s
t
t
i
i
l
l
l
l


g
g
i
i
v
v
i
i
n
n
g
g


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s


a
a
c
c
c
c
e
e
s
s
s
s


t
t
o
o


w
w
h
h
a
a
t
t


t
t
h
h
e
e
y
y


n
n
e
e
e
e
d
d
.
.




I
I
t
t


a
a
l
l
l
l
o
o
w
w
s
s


s
s
o
o
f
f
t
t
w
w
a
a
r
r
e
e


u
u
p
p
d
d
a
a
t
t
e
e
s
s


t
t
o
o


b
b
e
e


p
p
u
u
s
s
h
h
e
e
d
d


o
o
u
u
t
t


t
t
o
o


t
t
h
h
e
e


d
d
e
e
s
s
k
k
t
t
o
o
p
p


o
o
v
v
e
e
r
r


t
t
h
h
e
e


n
n
e
e
t
t
w
w
o
o
r
r
k
k


a
a
n
n
d
d


t
t
h
h
u
u
s
s


d
d
e
e
c
c
r
r
e
e
a
a
s
s
i
i
n
n
g
g


m
m
a
a
i
i
n
n
t
t
e
e
n
n
a
a
n
n
c
c
e
e


a
a
n
n
d
d


u
u
p
p
k
k
e
e
e
e
p
p


c
c
o
o
s
s
t
t
s
s
.
.




T
T
h
h
e
e


l
l
i
i
b
b
r
r
a
a
r
r
y
y
/
/
m
m
e
e
d
d
i
i
a
a


c
c
e
e
n
n
t
t
e
e
r
r


r
r
e
e
c
c
e
e
n
n
t
t
l
l
y
y


u
u
p
p
g
g
r
r
a
a
d
d
e
e
d
d


t
t
o
o


F
F
o
o
l
l
l
l
e
e
t
t
t
t


o
o
n
n
l
l
i
i
n
n
e
e
.
.






F
F
U
U
T
T
U
U
R
R
E
E


P
P
L
L
A
A
N
N
S
S








































S
S
a
a
r
r
d
d
i
i
s
s


s
s
t
t
r
r
i
i
v
v
e
e
s
s


t
t
o
o


e
e
n
n
h
h
a
a
n
n
c
c
e
e


s
s
t
t
u
u
d
d
e
e
n
n
t
t


l
l
e
e
a
a
r
r
n
n
i
i
n
n
g
g


t
t
h
h
r
r
o
o
u
u
g
g
h
h


2
2
1
1
s
s
t
t


C
C
e
e
n
n
t
t
u
u
r
r
y
y


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


s
s
k
k
i
i
l
l
l
l
s
s


i
i
n
n


i
i
n
n
f
f
o
o
r
r
m
m
a
a
t
t
i
i
o
o
n
n


l
l
i
i
t
t
e
e
r
r
a
a
c
c
y
y
,
,


p
p
u
u
b
b
l
l
i
i
s
s
h
h
i
i
n
n
g
g
,
,


p
p
r
r
e
e
s
s
e
e
n
n
t
t
a
a
t
t
i
i
o
o
n
n
,
,


a
a
n
n
d
d


m
m
u
u
l
l
t
t
i
i
m
m
e
e
d
d
i
i
a
a


p
p
l
l
a
a
n
n
n
n
e
e
d
d


t
t
o
o


m
m
e
e
e
e
t
t


c
c
o
o
r
r
e
e


c
c
o
o
u
u
r
r
s
s
e
e


o
o
b
b
j
j
e
e
c
c
t
t
i
i
v
v
e
e
s
s


a
a
n
n
d
d


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


o
o
b
b
j
j
e
e
c
c
t
t
i
i
v
v
e
e
s
s
.
.




A
A


n
n
e
e
e
e
d
d
s
s


a
a
s
s
s
s
e
e
s
s
s
s
m
m
e
e
n
n
t
t


w
w
a
a
s
s


c
c
o
o
n
n
d
d
u
u
c
c
t
t
e
e
d
d


a
a
t
t


t
t
h
h
e
e


e
e
n
n
d
d


o
o
f
f


t
t
h
h
e
e


2
2
0
0
1
1
0
0
-
-
2
2
0
0
1
1
1
1


s
s
c
c
h
h
o
o
o
o
l
l


y
y
e
e
a
a
r
r


t
t
o
o


d
d
e
e
t
t
e
e
r
r
m
m
i
i
n
n
e
e


t
t
h
h
e
e


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


n
n
e
e
e
e
d
d
s
s


o
o
f
f


S
S
a
a
r
r
d
d
i
i
s
s


H
H
i
i
g
g
h
h


S
S
c
c
h
h
o
o
o
o
l
l
.
.




T
T
h
h
i
i
s
s


n
n
e
e
e
e
d
d
s
s


a
a
s
s
s
s
e
e
s
s
s
s
m
m
e
e
n
n
t
t


c
c
o
o
n
n
c
c
l
l
u
u
d
d
e
e
d
d


t
t
h
h
a
a
t
t


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


(
(
8
8
0
0
%
%
)
)


f
f
e
e
l
l
t
t


t
t
h
h
e
e
i
i
r
r


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


n
n
e
e
e
e
d
d
s
s


w
w
e
e
r
r
e
e


s
s
o
o
m
m
e
e
w
w
h
h
a
a
t
t


o
o
r
r


c
c
o
o
m
m
p
p
l
l
e
e
t
t
e
e
l
l
y
y


m
m
e
e
t
t
,
,


i
i
n
n
c
c
l
l
u
u
d
d
i
i
n
n
g
g


a
a
c
c
c
c
e
e
s
s
s
s


t
t
o
o


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l


d
d
e
e
v
v
e
e
l
l
o
o
p
p
m
m
e
e
n
n
t
t


o
o
p
p
p
p
o
o
r
r
t
t
u
u
n
n
i
i
t
t
i
i
e
e
s
s
.
.




