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Information Technology Plan Update: Lincoln Community School June 2000 Outline Status/Progress on Original Plan Goals Future Goals Evaluation Details Executive Summary The Lincoln Community School Technology Plan's key goals are to: 1) enable all students and teachers to acquire a working understanding of technology through appropriate training on how to use and apply technological tools in the context of the curriculum, 2) ensure equitable access to technology through the provision of adequate resources (i.e. equipment, software, training, support and maintenance) in order to implement and achieve program standards, goals and expectations and 3) ensure access to telecommunication resources for all Lincoln residents. The plan indicates that our school will create a local area network, install a 56KB line for direct Internet connection, purchase computers to achieve a 4:1 student to computer ratio, automate the library catalog and circulation system, identify grade level competencies in basic computer operations and information literacy skills, implement integrated technology instruction according to the district Information Technology Matrix and Vermont Standards, assess students according to these standards and skills lists, continue training teaching staff re: integration of technology into standards based units of study, hire a Technology Support Specialist for hardware maintenance and a Technology Integration Specialist to assist curriculum integration planning/evaluation, and open the school's resources to the Lincoln community. Lincoln has made progress towards some of the goals described above; Local Area Network: “Classrooms will be connected to one another” “Modern computers and learning devices will be accessible to every student” Funds received from grants (the 1998 Distance Learning Grant and 1998-2000 Technology Literacy Challenge Funds) have enabled us to establish a Local Area Network. To date, 6 new generation and 8 older generation Macintosh computers and 5 older generation Windows/Intel computers are connected to the LAN, with access to the Internet, file sharing and e-mail. Each runs common software (Claris, KidPix, Hyperstudio, Netscape, Eudora, Type to Learn) along with CD-ROMs purchased by classroom or available from the library. This has enabled students to access their files from computers throughout the school, thereby improving access to computers. Improving our computer to student ratio through the purchase of 6 multimedia stations has increased the accessibility, stability and usage of technology throughout the curriculum. Having up-to-speed machines has enabled students greater access to multimedia presentation software both off and on the Internet. This has increased access to on-line information/research sources and facilitated acquisitions of key information literacy skills and basic computer operating skills. Peripherals (scanner and digital camera) have increased access to devices that capture/represent student work (for web publication) and for use in student multimedia presentations. Despite gains, students have access to only 6 newer generation computers 21:1 ratio (aiming for 4:1 ratio of students:newer generation computers) Students have access to 13 older generation computers with CD-ROM drives (9.6:1 ratio). 56KB Frame Relay Internet Connection: “Classrooms will be connected to the outside world” Currently, Vicom software is being utilized for shared Internet access through one dial-up connection. 19 computer workstations are able to connect to the Internet (slowly). There has been an instant increase in Internet use since Vicom afforded simultaneous connections through the one dial-up line. There are multiple users connected all day, on-line for research and e-mail. This has enabled the librarian and teachers to incorporate web-sites and searches into some curriculum units. Prior to Internet connection through the server, Internet access was too unstable and frustrating for anyone to rely on it as an integrated component of curriculum units. 2000-2001 TLCF Grants (if received) will fund a 56KB Frame Relay Internet Connection, improving access and speed through a direct connection. LCS has already received e-rate approval for this and will see 60% of our funds returned. Technical Support Specialist 1998 TLCF funds enabled Lincoln to hire a .10 FTE (4 hrs. per week) Technical Support Specialist, who has been working to do hardware maintenance and troubleshooting for the LAN. This position is now funded through the local budget and will increase to .20 FTE during the 2000-2001 school year. Technology Integration Specialist 1999 TLCF funds enabled Lincoln to hire a .10 FTE (4 hrs. per week) Technology Integration Specialist, who has been working with teachers and students all year. Using the newly developed District Information Skills Resource Guide, teachers and the Technology Integration Specialist planned several units that integrated technology. (See examples of student projects section). LCS also developed grade level competencies in basic computer operations and information literacy skills, which we are beginning to use to assess students. Integration of Technology into the Curriculum: “Educational software will be an integral