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Rangeland Elementary School InformationPart of Jefferson County Public SchoolsSchool location:1701 RANGELAND RDLOUISVILLE, KY 40219 (502) 485-8317 Enrollment by Grade Level

» Pre-kindergarten Students 52 » Kindergarten Students 95 » 1st Grade Students 76 » 2nd Grade Students 77 » 3rd Grade Students 63 » 4th Grade Students 73 » 5th Grade Students 60

Total students 496

Total Full-time teachers 27

Student / Teacher Ratio 18:1 Students eligible for free lunch 341 (69%) Students eligible for reduced lunch 33 (7%)

CURRENT TECHNOLOGY

Rangeland Elementary School currently has a technology plan that staff and teachers are expected to follow.

Staff:

Online resources include:

http://www.jefferson.k12.ky.us/Employee/Teachers.html United Streaming YouTube Brain Pop Smart Exchange

Students:

Online Resources include:

Success Maker Reading Success Maker Math Timez Attacks Study Island Enchantedlearning.com Starfall.com Storylineonline.net Aplusmath.com TimeforKids.com

Building Inventory

School NAMERangeland Elementary

   

ADA 378.63    NUMBER OF CLASSROOMS 29    

NUMBER OF CLASSROOM TEACHERS 31    Section 1: Student Instructional Devices/Desktop Virtualization/Home Access      

Instructional Devices Total Percentage  

Number of student Instructional Devices located in standard classrooms 86 91.5%  Number of student Instructional Devices in locations that have 3 or less student workstations   0.0%  Number of student Instructional Devices in locations that have 4 or more student workstations   0.0%  Number of student Instructional Devices located in fixed or mobile labs 8 8.5%  Number of student Instructional Devices that are carried and stay with student 0 0.0%  

TOTAL Student Instructional Devices 94 100%       Desktop Virtualization    How many hardware based desktop virtualization cards (i.e. N-Computing, Fiddlehead, MiniFrame) have you deployed in your district? 0  How many additional student instructional access terminals did this create in your district? 0       Home Access for Students Percenta    

ge1. Percentage of students that have a computer at home? 81.0%     a) Percentage of these computers that are less than 5 years old? 35.0%    2. Percentage of students that have Internet access at home? 40.0%    3. Percentage of students for each type of Internet connectivity? 40.0%     a) Dial Up       b) Cable Modem       c) DSL (usually provided by telephone company) 40.0%     d) Satellite Dish       e) Other           Home Access for Teachers Percenta

ge    1. Percentage of teachers that have a computer at home? 100.0%     a) Percentage of these computers that are less than 5 years old? 80.0%    2. Percentage of teachers that have Internet access at home? 100.0%    3. Percentage of teachers for each type of Internet connectivity? 100.0%     a) Dial Up       b) Cable Modem       c) DSL (usually provided by telephone company) 100.0%     d) Satellite Dish       e) Other             Section 4: Other Computing Devices      Handheld computer systems (district owned devices only) Instructional Administrativ

e1. Number of standalone PDAs - Device that combines a range of basic computing functions, such as scheduling and contact management. 0  2. Number of Smartphones (Windows Mobile, iPhone, Palm Centro, Palm Pre, Blackberry, etc) - Devices which provide wireless email, texting, internet access and other on-line services. 0 0

TOTAL 0 0        Personally Owned Computing Devices (Laptops/Tablets/Mobile Devices)      1. Has the district permitted personally owned Devices to be brought to school by students? No    2. Has the district permitted personally owned Devices to be brought to school by teachers? Yes    3. Has the district permitted personally owned Devices to be brought to school by administrators? Yes                  Student, Instructional and Leadership Technology Skills      Students      1.a) Has the school implemented the technology skills for students as defined in the Program of Studies? Yes           Digital Citizenship      Please indicate which of the following nine elements of Digital Citizenship have been adopted as part of the district’s technology culture through either curriculum or an Acceptable Use Policy for students and staff?