S
S
a
a
r
r
d
d
i
i
s
s


p
p
l
l
a
a
n
n
s
s


t
t
o
o


c
c
o
o
n
n
t
t
i
i
n
n
u
u
e
e


t
t
o
o


p
p
r
r
o
o
v
v
i
i
d
d
e
e


p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l


d
d
e
e
v
v
e
e
l
l
o
o
p
p
m
m
e
e
n
n
t
t


a
a
c
c
t
t
i
i
v
v
i
i
t
t
i
i
e
e
s
s


t
t
o
o


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
n
n
d
d


a
a
d
d
m
m
i
i
n
n
i
i
s
s
t
t
r
r
a
a
t
t
o
o
r
r
s
s


t
t
o
o


i
i
n
n
t
t
e
e
g
g
r
r
a
a
t
t
e
e


2
2
1
1
s
s
t
t


C
C
e
e
n
n
t
t
u
u
r
r
y
y


s
s
k
k
i
i
l
l
l
l
s
s


i
i
n
n


a
a
c
c
t
t
i
i
v
v
i
i
t
t
i
i
e
e
s
s


a
a
n
n
d
d


l
l
e
e
s
s
s
s
o
o
n
n
s
s
;
;


e
e
n
n
h
h
a
a
n
n
c
c
e
e


t
t
e
e
a
a
c
c
h
h
e
e
r
r


p
p
r
r
o
o
d
d
u
u
c
c
t
t
i
i
v
v
i
i
t
t
y
y


b
b
y
y


p
p
r
r
o
o
v
v
i
i
d
d
i
i
n
n
g
g


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


t
t
o
o
o
o
l
l
s
s


a
a
n
n
d
d


s
s
k
k
i
i
l
l
l
l
s
s


t
t
o
o


a
a
c
c
c
c
e
e
s
s
s
s


r
r
e
e
s
s
e
e
a
a
r
r
c
c
h
h
,
,


f
f
a
a
c
c
i
i
l
l
i
i
t
t
a
a
t
t
e
e


c
c
u
u
r
r
r
r
i
i
c
c
u
u
l
l
u
u
m
m


d
d
e
e
v
v
e
e
l
l
o
o
p
p
m
m
e
e
n
n
t
t
,
,


a
a
n
n
d
d


u
u
t
t
i
i
l
l
i
i
z
z
e
e


d
d
i
i
a
a
g
g
n
n
o
o
s
s
t
t
i
i
c
c


a
a
n
n
d
d


a
a
s
s
s
s
e
e
s
s
s
s
m
m
e
e
n
n
t
t


t
t
o
o
o
o
l
l
s
s
;
;


p
p
r
r
o
o
v
v
i
i
d
d
e
e


o
o
n
n
g
g
o
o
i
i
n
n
g
g


t
t
r
r
a
a
i
i
n
n
i
i
n
n
g
g


o
o
n
n


t
t
h
h
e
e


u
u
s
s
e
e


o
o
f
f


s
s
t
t
a
a
n
n
d
d
a
a
r
r
d
d
i
i
z
z
e
e
d
d


h
h
a
a
r
r
d
d
w
w
a
a
r
r
e
e


a
a
n
n
d
d


s
s
o
o
f
f
t
t
w
w
a
a
r
r
e
e


t
t
h
h
a
a
t
t


s
s
u
u
p
p
p
p
o
o
r
r
t
t
s
s


D
D
i
i
s
s
t
t
r
r
i
i
c
c
t
t


a
a
d
d
o
o
p
p
t
t
e
e
d
d
-
-
c
c
u
u
r
r
r
r
i
i
c
c
u
u
l
l
u
u
m
m


a
a
n
n
d
d


s
s
t
t
a
a
t
t
e
e


c
c
o
o
n
n
t
t
e
e
n
n
t
t


s
s
t
t
a
a
n
n
d
d
a
a
r
r
d
d
s
s
;
;


e
e
n
n
h
h
a
a
n
n
c
c
e
e


e
e
m
m
p
p
l
l
o
o
y
y
e
e
e
e


p
p
a
a
r
r
t
t
i
i
c
c
i
i
p
p
a
a
t
t
i
i
o
o
n
n


t
t
h
h
r
r
o
o
u
u
g
g
h
h


a
a


v
v
a
a
r
r
i
i
e
e
t
t
y
y


o
o
f
f


t
t
r
r
a
a
i
i
n
n
i
i
n
n
g
g


o
o
p
p
p
p
o
o
r
r
t
t
u
u
n
n
i
i
t
t
i
i
e
e
s
s


a
a
n
n
d
d


i
i
n
n
c
c
e
e
n
n
t
t
i
i
v
v
e
e
s
s
.
.


T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
r
r
e
e


r
r
e
e
q
q
u
u
i
i
r
r
e
e
d
d


t
t
o
o


m
m
a
a
i
i
n
n
t
t
a
a
i
i
n
n


a
a


c
c
u
u
r
r
r
r
e
e
n
n
t
t


t
t
e
e
a
a
c
c
h
h
e
e
r
r


w
w
e
e
b
b


p
p
a
a
g
g
e
e


a
a
n
n
d
d


a
a
r
r
e
e


r
r
e
e
q
q
u
u
i
i
r
r
e
e
d
d


t
t
o
o


p
p
o
o
s
s
t
t


b
b
l
l
o
o
g
g
s
s


o
o
n
n


t
t
h
h
e
e


s
s
t
t
a
a
t
t
u
u
s
s


o
o
f
f


t
t
h
h
e
e
i
i
r
r


c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m


e
e
n
n
v
v
i
i
r
r
o
o
n
n
m
m
e
e
n
n
t
t
s
s
.
.




M
M
o
o
r
r
e
e


t
t
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y


r
r
e
e
s
s
o
o
u
u
r
r
c
c
e
e
s
s


w
w
i
i
l
l
l
l


b
b
e
e


p
p
u
u
r
r
c
c
h
h
a
a
s
s
e
e
d
d


t
t
o
o


a
a
c
c
c
c
o
o
m
m
m
m
o
o
d
d
a
a
t
t
e
e


t
t
h
h
e
e


g
g
r
r
o
o
w
w
i
i
n
n
g
g


s
s
t
t
u
u
d
d
e
e
n
n
t
t


p
p
o
o
p
p
u
u
l
l
a
a
t
t
i
i
o
o
n
n
;
;


i
i
t
t


w
w
a
a
s
s


6
6
8
8
0
0


d
d
u
u
r
r
i
i
n
n
g
g


2
2
0
0
1
1
0
0
-
-
2
2
0
0
1
1
1
1


s
s
c
c
h
h
o
o
o
o
l
l


y
y
e
e
a
a
r
r


a
a
n
n
d
d


i
i
s
s


7
7
5
5
1
1


c
c
u
u
r
r
r
r
e
e
n
n
t
t
l
l
y
y


d
d
u
u
r
r
i
i
n
n
g
g


t
t
h
h
e
e


2
2
0
0
1
1
1
1
-
-
2
2
0
0
1
1
2
2


s
s
c
c
h
h
o
o
o
o
l
l


y
y
e
e
a
a
r
r
.
.