part of the curriculum”. “Technology will affect student learning” All computers on the LAN Computers are in constant use for writing, research, multimedia authoring and use of simulation software. As a result of hiring a Technology Integration Specialist, there is collaborative planning for integrating information skills components into standards based units. The District Information Skills Resource Guide and a school-based Computer Skills checklist are being used for planning and assessment. Impediments to more integration of technology into units remain, largely having to do with access and level of staff competence/familiarity with software applications. Students are eager to advance opportunities for inclusion of technology into the “product” or “evidence” part of units. The Technology Use Survey given to all classroom teachers indicated heavy use of Internet for professional e-mail and web-based research (preparation for units), but a lack of fully integrating those resources in daily curriculum activities because of very slow connection. Teachers/students do utilize “units of study” links posted and maintained on our school web page, however more hands-on, web-interactive lessons are impractical and frustrating. This lessens the availability of supplementary resources (web-based) because of slow downloading, etc. A faster, dedicated connection will remove some of these obstacles for teachers/ students. Teacher visions of integrated technology all included Internet based activities. Teachers know how they will integrate use of e-mail and the Internet when our connection becomes speedier. This validates observations about teacher/student use of hardware/software, i.e. once the resources are in place, they are immediately utilized. Professional development: “Teachers will be ready to use and teach with technology” The installation of a LAN, improved access to the Internet and e-mail, one-on-one planning time with the Technology Integration Specialist, teacher planning days and courses offered through the District and Vita-Learn have increased the level of competence in most skills areas (video, distance learning are exceptions). Teachers are ready to use and teach with technology, as long as they have support. Systemic contributors to the above successes are threefold: first, they have been achieved through grant support and second, every step forward we take in the increased availability and currency of resources is immediately utilized by our students and staff. The school community welcomes technological improvements, increased stability and dependability. When this occurs, the technological resources are heavily utilized. Thirdly, the district and local administration have encouraged planning and progress in the area of technology, resulting in modest budget gains for support, hardware and software. Remaining inhibitors for achieving our goals for access, integration, training, support, assessment and resource sharing are: 1) lack of sufficient local budget support for implementing our very good Technology Plan This manifests in insufficient funds for hardware purchasing/maintenance and personnel support time. Lincoln needs to purchase many more computers to achieve a 4:1 student to computer ratio. There is still inadequate technical/educational support for LAN set-up/maintenance and for training in integration of technology into curriculum. There is no funding to automate the library catalog and circulation system, 2) poor access to computers, which impedes integration of technology into the curriculum and the achievement of information skills standards and 3) inability of school to meet goal of opening the school's resources to the Lincoln community. Inadequate staffing, lack of a computer lab and current slow connection to Internet have contributed to poor follow-through on this goal. Status/Progress on Original Plan State Mission/Vision: 1. Access to technology must be equitably distributed, without regard to gender and/or socio-economic status. 2. The Lincoln community at large must have access to information technology tools available at Lincoln Community School. 3. Teachers and students must be appropriately and adequately trained to use and apply information technology tools. 4. Lincoln Community School must be adequately equipped with information technology tools and this equipment must be supported and maintained. Status/Progress: 1. Computer workstations distributed throughout school building. Teachers schedule rotating computer use, all students have project requirements, with access for completion. Access and support improved, opportunities for student use of technology increased due to one-on-one planning between mentor and classroom teachers. The time to execute these projects is hampered by our student: computer ratio, lack of a computer lab for group instruction and a slow-speed Internet connection. Students fan out all over the building to use computers during intense project times. Use and integration of Internet impeded by slow connection. Teachers are using Internet for planning/preparation, but not incorporating into daily activities because downloading/access too slow. Internet projects increased, but frustrating because of slow-speed shared dial-up Acquiring more computers next year will improve access and a 56KB connection will ameliorate Internet use. Weakness in area of Special education: need more software, incorporation of technology for individual student IEPs and training for assistants/classroom teachers. 