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Transitional Technology Plan: Lincoln Community School June 2002 Outline: Executive Summary
The Lincoln Community School Technology Plan's key goals have been to: 1) 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, 2) 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 and 3) support students and teachers to establish personal goals for integrating technology into their learning and teaching. Technology Plans and School Action Plans over the past five years have set the following specific goals for guiding our technology program; 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 ANESU Information Skills Resource Guide 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 many of the goals described above;Local Area Network: 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, 9 Macintosh computers and 22 Windows/Intel computers are connected to the LAN, with access to the Internet, file sharing and e-mail. We have two LAN’s running concurrently and are in the process of converting to one Windows based operating system on one server. Our workstations run some common software (Microsoft Word or Claris, KidPix, Hyperstudio, Power Point, 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. However, we need to achieve greater standardization throughout the school for ease of use, maintenance and to improve efficiency. Improving our overall computer to student ratio through the purchase of 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. DSL Internet Connection: Lincoln began subscribing to a high speed DSL Internet Connection in January 2002. This has made access to the Internet much faster, more reliable and less costly. It has improved student/teacher access immensely, because searching and locating useful resources is less frustrating. Students and teachers rely on links posted to our school web page. Technical Support Specialist: 1998-2000 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 at .40 FTE. Standardization of workstations, operating systems, desktop appearance and software applications by grade level is the main focus for improving “access and infrastructure”. Professional development will also benefit from this standardization. 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. This time has increased to .20 FTE funded through our local budget. Using the ANESU Information Skills Resource Guide, teachers and the Technology Integration Specialist plan several units per year that integrate technology. Examples include: constant word processing (of research, poetry, narratives, etc.), multi-media research presentations, heavy use of the digital camera for slideshow presentations, spreadsheets for math and library classes, desktop publishing and book cover design. LCS also developed grade level competencies in basic computer operations and information literacy skills, which we are using to assess students. Integration of Technology into the Curriculum: All computers on the LAN 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 (we have no computer lab) 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.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 individual mentoring, 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. Increased standardization of platform OS, desktop appearance and software will enhance teacher level of comfort. Time for professional development remains an obstacle. There are many competing subject areas and staff concerns for in-service attention. Discussions this school year have focused on Acceptable Use Policies, Filtering, developmental aspects of technology (what applications make sense to use at what student age?), management of computers in the one teacher/2-5 computers classroom and how we can do “more” by doing “less” better. These reflections are incorporated into our Transitional Technology Plan. 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) stability in local budget support for implementing our very good Technology Plan This manifests in insufficient funds for hardware purchasing/maintenance. The 2002-2003 local budget cut $5,000.00 in the technology equipment line. We still have a strong reliance on grant money. Lincoln needs to purchase more computers to achieve a 4:1 student to computer ratio. We have achieved technical/educational support for LAN set-up/maintenance, but need more time and funding for training in integration of technology into curriculum. There is no funding to automate the library catalog and circulation system, 2) limited access to computers because of no physical space for an instructional computer lab. This impedes integration of technology into the curriculum and the consistent achievement of information skills standards and 3) inability of school to meet goal of opening the school's resources to the Lincoln community. Inadequate after-school, weekend or summer staffing and lack of a computer lab have contributed to poor follow-through on this goal. 1. Strategies for improving academic achievement and teacher effectiveness:Action steps that the school will take to improve academic achievement, including technology literacy, and improve the capacity of all teachers to effectively integrate technology into the curriculum and instruction. Action Steps - Increase collaborative planning of curriculum. Focus on Social Studies and Science standards based units. Classroom teachers, special educators and “specials” teachers will plan annual units along a K-6 continuum. These will be outlined with clear delineation of roles for implementation and assessment. The approach will be interdisciplinary, resource-based, incorporate essential skills and provide evidence of teachers/students integrating technology resources, tasks and activities in their learning. - Teachers will identify skills in ANESU Information Skills Resource Guide that they will incorporate into their curriculum. This may involve simplification of the skills scope/sequence per grade, in order to match developmental needs of students, curriculum content and standards based goals for students. Teachers will then utilize the identified skills in grade level checklists to develop needs assessment and profiles for their students and themselves. Teachers and students will demonstrate proficiency at their grade level by using checklists to guide curriculum design and self-assessment. - Teachers and students will use ANESU checklists to develop personal goals for improving “technology literacy” and work together to create learning opportunities for achieving those goals. Teachers and students will develop specific plans for how to acquire/master/integrate skills in areas of identified needs. The Educational technologist and Technical Support personnel will act as mentors for teachers and students, to help them acquire identified skills. 