T
T
h
h
i
i
s
s


w
w
i
i
l
l
l
l


e
e
n
n
h
h
a
a
n
n
c
c
e
e


r
r
e
e
s
s
o
o
u
u
r
r
c
c
e
e
s
s


f
f
o
o
r
r


s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s


a
a
n
n
d
d


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s
.
.


A
A
l
l
s
s
o
o
,
,


t
t
h
h
e
e


s
s
t
t
a
a
t
t
e
e
d
d


c
c
o
o
m
m
m
m
u
u
n
n
i
i
c
c
a
a
t
t
i
i
o
o
n
n


p
p
l
l
a
a
n
n
s
s


w
w
i
i
l
l
l
l


e
e
n
n
h
h
a
a
n
n
c
c
e
e


t
t
h
h
e
e


c
c
o
o
m
m
m
m
u
u
n
n
i
i
c
c
a
a
t
t
i
i
o
o
n
n


b
b
e
e
t
t
w
w
e
e
e
e
n
n


t
t
e
e
a
a
c
c
h
h
e
e
r
r
s
s


a
a
n
n
d
d


t
t
h
h
e
e


c
c
o
o
m
m
m
m
u
u
n
n
i
i
t
t
y
y
.
.


















I
I
n
n
f
f
r
r
a
a
s
s
t
t
r
r
u
u
c
c
t
t
u
u
r
r
e
e


a
a
s
s


R
R
e
e
l
l
a
a
t
t
e
e
d
d


t
t
o
o


T
T
e
e
c
c
h
h
n
n
o
o
l
l
o
o
g
g
y
y



The Etowah County School District is currently wired with Category 5 or 6 copper cabling in every
classroom. Highland Elementary School was destroyed by fire in May 2003. We now occupy a

new facility
on that campus as of August 2004. The new facility is wired completely with Category 6 cabling and
connected with 100 mbps switches and multiple wireless access points utilizing 802.11G technology.





The Etowah County School System com
pleted the largest construction project ever undertaken in this
system. We have replaced facilities at 5 of the 6 high schools. West End High School, Sardis High School,
Southside High School, Gaston High School, and Glencoe High School are complete.


Thes
e schools are
wired with Category 6 copper and a fiber optic backbone. There are 802.11g wireless access points
throughout each building. The networks are connected with 100 mbps switches to the desktop.


All new
construction was completed with Category 6
cabling and fiber optic backbones. Each classroom has a
minimum of 6 RJ45 connections.





In our existing facilities, every classroom has a minimum of four drops of Category 5 or 6 copper
cabling. All elementary and middle school classrooms are conn
ected to the Internet and local area
networks with switched 100mbs connections with a 100mbps or 1 gbps backbone. In the high schools, the
WAN bandwidth has been increased to 1 gbps to better meet the demands of ACCESS instruction.


All
schools have 30 mbp
s Internet connections. Internet connections are provided by the Alabama
Supercomputer Authority and Charter. These connections are routed through the ECBOE Central Office. All
file servers in the Etowah County School System are running Novell Netware 6.0
or 6.5. There are
numerous Microsoft Windows 2000 and 2003 servers running specific applications such as STI District. A
typical server hardware configuration is a Dell PowerEdge 2650 or 2850 with dual Intel Xeon processors.
The servers have a minimum of t
hree 36GB SCSI hard disk drives in a RAID 5 configuration and a
minimum of 4 GB of RAM.




Sardis Technology Plan

Page
7

of
31




Network connectivity between schools is provided by either a switched 100mbps or 1 gbps fiber optic
network provided by Charter and monitored by ITS in Wetumpka,

Alabama. The 30mbps Internet
connectivity from the Alabama Supercomputer Authority combined with a 3mbps Internet connection from
ITS gives us a total of 33mbps of Internet connectivity.







C
C
o
o
n
n
n
n
e
e
c
c
t
t
i
i
v
v
i
i
t
t
y
y
/
/
W
W
A
A
N
N


C
C
o
o
n
n
n
n
e
e
c
c
t
t
i
i
v
v
i
i
t
t
y
y


B
B
e
e
t
t
w
w
e
e
e
e
n
n


S
S
c
c
h
h
o
o
o
o
l
l
s
s




















The Eto
wah County Bus Shop has a Bellsouth DSL connection using a VPN back to the Central Office
for connectivity. A 30 mb/s Internet connection provided by Charter combined with a 70 mb/s Internet
connection from Alabama Supercomputer gives the Etowah County Sch
ool System a total of 100 mb/s of
Internet connectivity.




With the exception of the Alternative School, all other school sites and the Central Office are
equipped with either Dell Poweredge 2650, 2850, R300 or R310 servers with 4GB of RAM, 3 36GB
SCSI
Hard drives in a RAID 5 configuration, and Intel Xeon processors. Microsoft Windows Server 2003 and
2008 are the operating systems on the school servers using Microsoft Active Directory. All locations have
Cisco Catalyst 2950 switches to give 100 mb/s

switched connectivity on all network backbones.




Future plans include placing Cisco 3560 layer 3 switches at the core of each local school network to
allow additional management features and to increase the functionality of the system
-
wide netwo
rk. The
layer 3 switches will also provide the functionality necessary to add a voice
-
over IP telephone system in
the future.




Other future plans include installing a Voice
-
Over IP network. Voicemail would be provided,
administrators would stay in c
ontact with their schools, and other personnel would be more accessible
throughout the system. Because of the networking capabilities, telecommunication expenses would be
reduced as a result of fewer phone lines.




M
M
e
e
a
a
s
s
u
u
r
r
e
e
s
s


t
t
o
o


E
E
n
n
s
s
u
u
r
r
e
e


I
I
n
n
f
f
o
o
r
r
m
m
a
a
t
t
i
i
o
o
n
n


S
S
e
e
c
c
u
u
r
r
i
i
t
t
y
y



During the 2004
-
05 school year, a system
-
wide network security committee was formed. This committee
used the COSN initiative on Cyber and network security as the basis for the need for this committee
(
h
ttp://securedistrict.cosn.org
). This committee used the COSN Self Assessment Checklist to determine the
current level of school district network security. Areas that were at an adequate level were noted as well as
the areas that needed immediate improveme
nt and other areas for long term improvement. The committee
developed a mission statement for network security that was adopted at the May 2005 Board Meeting.