2. No progress in this area. Community access has been discussed. No lab and inadequate personnel support for instruction/building security are main obstacles. 3. Professional development ongoing, via district classes and in-house mentor support. Increase in student training due to increase in planned technology integration. Staff have improved skills through co-planning /implementation and course attendance, however, on-going professional development is required. All students are gaining proficiency due to greater exposure to software and hardware, e.g. using digital camera, scanner, web sites, CD-ROM introductory "tours", projects designed to utilize/improve basic computer operations and information skills. Increasing levels of use and competence. Computer Skills assessment in place for students. Students are exceeding teachers in certain computer skills area and are peer teaching (scanning, digital camera, e-mail attachments, multimedia presentations). Projects still reliant on Mentor for completion. Need more time for in-service to train staff to utilize hardware/software. Hampered by other school/district/statewide initiatives (because of competing professional development needs/action plan, etc.) and by lack of adequate training/teaching facility (no lab)4. At least 2 computers per classroom. 19 computers on LAN, connecting to Internet via shared dial-up connection. Increase in hardware, software, peripherals. Improvement in student:computer ratios, although many computers are aging. ½ day per week Technology Support and ½ day per week Technology Integration Specialist. Local budget will fund .20 FTE Technology Support next year. Technology Integration Specialist grant funded through 2001. Budget for personnel, equipment, maintenance and repair minimally adequate. Evidence/Indicators: 1. and 4. Computer inventory: 6 new generation 13 older generation machine available to students on LAN with shared dial-up access to Internet. Improved student:computer ratio reflected in hardware inventory. Addition of 6 multimedia workstations has improved student:computer ratio (6.6:1 all computers, 21:1 newer generation) Technical support request forms provide data on operation of machines and response/repair records. Request forms being maintained in workstation profile log indicate quick repair response. LAN is stable and in constant use. Faculty surveys on access and use of computers in their classrooms indicates increased collaboration with librarian/technology integration specialist to plan units. Observation of increased use of computers for classroom projects. Local budget increasing slightly for hardware/software and personnel support. Heavy reliance on grants. 2. School Board heard proposal from Technology Committee about Computer Lab “Article”. Declined to put in Local Budget or to propose to community for separate vote because of other budget considerations/needs/pressures. Will be proposed again for 2001-2002 budget. More chance of success. 3. Mentor/Technology Integration Specialist hired for .10 FTE. Planned at least one unit with every teacher in areas of language arts, social studies, science, information skills or art. Examples: KidPix/Claris slide shows, CD-ROM and Internet research, whole class Research Books using digital photos, web-quests, Internet scavenger hunts for DCF/Red Clover books, scanned report covers, desktop publishing, e-pals, videotaped circus. Core software collection built upon by purchasing sufficient copies of KidPix, Claris, Hyperstudio. Easy Book and networked Type to Learn purchased. Insufficient funds to significantly build software collection for content areas (math, science, social studies) beyond acquisitions just mentioned. Teacher Planning day in Nov. 1999 devoted to technology integration. Morning in-service followed up by all day planning of units utilizing Vt. Standards and newly developed ANESU Information Skills Resource Guide. 7/28 staff members took VITA-Learn workshops to improve knowledge of applications and integration. All classroom teachers and art teacher have been planning with Mentor/Tech. Integration Specialist to increase use of technology in daily instructional program. School Web Page providing curriculum links has been more heavily utilized for research and other curriculum integration. All students K-6 are being assessed using newly developed Computer Skills Checklist. Observation of student and staff use of hardware, software, peripherals by mentor/tech. integration specialist. Student competencies survey completed May 1999. Results indicated limited competency in the areas of multimedia presentations, use of peripherals and use/evaluation of Internet Sites. Observation of student competencies this year, based on planned projects and computer skills assessment list, indicates great gain in the area of multimedia presentation skills and competency using presentation tools. Exposure to the technology has lead to improved performance. Administrative and Management Goals: Administrators must use technology to support management needs.