     

Digital Access Yes    Digital Commerce Yes    Digital Communication Yes    Digital Literacy/Education Yes    Digital Etiquette Yes    Digital Law Yes    Digital Rights and Responsibilities Yes    Digital Health and Wellness/Safety Yes    Digital Security/Self Protection Yes    

       Section 6: Network Connectivity             

Local Area Network Capacity within the Schools    3. What percentage of your Instructional Devices are connected to the local area network? 100%    4. What percentage of your Instructional Devices use wireless to connect to the school LAN? 100%         Section 8: Intelligent Classrooms      1. Number of electronic image Projection Devices available to classrooms? (mounted or mobile) 20     a) Number of mounted? 18     b) Number of mobile? 2    2. Number of Plasma/LCD wall-mounted units in classrooms? 0    3. Number of interactive white-boards (mounted or mobile) in classrooms? 11     a) Number of mounted? 3     b) Number of mobile? 0    4. Number of individual responder systems (using clicker type Devices)? 20    5. Number of wireless interactive slates/pads? 1    6. Number of Document Cameras? 20           Section 9: Video Conferencing /Web 2.0 Collaboration /On-line Assessment      Video Conferencing    1. How many Classroom-type systems (Tandberg, Polycom, etc) does your school own? 0    2. On average, how often are these systems used? Not Applicable3. What other video-based communications does your district use? 0    

a. Desktop-based (WebEx, Adobe Connect, Elluminate, Tandberg MOVI) 0  b. Web-based (iChat, SKYPE, etc.) 0    c. One-way video broadcast (webcast, podcast, etc)? 0    

Section 10: Federal Reporting      Technology Literacy    

Number of teachers that are proficient in Standard 6? 9    Number of teachers that are not proficient in Standard 6? 9  Number of Library/Media Specialists that are proficient in Standard 6? 1    Number of Library/Media Specialists that are not proficient in Standard 6? 0  Number of administrators that are proficient as per the Technology Standards for School Administrators (TSSA) 0  

 Number of administrators that are not proficient as per the Technology Standards for School Administrators (TSSA) 1  

FUTURE TECHNOLOGY

Online Resources:

With the new standards published and adapted in JCPS, our teachers have been told to teach the standards and not use a text program. This has made it difficult to find practice sheets and formative and summative assessments for these standards. It will be necessary for the school to provide teachers online resources including, but not limited to, www.edhelper.com, www.superteacherworksheets.com, www.enchantedlearning.com and a subscription to a bank of test questions for teacher access from a company such as Pearson.

Hardware/Software:

The school has no iPods in possession. As part of our Daily 5 curriculum, iPods will take the place of intermediate listening centers by purchasing books for iPods. The component of Daily 5 that has students “Listen to Reading” will be fulfilled using iPods and the Louisville Public Library.

Another component of our Daily 5 literacy program that will be met by purchasing Kindles for the students for “Read to Self”. The goal will be to purchase enough to cover the 4th and 5th grade the first year and the 2nd and 3rd the following year, so that all students 2nd – 5th would have daily access to Kindle use during Read to Self/ Independent Daily Reading.

As part of our Program Review in the arts, our school will purchase video equipment and editing software to allow students to video various skits, programs, newscasts, claymation, or animation. Student art portfolios will also be photographed using this software.

With the removal of funding for textbooks by our school in an effort to move to a technology rich environment, assign grade level responsibility to adopt one or two online resources for learning in lieu of purchasing textbooks. These online tools would be chosen by grade level teams and approved my administration. Students will use these databases for acquiring knowledge and conducting research.