Areas that needed immediate attention were addressed. This included purchasing a back
-
up

server with
the capabilities of backing up all Central Office servers to tape. These tapes are rotated each day as well as a
weekly backup that is stored off site. An increased emphasis on network security has taken place in school
technology committee me
etings with additional training on the reasoning behind the security procedures so
employees will understand the importance of these procedures.




The System WAN is protected by a Cisco PIX firewall solution provided by the state as well as a Linux
f
irewall solution designed by the Alabama Supercomputer Authority. This Linux solution is in place at the
Central Office as well at each school. All wireless access points are currently protected by WPA and WPA2
security protocols with TKIP encryption. This

solution enables a very high level of encryption that is more
difficult to crack as well as making overall access to the wireless networks easier to access by users with
appropriate credentials.




The Etowah County School District utilizes Trend Micr
o Officescan Antivirus software on all workstations
and servers in the district. The software is automatically pushed out to all computers through a login script.
The Trend software on the local and mobile workstations periodically, automatically and witho
ut end
-
user
interaction, contacts a Trend server at the Central Office for updates to the software itself and the relevant
virus databases. The Trend server is manageable through a web
-
based console that identifies all computers
on the network, their level

and status of antivirus protection (whether they are updated or are infected with a
virus), and the version of the software currently running on that machine. A Lightspeed Total Traffic Control
Box is used for additional content filtering management. This

device provides very detailed information about
network usage. It also gives us additional protection from viruses, hackers, and malicious

Sardis Technology Plan

Page
8

of
31



content.

http://www.lightspeedsystems.com/overview/
ttc.asp




Sardis, along with t
he Etowah County School District is CIPA compliant. An Internet Safety Policy is in
effect and has been since the implementation of CIPA. Our Internet Safety Policy contains two different
Acceptable Use Policies. Ther
e is a student AUP and an employee AUP; both were recently updated in July
2011 to reflect emerging technologies and social media. The student AUP must be signed by the student and
a parent/guardian and the beginning of each year. This AUP states that the
school district will provide
adequate supervision any time a student is using technology at school. The policy also states that adequate
content filtering will be provided on all computers within the district. The policy stipulates that any student
who int
entionally breaks the Internet Safety Policy can be punished according to the Student Code of Conduct
and board policies including losing technology privileges. These policies and AUP forms are available online at
our district website:

http://www.ecboe.org/internetsafety




The employee AUP is a contract signed by all employees who have contact with school technology. The
employee AUP must also be signed by substitute teachers, pre
-
service teachers,
and volunteer workers who
might come in contact with school technology resources. The employee AUP states that inappropriate use of
school technology resources can result in disciplinary action including and up to dismissal.




Content filtering is c
urrently accomplished using a Lightspeed Total Traffic Control server. The Alabama
Supercomputer side of the connectivity uses content filtering provided by Alabama Supercomputer. This gives
our system a second level of protection. Currently, the network i
s designed to stop all Internet traffic within
the WAN in the event of the R2000 failing. Future plans include increasing the management of the network
using the Lightspeed reporting capabilities to maximize the load balance between the Charter Internet
co
nnection and the Alabama Supercomputer Internet connection. Plans are also in place to configure the two
Internet connections so if one were to drop, all traffic would automatically be redirected to the other.




Beginning July 1, 2008, SchoolWires o
f State College, Pennsylvania, began hosting the Etowah County
School System website. The data center holding the ecboe.org data is in an underground secure location with
multiple redundancies.




During the 2007
-
2008 school year, the Etowah County S
chool System installed a natural gas
-
powered
generator for the data center, located at the Central Office. This generator is capable of maintaining the data
center as well as the HVAC for the data center for an unlimited period of time.



Future plans incl
ude Parent Internet Safety trainings at each school location.











Sardis Technology Plan

Page
9

of
31




GO
AL 1: TECHNOLOGY INTEGRATION AND MASTERY OF
STANDARDS

All Alabama students, teachers, and administrators will effectively use
technology as an integrated tool for teaching, leading
, and learning to master
local, state, and national standards.

Where we stand:

Data s
ources:

Action steps:
































Technology is integrated into the learning
environment to create an education
al atmosphere
designed to promote selected course objectives and
technology

literacy objectives. On a weekly

basis,
approximately
25
%
of students use technology for
research, 17% for inquiry, and 14% for communication
.
24% of students use an educational ba
sed software
program on a weekly basis. More than

once a week
17
%

of students collaborate on technology based activities
such as presentations and writing activities
; 14% of
students use technology for basic functions such as
writing assignments on a daily

basis.

The data
related to teacher and administrator
technology usage
transcends that a select group of
teachers are utilizing numerous modes of technology in
the classroom;
35% of teachers use digital projector and
28% use presentation programs on a dai
l
y

basis to
deliver the lesson and 14% report using technology to
deliver the lesson on a weekly basis. Also, t
eachers are
being provided with professional development
activities
to
strengthen the usage
of technology in the classroom, with
85% of teachers
having attended one or two technology
based professional development in the last 12 months,
and 61% of teachers attended a summer technology
workshop.


The data regarding teacher and administrator
technology usage for communication

confirms that
teacher
s and administrators communicate with one
anoth
er through technology resources

Gmail,
the
majority of the time

(71%)
.
C
ommunicating with students
and parents through technology
continues to be the most
popular mode of communication with approximately 30%
of teachers communicating with parents through
technology at least once a week and up to daily.


The information
used to assess and
communicate
accurate answers to
the
left hand
column’s questions
originated from the
Impact Results
completed during
the
2010
-
2011

school year,
teacher interviews,
student
assignments, and
observations at
Sardis.

Students and teachers will
continue to have access to
technology resources at
Sardis.
All classrooms are
equipped with at least one
student computer with
Internet connection.
Teachers will be provided
with contin
uing education
on how to integrate
technology into classroom
instruction

and how to
teach students to
become
skilled with using
technology to complete
research and inquiry.
Teachers will be offered
professional development
activities during school the
scho
ol year and summer
break. Teachers are
required to post blogs to
their teacher webpages
regarding their classroom
environment to increase
communication with
parents and students.







Sardis Technology Plan

Page
10

of
31



GOAL 2: EXPANDING OPPORTUNITIES THROUGH TECHNOLOGY

All Alabama student
s, teachers, and administrators will benefit from a broad range of
educational opportunities and resources through the use of technology.