Administrative and Management Goals: Status/Progress Administrators have been working to increase local budget to support personnel, hardware and software needs. This has included presentations to the School Board and Grant writing. The award of 2 TLCF Grants has enabled accomplishment of some goals outlined on Lincoln’s Technology Plan timeline. The Local budget for Technology still needs to increase to support the mission and goals set forth in the Technology Plan and in the Districts’ goals set forth in the Information Skills Resources Guide. Professional development opportunities have been offered, publicized and encouraged. Additionally, the District technology Coordinator maintains update information and resources on the ANESU web site. Teachers respond best to on site training. More in-service time focused on technology is planned for the 2000-2001 school year. Data, in the form of inventories, competency and technology integration surveys has been gathered annually. Data has been shared with teachers, the school board and to a more limited extent, the community at large (at town meeting, and to parents via newsletters, examples of student work). Community access to technology is non-existent. Students and staff have received some training about copyright and bibliographic citations of both print and non-print resources. Likewise, parental permission is sought for any telecommunications project where student work will be viewed on the Internet or through e-mail.. District Acceptable Use Policy and Selection Policy offer guidelines. Administrative and Management Goals: Evidence/Indicators Written reports to School Board, faculty updates and newsletters to parent community. Grants, budgets, technology committee agendas/minutes. Records of courses offered and taken by staff, individual professional goals, records of Technology Integration Specialist/Mentor meetings to plan with teachers, in-service schedule for 2000-2001. Teacher feedback at individual and group meetings. Surveys and collated results, collaboration minutes, newsletters to parent community. This goal has been consistently discussed at Lincoln Technology Committee, faculty and School Board meetings. All three groups feel that access will be possible when there is a computer lab made available for group instruction, supervision and oversight. A computer lab will be proposed again to the School Board for an Article to be presented at Town Meeting day. Copyright law posted. “Netiquette” posters. Evidence of student work/citations. Communication and Information Access Goals: Lincoln Community School must create a local area network to allow for greater resource sharing within the building. Lincoln Community School must provide telecommunications access to all instructional areas within the building. Lincoln Community School must provide adequate telephone lines for voice and data communications. Access to telecommunications resources must be equitably distributed to all teachers and students. Lincoln residents must have access to Internet resources available at Lincoln Community School. Communication and Information Access Goals: Status Progress Local Area Network has been created. 4 jacks per room for growth. Cross-platform LAN which creates some maintenance and user challenges. 19 computers on shared dial-up access to Internet. 7 classrooms and library have telecommunications access. Front Office, Special Education, Resource Room, P.E., Nurses and Counselors Office not on LAN, not on Internet. Principal has dial-up connection to Internet, not on LAN. Cannot connect while Vicom Gateway is running on LAN. 56 KB Frame Relay will be installed by 2000-2001 school year. 2 voice phone lines serving school. No voice mail system. Poor access (lines often busy) Inadequate voice mail access to classrooms (fuzzy portable phone) Lincoln residents do not have access to Internet resources available at LCS. Communication and Information Access Goals: Evidence/Indicators Hardware, software inventories.