2. Goals:Articulate the school’s specific goals for using advanced technologies to improve student achievement. Goals - Curriculum and structure of the day will provide students with opportunities for tasks/activities relating to particular units of study. These tasks/activities will utilize word processing, databases, spreadsheets, paint programs, web quests, Internet research, distance learning (interactive web site projects), multi-media presentations and video as suitable. - Students who demonstrate competency in computer/technology integration skills will be enlisted to teach other students, i.e. peer mentoring - Student projects will be shared with the broader community via regular bulletin board display of work, Open Houses and web postings, with opportunities for students to present, explain and answer questions about tasks/activities leading up to the presentation. 3. Steps to increase accessibility:Describe the steps the school will take to ensure increased access to technology. How will the school will use federal funds to help students in high poverty, or schools that are identified for corrective action under Title I, prepare teachers to integrate technology effectively into curricula and instruction. Action Steps - Assess software applications for their “usefulness” as a tool for helping to improve student learning. Define which software applications will comprise the “backbone” of Lincoln’s technology program at different grade levels. Pare down to some software essentials, increase student exposure to these programs/capabilities and assess student mastery. - Collaborative planning between Special Education, Title 1, classroom teacher, Educational Technologist and Technical Support to identify assistive technologies or software that are needed to support learning of specific students. Enlist ANESU district resources/consultants to help. - Recycle old computers to families in community who need them. - Explore budget feasibility (grant opportunities) for after school and weekend staffing to provide access to community members (library workstations: Internet access) 4. Promotion of curricula and teaching strategies that integrate technology:Describe how the school will identify and promote curricula and teaching strategies that integrate technology effectively into curricula and instruction, based on a review of relevant research, and leading to improvements in student achievement. Action Steps - Increase collaborative planning of curriculum. Focus on Social Studies and Science standards based units. Classroom teachers, special educators and “specials” teachers will plan annual units along a K-6 continuum. These units will be outlined with clear delineation of roles for implementation and assessment. The approach will be interdisciplinary, resource-based, incorporate essential skills and provide evidence of teachers/students integrating technology resources, tasks and activities in their learning. - Summer planning will enable identification of resources from classrooms, library, on-line and the surrounding community. Units will be mapped out to include direct skill instruction in technology when necessary, time to apply and integrate those skills, the support, hardware and access needed to teach and practice those skills. - Students and teachers will collaborate to develop a menu of options for learning and tasks/activities related to curriculum units. These will include strategies that integrate technology. Simple rubrics/checklists will be developed by students and teachers to guide and assess task/activities. 5. Professional development:Describe how the school will provide high-quality, ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center. Action Steps - Annual orientation and training for students/teachers about technology resources within school (e.g. software, hardware: scanners-cameras-video-LCD projector, Internet acceptable use and Internet searching, Internet resources: Marco Polo-Standards into Action-Web Quests etc.) - Skills acquisition will occur within the context of curriculum. Time will be allotted for specific instruction (for teachers and students) as needed. Goals for skills acquisition will be developed by teachers and students in an applied setting (supplying motivation and reason to be learning a database, for example). These goals can be individualized according to interests and options for tasks/activities within a unit. - Mentoring as needed. Generate list of teachers/students who are willing to mentor others in specific skills, using specific software/hardware. - Combine group instruction with ongoing individual support for reinforcement of skills. 6. Technology type and cost:Describe the type and estimated costs of the technologies to be acquired (note: this should be a broad overview, not a listing of hardware). Technology acquisition and estimated cost
Add network wiring to the school
$ 400.00
TOTAL $19,517.00 7. Coordination with other resources:Describe how the school will coordinate activities funded through E2T2 with activities supported with funds from other sources (funds from other federal Title programs, state and local sources, that support technology acquisition and integration must be coordinated under the technology plan). Process and Action Steps