Where We Stand

Data Sources

Action Steps




























All teachers have at least one
student
computer in

the classroom with internet
connectivity

to ensure technology is being
administered
. The senior high computer
lab has 30 computers and
is
used for
business education classes and as an
internet resource for classroom teachers
and students. The junior hig
h computer
lab currently has
25

computers
.
The
Distance Learning Lab is fully functional
with
IVC
classes being offered du
ring both
high school semesters and houses 30
notepad computer used for web
-
based
instruction and additional workspaces for
students
not involved in distance classes.

Teachers are provided with
ceiling
mounted LCD projectors, computers,
InterWrite pads, Promethean boards, and
access to SmartBoards. However, no one
(0%) believes we are
completely

preparing our students to
participate
e
ffectively in the global community

while
53% believe we are somewhat preparing
our students for the global community.


Teachers use technology to assess
and evaluate student learning and needs.
Forty
-
five percent of teachers report using
the Intern
et to find lessons on at least once
a week or on a daily basis.


Students are encouraged to enroll in
distant education classes each semester.
However, teachers fail to participate in
distant learning professional development,
with 42
% of teachers n
ot us
ing

distant
learnin
g for professional development.
34
% of teachers feel

completely

confident
or confident to a high degree
about their
abilities to use distant learning for
professional development purposes

up
from 12% last year
.


Only 7
% of
teachers use technology
to communicate
with the community
at
least once a
week, including parents and
students, with 17% using technology to
communicate about once a week which is
up from just 6% last year.

The information
used to assess and
communicate
accurate

answers
to the left hand
column’s questions
originated from the
Impact Results
completed during
the
2010
-
2011

school year,
teacher interviews,
student
assignments, and
observations at
Sardis.


Teachers will be
provided with the
opportunity to
participate in
professional
development via the
I
nternet and web
broadcasts to become
better equipped in
pr
eparing students for
the global community.
Teachers will
participate in on
-
site
and other professional
development
workshops on how to
integrate technology
into the classroom and
communicate with
parents through email
and blogs.

Teachers will be
encouraged

to make
regular blog postings to
the school website
regarding the status of
their classes. This
allows students’ parents
to access class
information, stay
updated, and
communicate with
teachers.






Sardis Technology Plan

Page
11

of
31



GOAL 3: TECHNOLOGY PROFESSIONAL DEVELOPMENT


A
ll Alabama teachers and administrators benefit from high quality, research
-
based professional development and supports necessary to achieve local,
state, and national standards and courses of study.


Where We Stand

Data Sources

Action Steps








































PROFESSIONAL DEVELOPMENT:

1
)Availability

28% of

teachers feel
they have adequate equipment and
resources to participate in
technology professional
development activities all the time.

2)
Compensation

17% of teachers
feel their compensation needs for
technology professional
development has been adequat
ely
met during the past 12 months.

3)
Quality

27
% of teachers feel their
professional development
technology needs have been met
completely or to a high

degree over
the past 12 months; with 57% on their
needs being somewhat met.

4)
Release time

27
% of teac
hers
feel they have sufficient time and
substitute replacements to
participate in professional
development.

The information
used to assess and
communicate
accurate answers to
the left hand
column’s questions
originated from the
Impact Results
completed du
ring
the
2010
-
2011

school year,
teacher interviews,
student
assignments, and
observations at
Sardis.


!


Teachers will be
provided with the
opportunity to
participate in
professional

development.

Teachers will

be
provided the
opportunity to
participate i
n on
-
site professional
development
workshops.

Teachers will be
encouraged to
participate in
summer technology
workshops which are
offered throughout
the district.






Sardis Technology Plan

Page
12

of
31



GOAL 4: TECHNOLOGY INFRASTRUCTURE

All Alabama students, teachers, and administrators will have access to the
appropriate technology resources and infrastructure necessary to support
teaching, leading, and learning.


Where We St
and

Data Sources

Action Steps



























Electrical Wiring:

I have not received any incidence of
prob
lems with the electrical
wiring
.


Infrastructure (Network Status):


All classrooms are currently networked, as
is the office. The library is networked.
Sardis has three computer labs, one for the
senior high students, one for the junior high
students, and the Title I lab that al
l support
Business Technology classes and
remediation classes. All labs are networked.


Resources (Hardware and software):
Despite have two large labs (senior high and
junior high) and one small lab (Title I), there
are not sufficient opportunities to use

a
computer lab for

supplemental
technological exploration with

core class
instruction. Business Tech and remediation
classes use the labs the majority
of the time,
thus

hindering the option to use a lab for
instructional pu
rposes in a large core class.
The junior high computer lab is available for
use during 1
st
, 3
rd
,

and 4
th

block, and
teachers are encouraged to utilize its 25
computers for instructional use. A portable
laptop cart for student use is available for
teachers to check out for student use.
It
holds 20 notepad computers and a portable
wireless access point.


Security
:
Sardis uses appropriate district

IT
forms that require students, faculty, and staff
to read and sign
, in

agreement
,

the terms of
use policy regarding technology resources.


Di
stance Learning:
Sardis’ Distance
Learning Lab houses IVC equipment and 30
tablet notebooks.

S
tudents have the ability
to participate in
IVC and web
-
based classes
during both semesters.


The information
used to assess and
communicate
accurate answers to

the left hand
column’s questions
originated from the
Impact Results
completed during
the
2010
-
2011

school year,
teacher interviews,
student
assignments, and
observations at
Sardis.


Students will continue
to have the option of

distant education
classes

(IVC and web
-
based)
.

Ten additional notepads
(laptops) will be
purchased for common
use and desktops will
be purchased with
available money.
Additional computers
will be purchased to
replace out of date
desktops in computer
labs. Additional
switches will
be
purchased for data
closets to allow for
more Internet access
points in the
classrooms.







Sardis Technology Plan

Page
13

of
31



201
1
-
20
12

Action Plan

Using the needs identified above, develop an Action Plan that will address the deficiencies for the following objectives with

a
minimum of three objectives

of the school’s
choice
per goal
. Schools may elect to address all objectives. Use the chart
below to develop this Action Plan to remediate the objectives you have chosen. All objectives should remain in the school
plan from year to year, affording schools the opportun
ity to address additional objectives in the future.


Goal #1:

SARDIS students, teachers, and administrators will effectively use technology as an integrated tool for
teaching, leading, and learning to master local, state, and national standards.


Year

Obj
ective

Current Status
per Indicator

(average)

Action Steps


(
Your technology budget will be
developed based on
these
action
steps.
)

Erate

Budget Category







X

11
-
12



1.1 Students meet the Technology
Literacy Content Standards found
in Alabama's Tech
nology Course
of Study.



4 = 90%
-
100%


3= 70%
-
89%


X
2=30%
-
69%




1=

0%
-
29%




Teachers will be provided with
professional development regarding
the integration of technology into
lessons. The profes
sional
development opportunities will be
designed around Alabama’s
Technology Course of Study.