Instructional and Curricular Goals: Immediate Goals Develop and complete a technology plan which will facilitate technology integration into the curriculum. Provide software and hardware appropriate to allow the advancement of the technology plan. Short Term Goals
Intermediate Goals
Long Term Goals
Instructional and Curricular Goals: Status/Progress Lincoln Technology Plan, Action Plan and Technology Literacy Challenge grant are facilitating technology integration into the curriculum. Technology provided to all students: basic word-processing, simulation and multi-media software. Need to acquire more appropriate software for Special Needs students. In-service , teacher planning with mentor , district classes and Vita-Learn membership provide ongoing professional development for all staff. (see examples above under “status/progress”). Teachers have gained confidence and are collaborating with Technology Integration Specialist to implement standards based units using information skills tools. Need more training, more time and more support, both in hardware and in personnel. Students are being introduced to use of LAN, software applications and information skills assessment tools. Technology is being used in classrooms (see examples above under “status/progress”). See above: immediate goals 6.6 ratio students to computers, no lab and slow Internet access have helped advance technology plan, but not enough. Instructional and Curricular Goals: Evidence/Indicators Instructional and Curricular GoalsTechnology Plan, Action Plan and District Information Skills Resources guide have all been introduced to staff and are in use for planning/implementation. Software purchases, licensing and registration. Inventories and allocations to classrooms, At Ease configurations. Consistency achieved in “core software” (Claris Works, Kid Pix, Hyperstudio, CD-ROM encyclopedias) Observation: Technologist not consulted in development of IEP goals that integrate technology. Software collection and access to computers for instructional time for special needs students need to be increased. Planning time between Technology Integration Specialist and classrooms teachers. Student projects. Assessment using Computer Skills checklists and rubrics developed for specific projects (author publishing, multimedia) Teacher feedback, requests for specific training and schedule for Fall 2000 in-service. Computers in use all day. Students often seeking computers to work on for project completion. Technology Use Survey indicates increase in computer use and in need to send students, on a regular basis , to other classrooms for access to a computer. Teacher plans, student worksheets, computer skills checklists.Observation: increased use of peripherals by students (digital camera, scanner). Staff Competency Goals Immediate Goals
Increase knowledge of information access in the following areas: research tools on CD-ROM such as encyclopedias, and multimedia applications. Long Term Goals Achieve proficiency in multimedia programs and authoring, expand knowledge to video technologies, use and apply desktop publishing programs and techniques. Staff Competency Goals: Status/Progress Ongoing encouragement, flyers announcing opportunities, free Vita-Learn membership, school-based support. Inventory and dispersal/configuration of CD-ROMs to classrooms and on At Ease set-up are increasing knowledge of, access and use. Librarian includes CD-ROMs in materials provided for thematic units. Kidpix and Hyperstudio. Student proficiency exceeds teacher proficiency, because of time/reliance on mentor to facilitate projects. In-service on digital photography, scanning planned for August 2000, to improve staff competency in multi-media and desktop publishing. Staff Competency Goals: Evidence/Indicators Records of courses offered and taken by staff, individual professional goals, records of Technology Integration Specialist/Mentor meetings to plan with teachers, in-service schedule for 2000-2001. Teacher feedback at individual and group meetings. Staff Competency Survey Results: increased in word-processing, Internet use, e-mail. Still need to develop proficiency in desktop publishing, multimedia programs and video technologies. Evaluation Plan Goals: Local Review Committee for Technology Plan
Evaluation Plan Goals: Status/Progress Lincoln Technology Committee formed. Representation from community, parents, teachers, staff. Meets at least 3 times annually. Lincoln Technology plan and timeline available at http://www.vita-learn.org/lcs/techplan/index.html. Minutes not posted to site. Plan to renovate LCS web site. Will include a revised format for Technology Updates. 2 Staff surveys completed. June 1997, May 2000. Technology Use Survey created, completed, May 2000. 