BENCHMARKS

Kindergarten

KEYBOARDING Use proper posture: Proper body position (sit up straight) Proper position of keyboard (center with body) Correct wrist & elbow placement

WORD PROCESSING Recognize a word processing document Identify the purposes of a word processing document Answer questions relating to a word processing document

TELECOMMUNICATIONS Use templates to present written communication

PRESENTATION Use templates to present written communication

APPLICATIONS Start up and shut down computer Log on/in: Ctrl-Alt-Delete UserID/Password

First GradeKEYBOARDING

Use proper posture: Proper body position (sit up straight) Proper position of keyboard (center with body)

WORD PROCESSING Recognize a word processing document Identify the purposes of a word processing document Answer questions relating to a word processing document

SPREADSHEET Recognize a spreadsheet document: Cell Cell, Address, Row, Column, Label , Answer questions using a spreadsheet

TELECOMMUNICATIONS Use templates to present written communication E-MAIL Define e-mail Understand and use netiquette: Use language that does not include profanity, socially insensitive remarks or insults

PRESENTATION Explain the purpose of a presentation: Communication Show knowledge of content subject Publish/Share information

DIGITAL CITIZENSHIP Identify and demonstrate knowledge of the Nine Elements of Digital Citizenship: Digital Rights & Responsibilities (e.g. AUP, citing sources, cheating, cyberbullying

Second GradeKEYBOARDING

Use appropriate fingers: Left Shift , Right Shift, Backspace, Tab

WORD PROCESSING Insert picture/clip art, Format picture/clip art, Align picture/clip art

SPREADSHEET Search a database to retrieve specific information Use logical operators to refine searches: = , < , > , And, Or, Not Answer comprehension questions using a given

PRESENTATION Create and publish products collaboratively for audiences inside and outside the classroom using technology tools Multimedia or presentation Use technology communication to participate in online group projects and learning activities

Research and Information Fluency Identify and/or use Internet terms: Home Page, Favorites/Bookmarks, Home Icon/Home Button

FILES Navigate to open a file from different sources: Application, Disk, CD, Desktop

Third GradeWORD PROCESSING

Recognize a word processing document Identify the purposes of a word processing document Answer questions relating to a word processing document

SPREADSHEET Display and print spreadsheet: With gridlines, Without gridlines, With column & row headings

DATABASE Answer comprehension questions using a given electronic resource Analyze data from an electronic resource and present conclusions Analyze data from a data table

TELECOMMUNICATIONS Define telecommunications Use templates to present written communication Identify how the community uses telecommunications in everyday activities

Research and Information Fluency Understand the function of links (hyperlinks) Use links Displayed in text & graphic format Use search engine(s) to find specific information

Digital Citizenship Identify the copyright symbol © Demonstrate knowledge of Copyright Materials Demonstrate legal use of software

Fourth GradeWORD PROCESSING

Use formats: Bulleted, Numbered, List, Drop Cap, Use spell check to check a document Use thesaurus Format a document with two or more columns

SPREADSHEET Move cells, format data in a cell, select/highlight within a cell Freeze rows

E-MAIL

Define netiquette Give examples of the appropriate use of e-mail and/or purpose of e-mail

Research and Information Fluency Identify parts of a URL: http:// , www , .com , .gov. , etc.

Fifth GradeWORD PROCESSING

Create a Header, Create a Footer Use the Find/Replace feature Use the Show/Hide Invisibles

SPREADSHEET Sort data: In descending/ascending order Charts/Graphs

DATABASE Analyze data from a data table Sort by field type

Digital Citizenship Know the percentage of material that may be used legally: MP3s, music, sound Explain what “Fair Use” means to a student with regard to Copyright Material Demonstrate legal use of software Compare rules in the physical community with the cyber-community that concern communications between strangers and trusted

adults Explain that a good citizen is a person who follows rules in a community. A cyber citizen obeys the rules of the online cyber

community. Discuss how a stranger can pretend to be a friend in cyberspace

*See attachment for a more in-depth view of K-5 Benchmarks

STAFF

Our school’s faculty, staff, and administration are using or will be using technology in the following ways as of 2013-2014:

COMMUNICATION

Daily use of email to communicate Lesson plans will be converted to electronic imaging for AP and Principal viewing, consulting and mentoring Grades will be recorded and communicated to parents using Infinite Campus. Currently, only high schools in JCPS use this format

for grade communication with other teachers and parents. Cumulative folders will be cataloged online (writing scanned, DRA and other assessment scores marked in an on-line format, ELL

or ECE paperwork to be converted to electronic forms all contained in this electronic cumulative folder. Use email as a form of communication with parents, Seven Counties, Louisville Refugees, and Toyota Literacy Program In addition to the current schools website, acquire funding for Edline to enable all teachers to use this as a primary resource for

parent/family communications involving newsletters, calendars, homework, special events, etc.

SHARE IDEAS

Each grade level will be responsible for presenting one technology share at an assigned faculty meeting date: www.wonderopolis.com, Smart Exchange, United Streaming, etc.

Use Sky Drives to upload information for Program of Review Instructional Coach and Math Science Coordinator send reports to grade levels for district mandated assessments to allow

summaries of test results and comparisons of standards accomplished or not to be discussed at weekly Embedded PD. PLC meetings are held each week, using above stated emails, to collaborate ideas and plan for response to interventions.

Current practice of test score reporting are handled only by the Math/Science coach, Tonya Arnlod, via email. Social Studies and Reading scores have yet to be communicated this way. It will be the responsibility of the Instructional Coach to relay an in-depth analysis of the test results in the same format as the current math/science scores.

All teacher evaluations conducted by administration will be converted to electronic format or “E-forms” Administration will fill out the forms and email completed teacher evaluations that will be stored in each teacher’s professional file.

TRAINING

Technoversity is a professional development Institute sponsored by the Computer Education Support department in Jefferson County Public Schools. PD sessions are offered on a multitude of topics at no cost to our teachers during the last three weeks in July. SMART Notebook, Mobile Technologies, Infinite Campus Gradebook, Digital Storytelling, Photoshop, Cloud Creating and more are offered during three weeks of Technoversity this July. (See sample below)

Time Monday Tuesday Wednesday Thursday7/23/2012 7/24/2012 7/25/2012 7/26/2012

830-1130 AM Westport Middle

Room 320

UDL: Teaching Every Student in a Digital Age

Using Tech to Build a Classroom Community

Digital Storytelling B: MovieMaker, PowerPoint,

and GreenScreen

Using Tech to Integrate Primary Sources into the

History Classroom

Lemuel Jordan Shannon Washburn Octavia West Andrew Bailey

830-1130 AM Westport Middle

Lab 304ESL Classroom Activities

21st Century Skills: iSafe 830-330

21st Century Skills: iSafe 830-330

21st Century Skills: iSafe 830-330

Olga Mujic Sharis Lattimore Sharis Lattimore Sharis Lattimore

830-1130 AM Kammerer Middle

Lab 158

Digital Storytelling A: PhotoStory and Bunch of

Pictures

Cloud Creating B: Prezi, VoiceThread, and Voki

SMART Board/Notebook: English Language Arts

Common Core Standards

SMART Lesson Activity Toolkit

Octavia West Lisa Johnson Shannon Washburn Janet Seibert

830-1130 AM Kammerer Library

Lab

Put Pizzazz in Your PowerPoint

Introduction to the Role of STC (School Technology

Coordinator)

Basic Troubleshooting Windows 7

Reimaging Computers

Janet Seibert Carolyn McCoy Carolyn McCoy Carolyn McCoy

INNOVATIVE TECHNOLOGY

• Daily use of Smart Boards in conjunction with Smart Exchange to enhance learning• Using Smart Boards to view video clips using various sites such as United Streaming, YouTube, etc.• Smart Response being used in daily routines such a math Flashbacks as formative assessment

POLICIES

Attached is the staff acceptable use policy. Every employee of JCPS must sign this form upon hire. The outline of the document is thorough and organized to prevent any uncertainties from forming. The one item I do not see within the staff AUP is the right to conduct personal matters on district owned laptops. While it does state that all activity and documents on employee laptops are public, it does not go into discussion as to whether or not employees may use laptops for personal emails, word documents, personal web surfing, etc. I do feel this should be addressed in the AUP.

You will also find the student acceptable user policy attached along with a “Code of Conduct” form that all families and students must sign upon enrollment each school year. I feel the student AUP is much more descriptive and stringent with the wording and outline. There are extremely specific rules against transmitting vulgarity, obscene language, harassments, etc. in any form of technology. To say it simply, teachers have a lot more rights when it comes to technology than the students. I would keep the student AUP form the same including the consequences section for breaking one of the user agreements.

ISTE STANDARDS 1-5

1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. Technology, including hardware and software, are adopted and reassessed each year in accordance with new standards being set forth from the state.b. Students have daily access to computers as a means of research and development of topics.c. The plan states within the next five years, the goal is to have students researching and comparing/contrasting research gained, via technology, to their own learning and findings.d. Students are provided technology platforms to explore and produce presentations, communicate with teachers and peers, enhance learning of previously acquired knowledge and creatively expand on curricular standards.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. Students are engaged in telecommunications for research, evaluation and peer-monitoring and editing.b. Students participate in collaborative problem-solving activities using interactive communications and online resources.c. Evaluation and exploration of finished electronic pieces is part of the required content for students and they are able to use email for peer evaluations.d. Smart Response is the main technological formative assessment used at Rangeland. The students view overall understanding and misunderstanding of content in the form of graphs and charts to plan future learning and interventions.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety ofsources and media.

b. JCPS online scrimmages and quizzes are used with other students and school to compare learning and understanding of content.

c. Success Maker Reading is used as an intervention strategy to successfully get low performing students on grade level. Success Maker Math is similar to Success Maker Reading and is an additional technological intervention strategy used during Response To Intervention time during the week. Students who are on grade level for math or reading are able to access Study Island online where they navigate through a series of standardized formatted questions and answers. Both Success Maker games and Study Island are accessible at a student’s home by logging in with an assigned username and password. These online services are also available to families during

the summer months to prevent summer regression.

d. Each grade level is given standardized assessment scores through color coded excel sheets and tables that target individualized missed standards for each student. From this point, students are grouped according to which standard they missed and interventions are then put in place to promote and achieve understanding of the content.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. Digital Citizenship is part of our K-5 curriculum and is taught by the STC, the Library Media Specialist and classroom teachers. These overlying issues are detailed in our student AUP as required by the district.b. Updates and upgrades are completed on a regular basis, through the district.c./d. The student AUP covers digital etiquette and responsibility; training is given to staff on a regular basis through professional development opportunities and seminars including Technoversity 2012.

5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. All teachers, administrators, and staff at Rangeland Elementary are part of a cloud sharing community through our school’s username and server. This allows teachers to share forward thinking technologically embedded lessons with peers and administrators.b. The Site Technology Coordinator is responsible for implementation and upkeep of technology in the building. Decisions for purchasing new software, hardware or online services are handled primarily by the STC, the Library Media Specialist and the Site Based Decision Making team. Overall approval of funding for future technologies is primarily the role of the principal. c. Staff are provided with multiple professional development opportunities to enhance their understanding of new technologies. Once each month, the district sends over a technology site supervisor to assist teachers with questions or concerns involving any of our Smart technologies. She offers individualized training or fields any questions so that teaches my launch all new technologies available to them.d. The STC and JCPS district level technology site supervisor work in tandem to ensure all teachers are using multiple forms of technologies available to them. Annual teacher evaluations include use of technology as part of any given lesson. If teachers are not using technology, the administration joins them with the STC and site supervisor for individualized training and implementation of available technologies, primarily Smart technologies.