No E
-
Rate
Relatio
nship


07
-
08




08
-
09


09
-
10


10
-
11


11
-
12








Hardware



Software


Parts

X

PD



Other


Estimated Amount:

$

200







X

11
-
12



1.2 Student’s regularly make use
of current and emerging
technology in the learning
pro
cess.



4 = 90%
-
100%


3= 70%
-
89%

X 2=30%
-
69%


1= 0%
-
29%



Teachers

will be provided with
numerous professional development
opportunities designed to coordinate
new technology with course
objectives. Fund
s will be allocated to
purchase educational software.



No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




Hardware


X Software


Parts

X

PD


Other


Estimated Amount:

$

200






Sardis Technology Plan

Page
14

of
31



Year

Objective

Current Status
per Indicator

(average)

Action Steps


(
Your technology budget will be
developed based on
these
action
steps.
)

Erate

Budget Category




X

11
-
12



1.3 Teachers meet local, state,
and national technology
standards.



4 = 90%
-
100%


3= 70%
-
89%


X

2=30%
-
69%



1=

0%
-
29%




Teachers will be provided with
professional development and
softwa
re regarding the integration of
technology into lessons.


No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




Hardware


X

Software


Parts

X

PD


Other

Estimated Amount:

$

200












X
11
-
12



1.4 Teachers effectively and
equitably map instructional
technologies to specific content
standards and levels of studen
t
learning.



4 = 90%
-
100%


3= 70%
-
89%

X 2=30%
-
69%


1= 0%
-
29%




Instructional technology upgrades
will be purchased
.


No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




Hardware

X Software


Parts

X PD


Other

Estimated Amount:

$

5
00






Year

Object
ive

Current Status
per Indicator

(average)

Action Steps

(Your technology
b
udget will be
developed based on

these action

steps.)

Erate

Budget Category



X

11
-
12



1.5 Teachers appropriately and
regularly assign learning activities
that integrate the use of

technology tools.



4 = 90%
-
100%


3= 70%
-
89%

X 2=30%
-
69%


1= 0%
-
29%




Money will be allotted
to
purchase
form
s

of technology
, such as
laptops
, addi
tional desktops, and
Promethean board
s
, and interacti
ve
response systems
.


No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12



X

Hardware


X

Software


Parts

X

PD


Other

Estimated Amount:

$

2
600






Sardis Technology Plan

Page
15

of
31







X
11
-
12



1.6 Teachers model the
appropriate use of technology
tools and resources



4 = 90%
-
100%


3= 70%
-
89%

X 2=30%
-
69%


1= 0%
-
2
9%



Money will be allotted for
purchasing laptops

and InterWrite
pads
.


No E
-
Rate
Relatio
nship


07
-
08




08
-
09


09
-
10


10
-
11


11
-
12



X

Hardware



Software


Parts

X

PD


Other

Estimated Amount:

$

7000






X
11
-
12



1.7 Teachers use technology to
gather and analyze data for
improving student achievement.



4 = 90
%
-
100%


3= 70%
-
89%


X 2=30%
-
69%


1= 0%
-
29%


Money will be allotted
to
purchase
the upgrades in software
to enable
teachers
to
easily gather and
monitor student data
.

Additional
professional development will be
provided f
or teachers.


No E
-
Rate
Relatio
nship


07
-
08




08
-
09


09
-
10


10
-
11


11
-
12




Hardware


X

Software


Parts

X

PD


Other

Estimated Amount:

$

200





Sardis Technology Plan

Page
16

of
31




Year

Objective

Current Status
per Indicator

Action Steps

(Your technology budget will be
developed based on these action
steps.)

Erate

Budget Category


X
11
-
12



1.8 Educators use technology to
communicate with
stakeholders at
the local, district, and state level.



4 = 90%
-
100%


3= 70%
-
89%




2=30%
-
69%

X
= 0%
-
29%



Professional development
opportunities that specialize in the
communication with the community
via technology.

On site workshops
on utilizing the communication
components of the new website.


No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




H
ardware



Software


Parts

X

PD

X

Other

Estimated Amount:

$

0




X
11
-
12



1.9 Administrators meet local,
state, and national standards.


X 4 = 90%
-
100%


3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%




No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




Hardware



Software


Parts


PD


Other

Estimated Amount:

$

0




X
11
-
12



1.10

Administrators use
technology to gather and analyze
data to assess instructional
effectiveness and monitor student
achievement.


X 4 = 90%
-
10
0%


3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%

NA



No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




Hardware



Software


Parts


PD


Other

Estimated Amount:

$

0





Sardis Technology Plan

Page
17

of
31



Goal #2
: SARDIS

students, teachers, and administrators will benefit from a broad range
of educational
opportunities and resources through the use of technology.


Year

Objective

Current Status
per Indicator

Action Steps


(Your technology budget will be
developed based on these action
steps.)

Erate

Budget Category

X
11
-
12



2.1
Educators
will foster and
nurture an environment that
supports innovative uses of
technology.



4 = 90%
-
100%

X

3= 70%
-
89%



2=30%
-
69%


1= 0%
-
29%



Money will be allotted to purchase
innovative forms of technology
, ie
projecto
rs,

and resources to utilize
in the classroom
.


No E
-
Rate
Relatio
nship


07
-
08




08
-
09


09
-
10


10
-
11


11
-
12




Hardware


X

Software


Parts

X

PD


Other

Estimated Amount:

$

1
500




X

11
-
12



2.2
Technology resources are
provided to support the
learning and technology needs
of the school and community.



4 = 90%
-
100%



3= 70%
-
89%




X
2=30%
-
69%


1= 0%
-
29%


More computers (laptops, desktops,
hand held technology) will be
purchased to meet the demands of
the
growing
student population.


No E
-
Rate
Relatio
nship


07
-
08




08
-
09


09
-
10


10
-
11


11
-
12



X

Hardware


X

Software


Parts


PD


Other

Estimated Amount:

$

2
800





Sardis Technology Plan

Page
18

of
31




Year

Objective

Current Status
per Indic
ator

Action Steps


(Your technology budget will be
developed based on these action
steps.)