2 Student surveys completed June 1999, May 2000. K-4 Computers Skills Checklist created November 1999. Annual inventories maintained.Annual reports to faculty, School Board, community at Town Meeting day. No technology forums to date. Planned for November, 2000. Evaluation Plan Goals: Evidence/Indicators Agendas, minutes, proposals Increase in planned integrated units has led to an increase in exposure to computer and information skills. This is reflected in results from students surveys and from teacher observation. Skills in the areas of word processing , Internet and CD-ROM use for research have improved the most. Skills in the area of creating multimedia presentations have increased. Spreadsheets and databases have not been integrated/utilized by teachers and this is borne out by very low student skill levels. Improvements are demonstrated both by following grade cohorts and by comparing grade level competencies from year to year. Greater progress is impeded by access to computers, both for initial instruction and then practice of acquired skills. Staff surveys indicate gains in (self-reported) skills among support staff and losses among professional support and classroom teaching staffs. Some of this is explained by changes in the cohort. Results indicate need to keep offering professional development opportunities, expect technology to be included in annual goals and support teachers to integrate technology into standards based units. A lab and increased personnel would help. Goals: Goal 1. Improve access for students, staff
and community
Evidence/Indicators:
Resources Needed:
Goal 2. Provide instructional space, teaching
staff for students and community
Evidence/Indicators:
Resources Needed:
Goal 3. Provide ongoing Professional development
Evidence/Indicators:
Resources Needed:
Goal 4. Continue and increase integration
of technology and information skills into the curriculum
Evidence/Indicators:
Resources Needed:
Goal 5. Improve ability to move information
between Lincoln Community School and District offices
Evidence/Indicators:
Resources Needed:
Goal 5. Report to stakeholders
Evidence/Indicators:
Resources Needed:
I. Describe the data you have collected that informs your evaluation. Highlight data that connects student performance improvement to your information technology plan. Lincoln Community School and ANESU have developed several surveys for gathering data that informs the evaluation of our technology program. We have administered Student and Staff surveys which rely on self-assessment of computer and information skills. Additionally, we developed a Technology Use survey for classroom teachers to assess the level of “technology integration” into their classroom curricula. As part of the ANESU Information Skills Resource Guide, there is a K-6 computer skills checklist for student/teacher assessment. Lincoln used these checklists for planning units this year and will use them for student assessment beginning in the 2000-20001 school year. Student performance has improved in the areas of 1) word processing,
2) understanding and use of telecommunications (e-mail and Internet) as
a tool for distance learning, communication and research and 3) creating
multimedia presentations using Kid Pix and Hyperstudio. Student performance
has not improved in the areas of 1) spreadsheets and databases and
2) video. Students are reporting using computers more frequently
during the school week for word processing, research, computer simulations
and multimedia presentations. There is an increase in percentages
of students who have access to computers at home and who report using them
for homework (word processing and research). Results of the student
surveys align well with preliminary use of the Computer Skills Checklist/Assessments.
Students have increased access to computers and increased exposure to assignments
requiring information technology skills, therefore their skill levels are
improving.
II. Describe how progress on your Technology Plan has been reported to stakeholders. Progress on Lincoln’s Technology Plan has been regularly reported to
the School Board of Directors and to the teaching staff (at least twice
yearly updates). This includes inventories for hardware, software,
status/activities of personnel for educational technology and technical
support and budget proposals/rationales which are designed to implement
goals articulated in the Technology Plan.
However, the Lincoln Technology Committee and School Board recognize the need for increased reporting to and involvement of stakeholders. Therefore, a Fall 2000 Technology Night has been scheduled, with a committee of teachers/parents/community members to help plan it. Likewise, there will be a redesign of the school’s web site to optimize it’s function as a communication tool (about overall school/student activities) and a “Lincoln Technology Report” will be disseminated to the community when the Town Report is issued. III. What additional data is needed and how (and when) will it be collected? A continuation of annual assessment, using surveys and checklists already developed, should be sufficient for us to track our progress in the areas of student/staff skills improvement. Additional data can include “evidence” gathered from standards based units which integrate information technology skills and concepts. These will be collected beginning in Fall 2000. We can also conduct a survey of “stakeholders” after the Technology Night and publication of the Lincoln Technology Report, to gather community evaluation/ feedback of our technology program. These will be administered in November, 2000.
Name of agency covered by the Technology Plan:
Current Plan Expiration Date: 6/30/2000 Technology Contact Person: Abigail Foulk_ Phone: (802) 453-2119 Title: Librarian/Technology Coordinator E-mail address:
afoulk@lincoln.k12.vt.us
Contributors to this Update and their affiliation (teacher, parent, etc.): Ryan Driscoll, technical support
This Update was approved by our School Board on: June 8, 2000 |
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