All of our Title II and Title VI Funds are allocated to schools according to school action plans. Monies are co-mingled to meet our goals, as described in action plans (for professional development or program support, for example) and distributed by the Superintendent’s office. Since we use technology to support learning and to adopt and implement standards-based curriculum, the funds allocated from Title II and Title VI, and the funds allocated to schools for Technology, work hand in hand to support our goal of all students meeting or exceeding standards. 8. Integration of technology with curricula and instruction:Describe how the school will integrate technology (including the use of software and electronically delivered materials) into curricula and instruction. After each action step, indicate the anticipated date for the initiation of that item. Action Steps and date Collaborative planning for integration of technology into a classroom unit (Summer 2002) In-service Training: orientation to new operating system, standardized desktop, simple troubleshooting, “backbone” software applications, Acceptable Use and Internet searches, Marco Polo/Standards into Action (August-November 2002, ongoing 2003) Student orientation to new operating system, standardized desktop, simple troubleshooting, “backbone” software applications (e.g. Type to Learn, Microsoft Word, Excel, Power Point, Kidpix) Acceptable Use and Internet searches, reference databases (Sept.-ongoing 2002) Refinement of ANESU Information Resource Skills Guide per grade (Fall 2002) Teacher/student plans for skill development (Fall-Spring 2002-2003) Students and teachers will collaborate to develop a menu of options for learning and tasks/activities related to one curriculum unit during the 2002-2003 school Year. These will include strategies that integrate technology. Simple rubrics/checklists will be developed by students and teachers to guide and assess task/activities based on ANESU Information Skills Resource Guide (School Year 2002-2003) 9. Innovative delivery strategies:Articulate the action steps that will show how the school will encourage the development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance-learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources. Action Steps
- Web Projects
Describe how the school will use technology effectively to promote parental involvement and increase communication with parents. Include the strategies that will be used to inform parents about the technologies and their proper use. Action Steps and communication Strategies
- School Web Page: posting student work, School Board information, weekly newsletters, school menus, etc. - Improve home school communication through e-mail. - Open Houses include student tasks/activities/presentations utilizing technology as one “tool” among many. - Community access to school computers/DSL connection during school hours when staffing is available and when not conflicting with student use. - Volunteer parents to help with technology related projects. - Lincoln Technology Committee has parent representatives. 11. Collaboration with adult literacy service providers:Describe how the school will develop programs, where applicable, in collaboration with adult literacy service providers. If this item is currently “not applicable” please provide an explanation, then suggest ways that the school could collaborate with Adult Literacy providers in the future, Description of Anticipated Collaboration
Lincoln Community School does not currently collaborate with adult literacy providers. The closest Vermont Adult Learning center is in Middlebury (30 minutes away from this rural community). Next year, the technology committee plans to explore the budget feasibility (grant opportunities) for after school and weekend staffing to provide access to community members (library workstations: Internet access). If this happens, we could publicize this opportunity to the Middlebury VAL. 12. Accountability measures:Describe the accountability measures that the applicant will use to evaluate the extent to which activities funded under this program are effective in integrating technology into curricula and instruction. Specifically address increasing the ability of teachers to teach (with technology), enabling students to reach challenging State academic standards. Accountability Measures - Teachers will utilize ANESU Information Skills Resource Guide grade level checklists to develop needs assessment and profiles for their students and themselves. Teachers and students will demonstrate proficiency at their grade level by using checklists to guide curriculum design and self-assessment. - Teachers and students will develop personal goals for improving “technology literacy” and work together to create learning opportunities for achieving those goals. Teachers and students will develop specific plans for how to acquire/master/integrate skills in areas of identified needs. - At least one long-term curriculum unit will be designed to utilize available technology resources at our school and on the Internet. Implementation and assessment of the unit and student learning will incorporate research and computer skills. - Document integration into units: rubrics, tangible products, student presentations - Observation of use/integration: LCD Projector, scanner, Digital camera, video, etc. 13. Supporting resources:Describe the supporting resources, such as services, software, other electronically delivered learning materials, and print resources, that will be acquired to ensure successful and effective uses of technology. Supporting Resources - Backbone software applications: streamline to include basic “tools”. KidPix, Word Processing, Spreadsheets, Databases, PowerPoint, Hyperstudio, Internet access. Establish some selection guidelines for other software, i.e. criteria for adding to collection…How will it enhance learning? Serve students? - On-line databases (World Book, Marco Polo) - Filtering - Additional wiring to add workstations to LAN - Conversion to OS Windows 2000. Standardization of workstations and interface. Make student friendly, accessible, understandable, as seamless as possible! - Monitor repair requests and responses.
Name of agency covered by the Technology Plan:
Current Plan Expiration Date: 6/30/2003 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.): Richard Ruane, technical support
This Update was approved by our School Board on: June 8, 2002
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