Erate

Budget Category


X

11
-
12



2.3
Distance learning
opportunities are provided to
enhance learning and access
to curriculum content.



4 = 90%
-
100%


3= 70%
-
89%

X 2=30%
-
69%


1= 0%
-
29%



Distant education classes are
offered through the system, and will
be offered as money allows.


No E
-
Rate
Relatio
nship


07
-
08




08
-
09


09
-
10


10
-
11


11
-
12




Hardware



Software


Parts


PD

X Other

Estimated Amount:

$

0






Sardis Technology Plan

Page
19

of
31



Goal #3:

SARDIS

teachers and administrato
rs

benefit from high quality, research
-
based professional development
and supports necessary to achieve local, state, and national standards and courses of study.


Year

Objective

Current Status
per Indicator

Action Steps


(Your technology budget will be
d
eveloped based on these
action steps.)

Erate

Budget Category

X

11
-
12



3.1
Teachers, administrators
and school staff are provided
high quality, research
-
based,
job
-
embedded, technology
professional development that
is aligned with local, state,
and nati
onal standards and
course of study content
standards.




4 = 90%
-
100%

X
3= 70%
-
89%



2=30%
-
69%


1= 0%
-
29%


Action Steps


(Y
P

will be developed based on
P
rofess
ional development options

will
be offered for

training

during
the school year and summer
break
.

PD opportunities will be
offered on
-
site and online.



No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12



X

Hardware



Software


Parts

X PD


Other

Estimated Amount:

$

5
00







X

11
-
12



3.2
Teachers and
administrators are provided
with adequate resources (such
as release time,
compensation,
reimb
ursement, materials,
etc.) to enable their
participation in professional
development opportunities
within the district and off
-
site.




4 = 90%
-
100%




3= 70%
-
89%

X



2=30%
-
69%


1= 0%
-
29%



Available m
oney
will

be al
lotted
for compensation of the materials
used to sustain the professional
development needs.


No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


1
1
-
12




Hardware



Software


Parts

X PD


Other

Estimated Amount:

$

200





Sardis Technology Plan

Page
20

of
31




Year

Objective

Current Status
per Indicator

Action Steps


(Your technology budget will be
developed based o
n these action
steps.)

Erate

Budget Category


X
11
-
12




3.3
Administrators use a
variety of evaluation data to
make decisions related to
technology professional
development.




X 4 = 90%
-
100%


3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%




No E
-
Rate
Relationship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




Hardware



Software


Parts


PD


Other

Estimated Amount:

$

0







Sardis Technology Plan

Page
21

of
31



Goal #4
:
SARDIS
students, teachers, and administrators will have access to the appropriate technology resources
and infrastructure necessary to support teachi
ng, leading, and learning.


Year

Objective

Current Status
per Indicator

Action Steps


(Your technology budget will be
developed based on these
action steps.)

Erate

Budget Category


X

11
-
12



4.1
Instructional spaces,
library media centers, and
administ
rative offices have
sufficient network bandwidth
to support the learning,
communication and
administrative goals of the
district.



X 4 = 90%
-
100%



3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%



The current techno
logy
sufficiently meets the demands of
students and faculty.



No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12





Hardwa
re


Software


Parts


PD


Other

Estimated Amount:

$

0





X

11
-
12



4.2
Districts have
implemented the required
Internet security tools to
enable teachers,
administrators, and st
udents
convenient, useful, and safe
access to the Internet.



X 4 = 90%
-
100%


3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%




No E
-
Rate
Relatio
nship


07
-
08


0
8
-
09


09
-
10


10
-
11


11
-
12




Hardware



Software


Parts


PD


Other

Estimated Amount:

$

0





X

11
-
12



4.3
School
s will have a
sufficient number of Internet
-
enabled computers and the
infrastructure necessary to
support learning,
communication, and
administrative goals of the
district.



4 = 90%
-
100%

X 3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%




Computers will be purchased
to
accommodate the growing
student population,



No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12



X

Hardware



Software


Parts


PD


Other

Estimated Amount:

$

1800





Sardis Technology Plan

Page
22

of
31




Year

Objective

Current Status
per Indicator

(average)

Action Steps

(Your technology budget will be

developed based on these action
steps.)

Erate

Budget Category

X

11
-
12



4.4

Schools will have a
sufficient ratio of technology
tools available to support the
learning, communication, and
administrative goals of the
district.




4 = 90
%
-
100%

X 3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%




Computers, projectors, and
other
modes of
technology will be
purchased as money is available.



No E
-
Rate
Relation
ship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12



X Hardware


X

Software


Parts


PD


Other

Estimated Amount:

$

7000





Year

Objective

Current Status
per Indi
cator

(average)

Action Steps

(Your technology budget will be
developed based on these
action steps.)

Erate

Budget Category


X

11
-
12



4.8
Districts and schools will
create and maintain websites
as vehicles for communicating
to parents, the community,
an
d extending school
resources to students outside
of the school day.



X
4 = 90%
-
100%


3= 70%
-
89%


2=30%
-
69%


1= 0%
-
29%



T
eachers

will be educated

on
how to keep the community
informed and involved wit
h their
classroom and the students

through their websites
.


No E
-
Rate
Relatio
nship


07
-
08


08
-
09


09
-
10


10
-
11


11
-
12




Hardware



Software


Parts

X

PD


Other

Estimated Amount:

$

0





Sardis Technology Plan

Page
23

of
31




































Professional Development

Sessions Offered or Coordinated by the School (This Past Year)

Title

Length

# Attendees

FACE & Digitally Engage
d

workshop

8.9.2011

6

HR

17

STAR training (sr high teachers) 9.1.2011

3

HRS

25

STAR training (jr high teachers) 9.2.2011

3

HRS

15

INow training

8.
10
.1
1

3


HRS

5

GOO
GLE training

1.14.11


3 HRS

38





























Sardis Technology Plan

Page
24

of
31





Lo
cal School Inventory


Computers in Schools


High Speed Internet Connected Computers


Classrooms with Computers


Administrative Offices with Computers

Classrooms w

ith 2 Computers






# of Computers
in Administration

# of Computers
in Classrooms

# of
Computers in
Computer Labs

# of Computers in
Media Centers

# of Computers
in OTHER

Total # of
Computers

School
Enrollment

Computer to
Student Ration

9

9
9

92

6

3

20
9

705

1:
3

# of Computers
in Administration

# of Co
mputers
in Classrooms

# of Computers in
Computer Labs

# of Computers in
Media Centers

# of Computers
in OTHER

Total # of
Computers

School
Enrollment

Computer to
Student Ration

9

9
9

92

6

3

20
9

705

1:3

Classrooms with
0 Comput
ers

Classrooms with
1 Computers

Classrooms with
2 Computers

Classrooms with
3 Computers

Classrooms with
4 Computers

Classrooms with

>

5 Computers

Total # of
Classrooms

0

2
8

15

6

4

3

3
6

Of
fices with

0 Computers

Offices with

1 Computers

Offices with

2 Computers

Offices with

>

3 Computers

Total # of
Offices

0

7

1

0

8


Sardis Technology Plan

Page
25

of
31



Handheld Computers

Handheld Computers
in Admin Offices

Handh
eld Computers


in Classrooms

Handheld Computers
in OTHER

0

25

30 (DISTNANCE LAB)


Printers

Printers in Admin Offices

Printers in Classrooms


Printers in OTHER

5

53

1



Projectors








Interactive White Boards and Automated Response Systems

Promethean

SmartBoards

Automated Response
Systems (Clickers)


7

2


32


IVC Equipment

Location

External IP
Address

Distance Education Lab

IVC# 207.157.99.154


Projectors
in Classrooms

Projectors

in OTHER

Projector
Total

How many of the
total are mounted?

36

8

4
4

42


Sardis Technology Plan

Page
26

of
31










Scanners


Scanners
in Admin Offices

Scanners
in Classrooms

Scanners
in OTHER

1

5

0


Digital Cameras


Digital Cameras
in Admin Offices

Digital Cameras
in Classrooms

Digital Cameras
in OTHER

0

8

0



Sardis Technology Plan

Page
27

of
31



AMENDED BUDGET FEBRUARY 2009


Budget Items Projected


October 1, 20
1
1

-

September 30, 20
1
2

# of Teacher Units

0

X $
2
50.00 =



State Allocation for 2
00
8
-
200
9


Activity/Item Description

Funding Source

Amount

Budget Category

Erate Funding

Common Purchases

iAmT佐pⰠ䑅ahT佐p

Technology




Hardware


Software


Parts

X PD


Other

No E
-
Rate Relationship


08
-
09


09
-
10


10
-
11


11
-
12

Common Purchases

捯mpu瑥牳r⁣ mpu瑥爠rpg牡re猬s
楮獴牵捴楯ia氠瑥chno汯ly

Technology




Hardware


Software

X

Parts


PD


Other

No E
-
Rate Relationship


08
-
09


09
-
10


10
-
11


11
-
12

Common Purchases

gene牡氠
ma楮ienan捥

Technology




Hardware


Software


Parts


PD

X Other

No E
-
Rate Relationship


08
-
09


09
-
10


10
-
11


11
-
12

Professional development

Technology




Hardware


Software


Parts

X PD

X Other

No E
-
Rate Relationship


08
-
09


09
-
10


10
-
11


11
-
12

Common Pur
chases

iAmT佐pⰠ䑅ahT佐p

Technology



X Hardware

X Software

X Parts


PD

X Other

No E
-
Rate Relationship


08
-
09


09
-
10


10
-
11


11
-
12






Hardware


Software


Parts


PD


Other

No E
-
Rate Relationship


08
-
09


09
-
10


10
-
11


11
-
12






Hardware


Software


Parts


PD


Other

No E
-
Rate Relationship


08
-
09


09
-
10


10
-
11


11
-
12


Sardis Technology Plan

Page
28

of
31




Appendix



Supporting Documents





Sardis Technology Plan

Page
29

of
31







Alabama State Technology Standards for Teachers

i.

Identify and evaluate technology resources and technical assistance, (i.e., those
available on
-
line and on
-
site within a school and district setting).

ii.

Assess adva
ntages and limitations of current and emerging technologies, and
online/software content to facilitate teaching and student learning.

iii.

Develop and implement a classroom management plan to ensure equitable and
effective student access to available technolog
y resources.

iv.

Model safe, responsible, legal and ethical use of technology and implement
school and district acceptable use policies, including fair
-
use and copyright
guidelines and Internet user protection policies.

v.

Design, implement, and assess learner
-
centered lessons and units that use
appropriate and effective practices in teaching and learning with technology.

vi.

Use technology tools (including, but not limited to, spreadsheets, webpage
development, digital video, the Internet, and email) for instructi
on, student
assessment, management, reporting purposes and communication with
parents/guardians of students.

vii.

Facilitate students’ individual and collaborative use of technologies including,
but not limited to, spreadsheets, webpage development, digital vi
deo, the
Internet, and email) to locate, collect, create, produce, communicate, and present
information.

viii.

Design, manage, and facilitate learning experiences incorporating technologies
that are responsive to diversity of learners, learning styles and speci
al needs of
all students (e.g., assistive technologies for students with special needs).

ix.

Evaluate students’ technology proficiency and students’ technology
-
based
products within curricular areas.

x.

Use technology to enhance professional growth (e.g., throu
gh accessing Web
-
based information, on
-
line collaboration with other educators and experts, and
on
-
line professional courses).


Alabama State Technology Standards for Administrators



Describe mechanisms for creating a shared vision for the comprehensive
i
ntegration of technology, communicating that vision, and facilitating a process that
fosters and nurtures a culture to achieve the vision.



Develop a technology plan including resource alignment (e.g., funding, staff and
time, hardware/software, total cost

of ownership) and demonstrate leadership skills
necessary to integrate technology to support effective learning and administration.



Facilitate the selection and use of technologies appropriate for curriculum areas,

Sardis Technology Plan

Page
30

of
31



instructional strategies, and student
-
c
entered learning environments to maximize
learning and teaching to meet the individual needs of all learners.



Apply and model technology applications and professional practices that
demonstrate: knowledge of available technologies; existing Alabama and n
ational
technology standards for students, teachers, and administrators; related trends and
issues; current research, and; professional development resources in order to
enhance professional practices of educational leaders, increase job
-
related
technology

use, and improve the productivity of self and other school personnel.



Use technology to facilitate effective assessment and evaluation, including:



The collection, analysis, and interpretation of data and communication of
findings to improve instructional

practice and student learning;



The use of assessment of staff knowledge, skills, and performance in using
technology to facilitate quality professional development and guide personnel
decisions;



The use of technology to assess and evaluate managerial and
operational
systems; and



Assessment and evaluation of, using multiple methods, appropriate uses of
technology resources for learning, communication, and productivity.



Demonstrate responsible decision
-
making that reflects understanding of social,
legal, a
nd ethical issues related to technology.


























Sardis Technology Plan

Page
31

of
31



Notes / Pictures: