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Technology Plan Cover Sheet

2013-2015 (July 1, 2012 – June 30, 2015)

ORGANIZATION INFORMATION

District/Agency/School

(legal name):

LACRESCENT-HOKAH SCHOOL DISTRICT

District Number: 0300

Technology Plan Status The District/Agency/School has an approved 2012

technology bridge plan:

Yes

2013-2015 Technology

Plan Date of Creation:

June 12, 2012

IDENTIFIED OFFICIAL WITH AUTHORITY INFORMATION

Name RON WILKE

Title SUPERINTENDENT

Address

703 S. 11TH STREET

LACRESCENT, MN 55947

Phone Number & E-mail (507) 895-4484 [email protected]

TECHNOLOGY CONTACT INFORMATION

Name PUSHPA SUDHAKARAN

Title NETWORK MANAGER 1/TECHNOLOGY

COORDINATOR

Address 703 S. 11TH STREET

LACRESCENT, MN 55947

Phone Number & E-mail (507) 895-4484

[email protected]

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Independent School District 300

2013-15 Technology Plan

Ron Wilke

Superintendent of Schools

Pushpa Sudhakaran

Network Manager 1/Tech Coordinator

703, S. 11th Street

La Crescent, MN 55947

507-895-4484

[email protected]

http://www.isd300.k12.mn.us

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Table of Contents

Title Page #

Executive Summary 4

Planning and Needs Assessment 7

TAGLIT Teacher Survey 2009-10 11

TAGLIT Student Survey 2011-12 14

Vision, Goals, Objectives and Strategies for Technology 20

Goal 1 and 2 Strategies: Teacher Skills and Integration 24

Goal 3 Strategies: Student Competency 28

Goal 4 Strategies: Technology rich within safe and secure 29

Professional development Plan 34

Evaluation 37

2013-15 Technology Plan 38

2008-11 and 2011-12 Bridge Plan 47

Technology Budget 2013-15 53

Optional Links 55

APPENDIX A District Vision and Mission 56

B ENTIC 57

C Technology Performance Indicators/Rubrics 62

D WAN Diagram 63

E Teacher Tech Skills, Examples 64

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Executive Summary:

Mission: La Crescent-Hokah School District is an innovative educational system

designed to prepare all learners to thrive in an ever-changing, global society.

The 2008-2011 Technology Plan and the 2011-2012 Bridge plan provided the school

district with direction in its work toward the following 4 major goals:

Goal 1: Increase teacher competencies, as defined by International Society

for Technology in Education (ISTE), in technology skill development.

Goal 2: Increase teacher competencies, as defined by ISTE, in technology

integration.

Goal 3: Increase student competencies, as defined by ISTE or MEMO, in

technology skill development (productivity, multimedia, communication,

research and problem solving).

Goal 4: Expand technology rich learning environments and opportunities

within a safe and secure system.

The 2013-15 technology plan will continue to retain the four broad goals from the

district’s previous technology plan. Strategies within each goal have been updated

relative to current needs across the district, including the following strategies from the

previous plan:

Adoption of TAGLIT survey to establish baseline technology skill and tech

integration levels for all staff. The teacher Survey was completed in 2010 and the

student survey completed in 2011 (baseline completed but survey ongoing,

carried over)

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Expansion of the district’s staff development program called Educational

Technology through Integration and Collaboration (ENTIC). Over 75% of staff

has participated in this program as of 2012. 77 staff members participated in

ENTIC since its inception in 2007 (carried over).

Utilize Danielson’s Observation Rubrics to increase teacher technology

integration (carried over)

Adopted district research process in Dec 2007, MEMO standards in Jan 2008 and

student teaching tool kit scope and sequence in Feb 2008 (carried over)

Utilize district’s curriculum design framework to record and implement lessons

and units. This is an integral part of ENTIC (carried over)

Review K-4 implementation of keyboarding curriculum/program (carried over)

Establish a robust and secure wireless network in all buildings (carried over)

Upgrade infrastructure by purchasing gigabit switches (completed)

Upgrade data cabling to in all buildings from CAT 3 to CAT 5e (carried over)

Implement easy-to-use Help Desk software. Spiceworks was purchased and

installed (completed)

Install a reliable file storage for students and staff; Dell SAN installed

(completed)

Develop online learning options for students; SEMVA consortium established

(completed)

Investigate and develop web-based video conferencing for students (carried over)

Virtualize servers using Microsoft’s HyperV platform (completed)

Monitor security system for effectiveness (carried over)

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Develop district-wide awareness of technology mission and vision (carried over)

Technology staff obtain industry-standard certifications (carried over)

Implement VOIP (carried over)

Increase access to media center resources during the school and extended day

(completed)

Evaluate current system wide database software; payroll online, student

management software upgraded and online PO generation implemented

(completed)

Redefine ideal classroom and assess how many classrooms match that criteria

(carried over)

Strategies new to the 2013-2015 technology plan include:

Administer and establish baseline data for Instructional Practices survey taken

from the MDE website to assess teacher technology skill and integration levels

Research and implement 1:1 student computing utilizing BYOD

Research and implement effective classroom tools

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Planning and Needs Assessment

Demographics of School District

LaCrescent-Hokah Public Schools is located along the Mississippi River in the

southeast corner of Minnesota. The communities of LaCrescent and Hokah are serviced

by the public school system through an early childhood/ PK-4 elementary school, middle

school, high school, alternative learning center and district office. The middle school is

comprised of fifth through eighth grade and also houses the sixth through ninth grade

alternative learning program. The high school is comprised of ninth through twelfth

grade. The alternative learning center for grades ten through twelve, located in Hokah,

draws students from neighboring school districts as well as our own. Finally, a day

treatment program for middle and high school students is located at our Hokah facility.

There are approximately 1230 students enrolled in the public school system.

Approximately 93.3% of our student population is of white, non-Hispanic origin. The

remaining 6.7% of the student population is of minority decent. Approximately 29% of

the elementary students are economically disadvantaged. While only 17% of the

secondary level students have indicated they are economically disadvantaged, our

alternative learning center has 39% of its students in the economically disadvantaged

category. Approximately 12% of our students receive special education services.

The staff has utilized an alternative pay schedule since the 2000-2001 school year

and has been a member of the Quality Compensation (Q-Comp) programs since its

inception. The alternative pay for performance program is organized around five

components: 1.) developing leadership capacity through career ladders; 2.) job-embedded

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professional development through goal setting and team meetings; 3.) performance pay

based upon completion of action research connected to student achievement, active

participation in learning communities, and student growth based upon district-approved

standardized assessments; 4.) completion of three formal observations per year; and 5.)

an alternative salary schedule based upon component three.

Organization Leadership and Technology Planning Committee

We have a technology steering committee in place that assists the IT dept. with

maintaining policies and also provides a future outlook for the district’s technology. The

membership includes parents, teachers, technical staff and board members. The

committee meets monthly on the first Thursday of the month from 3:15pm to 4:30pm.

The table below shows the members of tech steering committee:

Member Position

Mr. Bryan Tornow School Board member

Ms. Cindy Wright School Board member

Mr. Ron Wilke Superintendent of Schools/Technology Director

Mr. Ben Barton Middle School and ALC Principal

Mr. Rick Wolter High School Principal

Dr. Julie Beddow-Schubert PK-4 Principal/District Curriculum Director

Ms. Julie Holman Business Director

Ms. Pushpa Sudhakaran Network Manager 1/Technology Coordinator

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Mr. Jack Swinghamer Network Manager 2

Ms. Lois Cox Technology Integrationist and High School Teacher

Mr. Logan Colby Middle School Teacher

Ms. Jo Ann Steffes Parent

Ms. Barb Wooley High School Teacher

Ms. Erin Dammen Elementary School Teacher

A wide range of needs assessments were conducted. They included formal

surveys, brainstorming sessions, technology sub-committee discussions, action research

projects completed by the staff, and self-assessments based upon the ISTE standards. In

addition the technology department completed an assessment inventory of the

telecommunication services, hardware, and software services needed to improve

educational services.

Surveys:

The district implements the use of TAGLIT survey to assess teacher and student

competencies. TAGLIT uses a four point scale to identify the stages of development in

instructional technology programming:

1. Embarking: The school is just getting with this aspect of technology for teaching

and learning.

2. Progressing: The school is making some effort and showing some progress with

this aspect of using technology for teaching and learning.

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3. Emerging: The school is making considerable effort and showing considerable

progress with this aspect of using technology for teaching and learning.

4. Transforming: The school’s use of technology is transforming the way teaching

and learning take place.

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TAGLIT Teacher Survey 2009-2010

Category Development Stage Score

Scale 1 to 4

Technology Plan 2.34

Teacher Skill Development

Basic Tools

multimedia tools

communication tools

research and problem-solving tools

2.66

2.46

2.97

2.47

Teacher technology use

productivity software

multimedia tools

communication tools

research and problem-solving tools

2.23

2.00

2.14

1.85

Tech related professional Development 2.18

Technology and the way classroom

works

(Teacher’s perspective)

2.71

Technology Hardware 2.56

Software 3.11

Hardware access at home 3.91

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The TAGLIT survey was administered to all teachers in 2009-10. Teachers’ knowledge

and support for the technology plan had an average score of 2.3 indicating that a little

over 50% of the teachers were aware and supportive of the technology plan. With respect

to basic tools technology skills, the average score was 2.66 indicating some teachers still

needed assistance with this skill set. With respect to multimedia tools, the average score

was 2.46 indicating the teachers were between progressing and emerging. It was

identified that the area of highest need was video editing. Teachers were close to the

emerging level in the communication tools area with an average score of 2.91. Teachers

scored an average of 2.47 in the area of Research/Problem-Solving tools especially with

respect to probes and graphic organizers. Teachers were approaching the emerging level

with a score of 2.98 in overall use of technology in teaching and learning. Teacher Tech

Use Score ranged from 1.85 to 2.98 indicating certain areas needed work yet. Technology

and the way the classroom works score averaged 2.71, with many teachers indicating a

desire to increase inter-disciplinary instructional activities for students. Approximately

50% of teachers believe computers have been placed appropriately in the district.

Approximately, 40% of teachers felt they had adequate access to computers, printers and

projection devices. Only 29% felt they had adequate access to digital cameras and

scanners. Teachers indicated access to software and electronic/online resources was more

than adequate.

The TAGLIT survey was administered to all students in 2011-12. Approximately,

271 students participated in the survey. Results of the TAGLIT student survey indicated

that the computers and Internet access were slow. They want newer computers, faster

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Internet access and other modern technology tools to keep them engaged and learn. The

survey also indicated that approximately 90% of our students have at least one computer

at home with Internet access. Only 4.8% of students do not have a computer at home.

This is encouraging since BYOD is one of the goals we have been researching as an

option to move to 1:1 ratio for our students.

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TAGLIT Student Survey 2011-12

88% of 5th graders, 90.6% of the 9th graders and 91.3% of our 12th graders have at least one computer connected to Internet at

home.

Legend: Embarking Emb (lowest level), Progressing P, Emerging, Eme, Transforming T (Highest level)

5th Graders (in %)

Student perspective

of their skills

9th Graders (in

%)

Student

perspective of

their skills

12th Graders (in

%)

Student

perspective of

their skills

BASIC TOOLS

Word Processing

12Emb, 14.7P,

18.7Eme, 54.7T

2.8Emb, 11.3P,

31.1Eme, 54.7T

3.3Emb, 4.4P,

29.7Eme, 62.6T

Spreadsheet Entry 30.7Emb, 37.3 P,

22.7Eme, 9.3T

2.8Emb, 11.3P,

31.1Eme, 54.7T

8.8Emb, 42.9P,

24.2Eme, 24.2T

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Spreadsheet Graphs 30.7Emb, 34.7 P,

22.7Eme, 12 T

29.2Emb, 38.7P,

25.5 Eme, 6.6 T

7.7Emb, 34.1P,

31.9Eme, 26.4T

Database Entry 50Emb, 26.7 P,

13.3Eme, 9.3T

38.7Emb, 27.4P,

25.5Eme, 8.4T

22Emb, 24.2P,

29.7Eme, 24.2T

Database sort and

report

41.3Emb, 21.3 P,

22.7Eme, 14.7T

34.9Emb, 24.5P,

28.3Eme, 12.3T

18.7Emb, 28.6P,

28.6Eme, 24.2T

MULTIMEDIA

Drawing/painting

25.3Emb, 12P,

32Eme, 30.7T

19.8Emb, 23.6P,

30.2Eme, 26.4T

8.8Emb, 24.2P,

33Eme, 34.1T

Video camera make

video

9.3Emb, 17.3P, 25.3

Eme, 48T

9.4 Emb, 16P,

33Eme, 41.5T

4.4Emb, 17.6P,

35.2Eme, 42.9T

Video editing 45.3Emb, 24 P, 21.3 38.7Emb, 34P, 15.4mb, 34.1P,

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software, edit video Eme, 9.3 T 16Eme, 11T 16.5Eme, 34.1T

Digital

camera/scanner

24 Emb, 28P, 14.7

Eme, 33.3T

17Emb, 22.6P,

24.5Eme, 35.8T

6.6Emb, 12.1P,

35.2Eme, 46.2T

Image editing

software

40 Emb, 14.7P,

25.4Eme, 20T

22.6Emb, 34.9P,

18.8Eme, 23.6T

14.3Emb, 23.1P,

31.9Eme, 30.8T

Presentation software 8Emb, 9.3 P, 29.3

Eme, 53.3 T

8.5eEmb, 12.3P,

32.1Eme, 47.2T

4.4Emb, 5.5P,

38.5Eme, 51.6T

Multimedia software 48Emb, 30.7P,

14.7Eme, 6.7T

26.4Emb, 37.7P,

26.4Eme, 9.4T

13.2Emb, 22P,

33Eme, 31.9T

COMMUNICATION

TOOLS

Email

10.7 Emb, 1.3P,

22.7Eme, 65.3 T

6.6Emb, 6.6P,

24.5Eme, 62.5T

1.1Emb, 2.2P,

22Eme, 74.7T

Online discussions 14.7Emb, 17.3 P,

28Eme, 40T

10.4Emb, 19.8P,

38.7Eme, 31.1T

1.1Emb, 13.2P,

39.6Eme. 46.2T

Web authoring 12emb, 29.3 P, 40.6Emb, 34P, 22Emb, 28.6P,

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software 28Eme, 30.7T 15.1Eme, 10.4T 20.9Eme, 28.6T

PROBLEM-

SOLVING

CDs and DVDs

41.3Emb, 24 P,

20Eme, 14.7T

27.4Emb, 34.9P,

24.5Eme, 13.2T

11Emb, 15.4P,

34.1Eme, 39.6T

Access Online sites 4 Emb, 2.7P,

24Eme, 69.3T

2.8Emb, 8.5P,

32.1Eme, 26.6T

2.2Emb, 3.3P,

26.4Eme, 68.1T

Search Engine 0Emb, 5.3P,

17.3Eme, 77.3T

4.7Emb, 5.7P,

28.3Eme. 61.3T

0Emb, 3.3P,

20.9Eme, 75.8T

Search with Boolean 21.3 emb, 12P,

29.3Eme, 37.3T

30.2Emb, 23.6P,

29.2Eme, 17T

16.5Emb, 22P,

30.8Eme, 30.8T

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Infrastructure and Telecommunication Assessment:

Based on the TAGLIT survey, the district recognizes the need to increase

bandwidth and, upgrade teacher and student computers. Many of our instructional and

administrative resources are web-based thus demanding the need for bigger Internet pipe.

Some of the examples include but not limited to MCA and NWEA testing website,

skyward student management software, MDE and web-based instructional resources such

as Khan Academy and United Streaming. Consequently, during this plan, the district will

focus on upgrading Internet access from 10 MBPS to 100MBPS. Based on Erate funding,

we will also be implement VOIP to be compliant with E911 requirements. We will be

connecting Hokah Learning Center with 10MBPS Ethernet connection instead of current

VPN over Internet. The district’s 660+ computers, many peripherals, applications,

infrastructure and the servers are all maintained by a lean technology department, which

consists of 1.Ron Wilke, Technology Director /Superintendent of Schools, Pushpa

Sudhakaran, Network Manager 1/Technology Coordinator and, Jack Swinghamer,

Network Manager 2.

The current wireless infrastructure is composed of one controller and

approximately 30 access points, mostly Cisco. An additional wireless controller is

required to support the district’s guest device policy. Without the controller, we cannot

segment the guest traffic from the district’s business traffic. Most of the buildings have

wireless, but some spots within the buildings have low to no signal available. Purchasing

of additional access points and the controller will solve this problem. A Wireless site

survey was recently conducted to assess the number of access points that would be

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needed in the district to provide 100% coverage. The access points that the district

currently owns, support the following protocols: a/b/g. In keeping up with times, access

points that support the N protocol (802.11n) will be purchased this year to support the

faster transfer rates. As the district implements classroom sets of wireless devices, one

access point is not sufficient to provide 30 computers with satisfactory network

computing. We will have to add more access points so that no more than 20 network

devices are connecting to an access point at any given time.

District technology equipment assessment:

Currently, our ratio of student computers is 4:1. However many of these

computers are aging and in need of replacement. In an average classroom, there are at

least 2-3 desktop student computers. In addition, there are shared Ipads and netbooks that

many teachers use with students. We have 3 labs for HS, 1 lab for MS and two labs for

ES. The average age of equipment used for instruction is approximately 5 years. The

district is primarily PC-based but in future, we are planning to support both Apple and

PCs based on the instructional goals and objectives. Mounted data projectors at various

classrooms are as follows: ES = 63% MS=79% HS=59%. Document cameras at various

locations are as follows: ES=5% MS=10% HS=7%. Interactive white board and student

response systems at various locations are ES=70% MS=10% HS=10%. Age of the

computer, the hardware specifications of instructional/administrative applications that are

needed for the user and, instructional integration (ENTIC participation) determine if a

computer will be replaced.

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Vision, Goals, Objectives and Strategies for

Technology

Technology Integration with Curriculum and Instruction

The ISTE (2001) describes curriculum integration as the “infusion of technology

as a tool to enhance the learning in a content area or multidisciplinary setting…effective

integration of technology is achieved when students are able to select technology tools

[such as a computer, Internet and productivity software] to help them obtain information

in a timely manner, analyze and synthesize the information, and present it professionally”

(p. 6). LaCrescent-Hokah Public Schools is striving to reach this level of technology

usage and has established their mission and commitment statements (Appendix A) to

further articulate the priorities of the system.

Alignment with district mission and commitments

The district’s primary commitment is to challenge all learners to succeed in an

ever-changing global society while considering their unique potentials. Of particular

interest is that the district is committed to being on the forefront of technology usage

while providing these challenges. We are committed to challenging students by

providing effective learning environments that are rich in technology and print resources.

It is our belief that by providing technology resources, we will facilitate increased

collaboration, foster accountability and support communication among students, parents

and staff. Through these commitments, we believe we will develop an innovative

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educational system designed to prepare all learners to thrive in an ever-changing, global

society.

Vision for technology

With the assistance to the technology steering, curriculum steering and staff development

committee members, the district has identified the staff development needs as shown in

Appendix C to support growth in teacher and student technology literacy. District staff

development program, ENTIC is outlined in Appendix B.

Examples of teacher technology competencies and skillsets are found in Appendix E.

Growth in technology literacy will be accomplished through intensive staff

development efforts as well as ongoing support by the curriculum director, technology

integrationist and building principals. Finally, the district is committed to increasing

teacher capacity to effectively integrate technology into a standards based curriculum.

Goals, objectives and strategies

Our goal is to have technologically competent teachers develop integrated,

standards-based lessons grounded in best practice so that we meet the needs of all

learners through the three R’s (Rigor, Relevance, Relationships). Integrated, standards-

based instruction practice will be rigorous and relevant to individual student interest and

needs. Students will have multiple opportunities to utilize technology tools as a means of

collecting, analyzing, synthesizing and communicating understandings. Relationship

development will be facilitated with a balance of digital (e.g. online learning) and

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interpersonal experiences. We will incorporate best practice strategies in staff

development and instructional practice to meet the described goals and objectives.

Our assessments identified four areas of need: 1.) Increase teacher competencies,

as defined by ISTE, in technology skill development; 2.) Increase teacher competencies,

as defined by ISTE, in technology integration; 3.) Increase student competencies, as

defined by ISTE or MEMO, in technology skill development (productivity, multimedia,

communication, research and problem solving); and 4.) Expand technology rich learning

opportunities within a safe and secure system. In an effort to address the identified needs

and ultimately reach our goal, we will focus on continued technology skill training and

integration training that promotes interactive learning opportunities through the ENTIC

program.

With the assistance of the curriculum director and curriculum mapping software,

the district will develop additional technology rich standards-based lessons and units.

The curriculum director will check for standard alignment, effective integration practices

and assessment practices that evaluate student technology competency development. In

addition the curriculum director, building principals and technology integrationist will

explore the development of online course offerings so that specialized and rigorous

courses can be developed. Each of the above efforts will be combined with increased

access to technology.

Technology strategies

The district has adopted teacher ISTE standards. Teachers are expected to

develop personal technology competencies and redesign instruction to support

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technology literacy skills. These expectations will be supported through an instructional

coaching and collaboration model (ENTIC-Appendix B). The technology integrationist

will provide teachers with job-embedded professional development support throughout

this program.

Technology literacy standards adoption

Teacher technology standards, as defined by the ISTE, were adopted by the

district in the spring of 2006. Examples of products and skill sets have been defined as

well (Appendix E). The technology steering committee has adopted and continues to

unpack and review student MEMO and ISTE standards for implementation across the

district.

Online courses and digital curriculum

The district continues to explore and offer students a variety of digital learning

experiences. These learning experiences include traditional on-line classes through the

Southeast Minnesota Virtual Academy consortium of districts, with which the La

Crescent-Hokah School District is a member. In addition, hybrid digital course offerings

exist within the school district, including an increase in the utilization of the “flipped

classroom”.

Administration

The district administration team has identified personal technology skill

development and teacher evaluation related to technology integration as their priorities.

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In addition, they are hoping to develop a culture within the district that will support

teachers as they research emerging technologies.

Goals and Strategies:

Our district continues to focus on the 4 goals identified in the last technology plan with

carried over and new strategies. The four identified goals for the new plan are: 1.)

Increase teacher competencies, as defined by ISTE, in technology skill development; 2.)

Increase teacher competencies, as defined by ISTE, in technology integration; 3.)

Increase student competencies, as defined by ISTE or MEMO, in technology skill

development (productivity, multimedia, communication, research and problem solving);

and 4.) Expand technology rich learning opportunities within a safe and secure system.

The La Crescent-Hokah school district strongly believes that enhancing the teacher

technology skill and integration levels will improve student technology skills and

competency. It has adopted a number of strategies to achieve these 2 goals as outlined

below:

Strategy 1 and 3: Study TAGLIT teacher survey results to assess areas of

improvement and modify ENTIC program to accommodate those needs

During the 2008-11 tech plan, the teacher TAGLIT survey was adopted and baseline

established. In an effort to address the identified needs and ultimately reach our goal,

initially our focus will be on continued technology skill training and integration training

that promotes interactive learning opportunities through the ENTIC program. Although

Goals 1 & 2: Increase teacher competencies, as defined by ISTE, in technology skill development and integration

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more than 75% of staff has participated in ENTIC, it is important to continue to support

and update the technology skills of all teachers in the district by providing adequate

technology and training. This is also critical because the technology (both hardware and

software) changes frequently requiring teachers to update their skills.

The district’s ENTIC program has been successful in providing teachers with

technology hardware and instructional support. When funding is available (on almost a

yearly basis), teachers are allowed to apply to be a part of the ENTIC program. Their

application includes the hardware they are requesting, how they plan to use it in their

classroom, and the collaboration they do with teachers in the district or elsewhere. Using

an Understanding by Design process, teachers propose what their students will do with

technology – the end product should drive the choice of technology requested.

Our job-embedded staff development occurs though learning communities. In

addition, our tech integrationist works with teachers through one-on-one support and peer

observations, Teachers are asked to reflect on their technology integration and practice.

ENTIC is La Crescent-Hokah’s answer to how to support teachers as they integrate

technology into the curriculum, develop teacher technology competencies and ultimately

develop student technology skills. Student curriculum needs will drive technology use,

and personal implementation plans will be developed based upon teacher needs and

personal goals for the betterment of student technology skill development.

Strategy 2: Teachers set personal technology skill development and integration goals

based on survey results

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Teachers utilize the TAGLIT survey data to guide and improve instructional planning to

meet the technology needs of their students. The technology integrationist and curriculum

director assist the teachers with this work.

Strategy 4: Utilize Danielson’s Observation Rubrics to increase teacher technology

integration

The Framework for Teaching divides the complex activity of teaching into 22

components across four domains. Each of the 22 components is made up of multiple

elements. There are a total of 76 elements over the 22 components. Each of the 76

elements has a rubric which includes descriptions of four performance levels for that

element: Unsatisfactory, Basic, Proficient, and Distinguished. The rubrics are a powerful

way to develop a common understanding of teaching practices among leaders, observers,

and teachers. Rubrics in the Danielson Collection have an advantage over versions found

in print. The Danielson Collection Rubrics are linked to appropriate fields in classroom

observation forms. This puts the correct rubrics in the places where they are needed when

doing observations to improve the quality of feedback and make the process more

efficient. The district plans to utilize Domains 1(Planning and Preparation) and 3

(Classroom Instruction) as a part of the supervision process to increase teacher

technology integration levels.

Strategy 5: Research and implement effective classroom tools

Classroom tools assist students and staff with 21st Century Learning Experiences,

which include the following:

Inquiry

o Humanities inquiry process

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o Scientific inquiry process

Online collaboration

o Asynchronous/synchronous

o Voice, video, land lines, text chats

o Networking with experts and peers (remotely)

Creating content online to share with authentic audiences: consumers and

producers of content

Problem solving

Ethical use of digital content

The tools available for classroom use are changing daily. Because of this rapid

development by the technology developers, it is difficult to make plans too far in advance

to keep abreast of changes. The district provides 600 workstations in teaching labs,

classroom computers, and teacher workstations. Also included are netbooks in some

classrooms (provided by the ENTIC program or federal special education funding). The

teaching labs have an LCD projector in each for ease in teaching students using the

workstations. Two labs are dedicated to teaching Business and Family and Consumer

Science Department classes but can also be reserved by high school and middle school

teachers when available. Interactive white boards are installed in 75-80% of the

classrooms. Sound systems are installed in all elementary classrooms. We have started

with a limited number of iPads in specific classrooms (5-6th grade teams, 2nd grade, and

high school Social Studies) with the goal of moving toward total one-to-one classrooms

and grade-level teams.

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A growing trend in the nation is to encourage students to bring in their own

devices and attach to the school wireless network. This provides greater access to

technology by students. Devices can be registered through the Technology Department to

allow connection to the wireless system. Students are encouraged to bring laptops, tablet

devices, eReaders, iPods, and smart phones (based on teacher classroom use). Access on

these devices is limited to Internet connection but currently does not access other district

services (printers, network drives etc.). However, with access to SharePoint, Google

Docs, and Moodle, students can be efficient in completing school tasks inside or outside

the building.

Another valuable resource for information is Internet access. Although, currently the

technology integrationist references sites found to help teachers in their classroom

preparation as well as collaborative efforts by all teachers in the district. Subscription to

teacher resources on the web such as FreeTech4Teachers blog, Edutopia, Classroom 2.0

social network, and innumerable others provide resources to explore and add to a

curriculum for enhancement. Research is continuing on working social media into classes

and content.

Strategy 1: Continue to unpack and review student MEMO and ISTE standards

The district adopted the MEMO and ISTE standards as a part of the previous technology

plan. As is the case with all areas of student instruction, the school district will continue

Goal 3: Increase student competencies, as defined by ISTE or MEMO, in technology skill

development (productivity, multimedia, communication, research and problem solving)

29 | P a g e

to monitor and update the integration of technology standards across the curriculum. The

work will include the unpacking of student technology standards as needed throughout

the duration of this technology plan.

Strategy 2-7: Ongoing integration of research and technology standards into student

instruction

The school district will continue to utilize its curriculum design framework to ensure

continued work to design student learning experiences that effectively integrate student

technology and research into instruction across the district.

Strategy 1, 2 and 3: Research and implement 1:1 student computing utilizing BYOD

Research is being done to study the infrastructure, support and policy needs of the BYOD

initiative. Online research, networking with districts that have already implemented

BYOD are some of the ways we are cautiously learning more about the challenges with

the BYOD implementation. Budget is another major hurdle to the implementation of

BYOD and the district is utilizing leasing as a strategy to overcome this issue. A robust

and secure infrastructure is another area we are researching, which includes network

management tools to isolate and troubleshoot issues proactively. The last area we are

researching is to update polices to support the BYOD equipment. The district does have

a guest device policy in place that allows students/staff members access to the school’s

wireless system. The wireless system was built so that one VLAN was a part of the

Goal4: Expand technology rich learning opportunities within a safe and secure system

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school’s regular traffic network that would allow district staff and students to access

printers, servers, and district applications. Another VLAN was segmented away from the

regular district traffic and included only Internet access, which will support our BYOD

initiatives. District tech staff monitor network for unauthorized users and rogue access

points continuously and disconnect them.

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Strategy 4: Maintain a Contingency Plan/Disaster Recovery Procedure

Every night, all of the districts servers are backed up, at a different building than where

the servers are located. Before any major work/upgrading is done on the systems, we shut the

systems down, commit a full backup of the systems, then proceed with our work. We often strive

for 3 backups of critical systems. The backup system also has a 2 week retention cycle. The IT

dept. has yet to come up with a complete formal disaster recovery procedural plan. The district

has its DR procedures to get business up and running again in a timely manner.

Strategy 5: Maintain a reliable, Secure and robust Local Area Networks (LAN) and Wide

Area Networks (WAN) infrastructures

The district has upgraded all switches to gigabit and added POE switches as needed for

VOIP implementation as outlined in the previous technology plan. We need to add additional

access points and a wireless controller to manage all access points in the district. Currently,

several access points are unmanaged. In addition, a network management tool will be

implemented to troubleshoot clients and identify problems in the wireless network proactively.

In addition, the district’s Internet access will be upgraded to 100Mbps in summer of 2012. We

are working with our ISP, ACE Communications to get a dedicated Ethernet 10Meg solution to

the Hokah building from our HS MDI, which would allow us to make it a part of our WAN. Our

district’s WAN diagram can be found in Appendix D. Currently, we are using VPN over

Ethernet, which is not very reliable and slow.

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Strategy 6: Work toward a four year replacement cycle and potentially move to 3 year

cycle

The district’s computers are aging and need to be replaced to support the needs of our students

and staff. A plan will be developed to replace hardware on a 4 or 3-year cycle.

Strategy 7: Review telecommunication Systems

The district’s phone system is antiquated and is unable to meet the full 911 compliance. We

have applied for the Erate discounts on VOIP implementation this summer. We have chosen Ace

Communications as our vendor for implementing this solution.

Strategy 8: Implement safe and secure technology access with tools and Policies:

The school district has 112 cameras in place and has been adding more to the system every year.

We also deploy Aristotle on every machine in the district to maintain security in the

infrastructure and on premises. We have implemented card access to both HS/MS building and

to our elementary school. For CIPA compliance, we use Microsoft’s Threat Management

Gateway (TMG) 2010 content filtering projection to block content based upon several

categories. Majority of the websites that are blocked either contain Nudity/Pornography,

Advertising Sites, and sites that contain Viruses, Spyware, and Malware. As a second protection

to the system, we also utilize OpenDNS, to do some of the filtering. The educational version of

the Google Docs used in the district is also CIPA compliant. In addition, we have parents sign a

release form allowing the district to set up accounts for children thirteen and under. Facebook for

instructional use is being piloted by a teacher this year and the response from students and

parents has been encouraging. For communications via email, the staff utilizes outlook 2010 and

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the students utilize a program called Desknow, where students can only send email within the

district but receive email from outside. But, they cannot send email out, which protects students’

identity. We are also implementing VOIP this summer to meet e911 compliance. The district

uses a number of tools to maintain facilities and ensure safety thereby providing a safe

environment conducive to learning. For safety purposes, we will not get into details of the

various tools used. However, you can obtain details of the tools, by sending an email to the

contact listed on the cover page of this plan.

We have multiple polices that are in place, which govern how IT business within the

district is conducted. To support BYOD initiative in a safe and secure manner, we have a guest

device policy that allows staff and students to bring in their personal devices and connect to our

wireless system. They can have access to Internet but are shielded from accessing other district

network resources. The Children’s Internet Protection Act (CIPA) is a federal law enacted by

Congress to address concerns about access to offensive content over the Internet on school and

library computers. CIPA requires a school district to have an Internet Safety/Acceptable Use

policy in place that has had at least one public hearing and to be filtering Internet access in order

to prevent students from accessing material that may be pornographic or otherwise harmful to

them. We have this in place and our students and staff, are aware of it and abide by it. We also

have our acceptable use policy that guides students and staff for remote access, internet/email,

and IS security. We have worked hard in building and maintaining a system to ensure proper

restoration of data in case of a disaster to the server room at the HS/MS building, which is our

primary data center.

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Professional Development Plan

A full-time technology integrationist had provided job-embedded staff development

opportunities for teacher technology skill development and assistance with the integration of

information literacy and technology into the curriculum. Unfortunately, due to budget cuts this

position has been reduced to part-time status this year. Best practice dollars have been allocated

for technology skill development classes for teachers. Finally, the ENTIC program will serve as

an intensive staff development program that will develop a cadre of teachers skilled in

technology integration at each building. This cadre has committed to disseminating their

knowledge in an effort to raise awareness.

The key to successful implementation of technology is adequate support systems in place.

La Crescent-Hokah School District provides the needed support for staff wanting to enhance

their technology skills or develop them. The integration specialist created a YouTube Channel

for Technology Integration video tutorials. These provide instant help to teachers to help teach or

remind them of how to complete a task in technology. The current videos include SharePoint

training. Future videos will include Google Docs, Moodle, Microsoft Office, completion of

online forms, and other videos requested by staff. With the 24/7 access to these videos, teachers

can have support when they need it. Professional development will also be provided for

administrators on how to support the different pedagogical teaching practices of online teaching,

blended teaching, flipping the classroom, using Google Docs for collaboration, and teacher

websites.

“Effective for renewal of professional licenses that expire on June 30, 2012, and

thereafter, applicants must also include in their 125-clock hours instruction or other professional

35 | P a g e

development activities that integrate technology effectively with student learning to increase

engagement and student achievement.” This is observed by the Technology Integrationist to

verify technology integration. Technology is planned based on what the desired outcome with

students is and then the appropriate technology to deliver that is found and training provided.

For teachers wanting to learn to teach in a blended format or online, classes are provided in an

online or blended format to provide the necessary training.

Other opportunities are provided through staff development days in the district

when teachers have an option to attend a choice of sessions. Several of these are technology

based taught by several of the very qualified teachers in the district. Areas to be addressed

include use of technology in the inquiry process and further development of teacher skills and

integration of video and other multimedia production. Ongoing training with student

management systems, curriculum-mapping software will be provided as needed by staff.

Interactive web tools for the classroom are encouraged through district communication and

classes provided. As classrooms move to 1-to-1 devices for anytime, anywhere learning,

professional development is provided for understanding of the power of these tools for

personalized learning. Online teacher training is provided on a regular basis to train teachers to

move to a virtual classroom. This class is taught online to give teachers the experience along

with the pedagogy of online teaching. Blended classes are provided at the high school.

Additional training is provided to help teachers develop blended classes, increase teacher

understanding, and promote differentiated learning for the students. The concept of flipping the

classroom is encouraged and training is provided to assist in this change in teaching style.

Ongoing training is also provided through a monthly newsletter published by the Integration

Specialist as well as on the Technology Integration website. Parent training for effective use of

36 | P a g e

the student tracking systems and other school-provided online resources is ongoing. We will

continue to develop.

Professional development for non-teaching staff is also adequately provided in the

district. We are investigating the additional features of SMART finance and will provide training

around features to be added. Support staff receives ongoing training with updates in existing

student management software programs as needed. Technology staff is involved in training to

keep their skills current with 21st century practices for schools by attending various workshops

and/or classes.

In addition, pedagogical practices are effectively used via online and hybrid instruction.

37 | P a g e

Evaluation:

This section outlines the district’s implementation plan in the form of goals and measurable

objectives. Action steps are identified and a responsible party is assigned to facilitate those

steps. Suggestions for measurement tools and resources are described. The district has

attempted to identify a realistic completion date. The district considers this implementation

plan to be a guideline that is a living document. The plan may be subject to financial

constraints based upon local, state and federal funding. In addition over the course of the

next four years technological advances and best practice research may bring forward new

ideas and the district would like to have the ability to monitor and adjust the implementation

plan based upon any potential advancements or changing district needs. However, our best

long-term estimation of plans is summarized in the following action plan.

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La Crescent-Hokah Technology Action Plan 2013-15

Goal 1: Increase teacher competencies, as defined by ISTE, in technology skill development

Measurable Objectives:

Increase teacher productivity skills in spreadsheet and database proficiency from progressing to emerging as measured by Take A

Good Look at Instructional Technology (TAGLIT)

Increase teacher multimedia skills from progressing to emerging as measured by TAGLIT.

Increase teacher technology skill development in online discussions from progressing to emerging as measured by TAGLIT.

Increase teacher technology skill development in web authoring from embarking to emerging as measured by TAGLIT.

Increase teacher technology skill development in research/problem-solving tools from progressing to emerging as measured by

TAGLIT.

Strategy / Action Person Responsible Measurement Resources Due Date

Study TAGLIT teacher survey results

to assess areas of improvement and

modify ENTIC program to

accommodate those needs

Building administration,

curriculum director, technology

integrationist

Completed surveys submitted to

technology integrationist

Staff meeting Fall 2012 and

ongoing through June

30, 2015

Teachers set personal technology skill

development goals based upon survey

results



integrationist

Completed goals submitted to

technology integrationist

Increased participation in technology

skill classes

Increased use of technology

integrationist within a team teaching

environment

TAGLIT Survey

Staff development

classes based upon

teacher need, ISTE

Standards

Fall 2013 and


30, 2015

Continue to expand, modify and adjust

the district’s ENTIC program to meet

teachers’ instructional needs.

Curriculum director,

technology integrationist,

technology steering committee,

business director, technology

director

Successful completion of program

criteria.

Technology

integrationist, ISTE

Standards, budgetary

allocation

Fall 2012 and


30, 2015

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Review and adjust Danielson rubric to

include teacher technology skill

development




technology steering committee

Danielson rubric used in teacher

evaluation includes teacher technology

skill feedback

ISTE Standards,

MDE, Danielson

materials

Fall 2013 and


30, 2015

Research and Implement effective

classroom tools





Research effective classroom tools

available and integrate them into ENTIC

program to support instruction

Technology

integrationist,

Technology Director,

ISTE Standards,

budgetary allocation

Fall 2013 and


30, 2015

40 | P a g e

Goal 2: Increase teacher competencies, as defined by ISTE, in technology integration


Increase teacher integration skills with basic productivity tools (word processing, spreadsheet, and database) from embarking to

emerging as measured by TAGLIT.

Increase teacher integration skills with multimedia tools (draw or painting software, video production, digital camera/scanners,

presentation software, multimedia software) from embarking to emerging as measured by TAGLIT.

Increase teacher integration skills with communication tools (online discussions, web publishing, and email) from embarking to

emerging as measured by TAGLIT.

Increase teacher integration skill development in research/problem-solving tools (research process, probe ware, graphic organizers,

simulation software) from progressing to emerging as measured by TAGLIT


Continue the use of TAGLIT survey

data for ongoing assessment of staff

technology integration (productivity,

multimedia, communication,

research/problem solving)



integrationist

Completed surveys submitted to technology

integrationist

Staff meeting Fall 2012 and ongoing

through June 30, 2015

Teachers set personal technology

integration skill development goals

based upon survey results



integrationist

Completed goals submitted to technology

integrationist

Increased participation in technology skill

classes

Evidence that student technology standards

are being integrated into curriculum

evidenced in curriculum mapping software.

Increased use of technology integrationist

within a team teaching environment

TAGLIT survey

Staff development

classes based upon

teacher need, teacher

ISTE standards,

student ISTE/MEMO

Standards, curriculum

Mapper, TAGLIT

Fall 2012 and ongoing




teachers’ instructional needs



technology steering committee,

business director, technology

Successful completion of program criteria.

Evidence that student technology standards

are being integrated into curriculum

Technology

integrationist, ISTE

Standards, budgetary

allocation, TAGLIT



41 | P a g e


director evidenced in curriculum mapping software.

TAGLIT survey

Technology integrationist team teaches

(basic productivity, multimedia, and

communication and research skills)

with classroom teachers.

Technology integrationists,

teachers Increased use of technology integrationist

within a team teaching environment

TAGLIT survey

Instructional coaching

training, curriculum

development dollars



Review and adjust Danielson rubric to

include teacher technology integration

development



technology integrationists,


Danielson rubric used in teacher evaluation

includes teacher technology integration

feedback

ISTE Standards,

MDE, Danielson

materials

Fall 2012 and


30, 2015

Research and Implement effective

classroom tools



technology integrationists,


Research effective classroom tools available

and integrate them into ENTIC program to

support instruction

Technology

integrationist,


ISTE Standards,

budgetary allocation



42 | P a g e

Goal 3: Increase student competencies, as defined by ISTE or MEMO, in technology skill development (productivity, multimedia,

communication, research and problem solving).


Increase student productivity skills in spreadsheet and database proficiency from progressing to emerging as measured by TAGLIT.

Increase student multimedia skills from progressing to emerging as measured by TAGLIT.

Increase student technology skill development in online discussions from progressing to emerging as measured by TAGLIT.

Increase student technology skill development in web authoring from embarking to emerging as measured by TAGLIT.

Increase student technology skill development in research/problem-solving tools from progressing to emerging as measured by

TAGLIT.

Strategy / Action Person

Responsible

Measurement Resources Due Date

Continue to unpack and review student

MEMO and ISTE standards

Technology steering

committee, curriculum

director, technology

integrationist

Recommendation by technology steering

and curriculum steering committee for

adoption of standards.as they change

School Board adopts recommended

standards

Evidence of MEMO and ISTE standards

recorded in teacher curriculum maps

MEMO Standards,

MDE rulings, ISTE

Standards

Fall 2012-Winter 2015

Review student technology tool kit

scope and sequence


technology

integrationist,

Approval of student technology tool kit

scope and sequence-curriculum steering

MEMO/ISTE standards Spring 2013

Implement district research process Curriculum director,

technology

integrationist,

curriculum steering

committee

Evidence of research process integrated

into instruction as recorded in teacher

curriculum maps

MEMO standards, ISTE

standards, American

Association of School

Librarians, Carol

Kuhlthau’s information

search process, Big Six

Research Process,

McREL,

Fall 2012-Winter 2015

43 | P a g e


Responsible


Review K-4 implementation of

keyboarding curriculum/program


technology

integrationists, business

department,

elementary principal,

elementary staff

Adoption of keyboarding curriculum

Formalized structure for delivery of

instruction built into elementary schedule

Business department,

MDE, MEMO /ISTE

standards

Spring 2013

Utilize the district’s curriculum design

framework to develop, record and

implement lessons and units that

require students to use basic

productivity tools

Technology

integrationist,

curriculum director,

classroom teachers

Standards report from Curriculum Mapper

identifies that all student technology

standards are embedded in lessons and

units.

TAGLIT survey indicates increase in

student skill development

Staff development, Net

Trekker, SharePoint,

McREL, MDE, student

ISTE/MEMO standards,

Student toolkit,

Understanding By

Design, Alan, November

website




framework to record and implement

lessons and units that require students

to use multimedia tools

Technology

integrationist,


classroom teachers




units.





McREL, MDE, student

ISTE or MEMO

standards, Student toolkit,

Understanding By

Design, Alan November

website




framework to record and implement

lessons and units that require students

to use communication tools

Technology

integrationist,


classroom teachers




units.





McREL, MDE, student

ISTE or MEMO


Understanding By

Design, Alan November

website






require students to use

Technology

integrationist,







McREL, MDE, student

ISTE or MEMO



44 | P a g e


Responsible


research/problem solving tools classroom teachers units.




Understanding By De-

sign, A. November site.

45 | P a g e

Goal 4: Expand technology rich learning environments and opportunities within a safe and secure system


Implement 1:1 student computing with Bring Your Own Devices (BYOD).

Increase technology rich instructional environments as defined by the “ideal classroom” from 33 classrooms to 73 classrooms


Responsible


Maintain a reliable and robust wireless

infrastructure to support BYOD

initiative


Technology

Department, Business

Manager

Infrastructure meets industry specifications

District checklist

CISCO, Ace Fall 2012 and

ongoing through

June 30, 2015

Evaluate the need for additional

technology support especially

considering BYOD initiative

Technology director,

business manager,

superintendent

Evaluate technology request and work flow Systems analysis

model, industry and

educational

recommendations

Ongoing through

June 30, 2015

Research and evaluate capacity for one

to one mobile computing model

Technology steering

committee, technology

department

Establish a feasibility plan and potentially

develop an action plan

MDE, site visits,

Microsoft, Cisco, Dell,

Lenovo

Fall 20013 and

ongoing through

June 30, 2015

Maintain a Contingency Plan/Disaster

Recovery Procedure

Technology steering


department

Establish a feasibility plan and potentially

develop an action plan

MDE, site visits, online

research

Fall 20013 and

ongoing through

June 30, 2015

Maintain a reliable, Secure and robust

Local Area Networks (LAN) and

WAN infrastructures


Technology

Department

Switch reports

TMG reports

Connect Hokah Learning Center to rest of the

district by 10MBPS Ethernet solution

MDE website, Cisco,

HP and online research

Ongoing through

June 30, 2015

Work toward a four year replacement

cycle and potentially move to 3 year

cycle


business manager,

superintendent

Technology department documents

Technology infrastructure documents

indicate ratio decrease.

Lease companies Ongoing through

June 30, 2015

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Responsible


Review Telecommunication Systems Technology director,

business manager,

superintendent

VOIP implemented in all buildings

Additional data cabling as needed for

managed VOIP solution

Ace Communication,

Tech Department

Sep 1, 2012



teachers’ instructional needs


technology director,

technology

integrationist, business

manager

Successful completion of ENTIC

requirements resulting in the establishment of

the “ideal classroom”

Lease company, MDE,

grants

Fall 2012 and

ongoing through

June 30, 2015

Investigate and develop web-based

video conferencing opportunities for

students


technology

integrationist,

curriculum steering


steering committee

Submit feasibility report to technology

steering committee and curriculum steering

committee

Action plan developed as needed

CESA 4, Web

resources, MDE, ACE

Communications,

Southeast Service

Cooperative

Winter 2012 and

ongoing through

June 30, 2015

Increase technology based community

education offerings to promote parent

and community technology skill

development

Community education

director Course handbook has additional classes

offered

Community members

willing to teach classes,

custodial staff available

Fall 2012 and

ongoing through

June 30, 2015

Monitor security system for

effectiveness

Technology

department,

administrative team,

Administrative and technology department

minutes

Bankoe, police

department

Ongoing through

June 30, 2015

Technology department will seek out

and engage in staff development

opportunities that lead to additional

industry certification and assist the

district in maintaining a safe/secure

network.


curriculum director Industry certification

Continuing education hours

Cisco, Microsoft,

CESA

Fall 2012 and

ongoing through

June 30, 2015

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2008-2011 Technology plan and 2011-2012 (Bridge Plan) Evaluations:

Process: An evaluation of the action plan from previous tech plan was conducted by the technology department, technology

steering committee, curriculum director and technology director. The technology department focused on the hardware, infrastructure and

policies portion of the evaluation, while sub-committee members from technology steering committee focused on each of the criteria areas

outlined in the technology planning guide provided by the state. Within the criteria sections discussions about current policies, procedures

and standard practices were discussed. These discussions were collected and used by the technology and curriculum director to review the

2008-2012 implementation plan and evaluate the effectiveness of the district’s efforts.

2008-2011 tech plan and 2011-2012 bridge plan action plan matrix

Need Strategy / Action Evaluation

Goals 1 and 2: Increase teacher

competency in technology Skill

development and integration

Research and adopt a survey tool to

assess teacher technology skills and

integration levels

Develop user friendly survey tool to

establish baseline technology skill

levels of all staff in the areas of

basic, multimedia, communication

and research problem solving tools.

TAGLIT survey adopted for students and staff.

48 | P a g e

Need Strategy / Action Evaluation

Establish baseline for teacher

technology skills and integration

Use survey tool to determine

baseline skill integration

(productivity, multimedia,

communication, research/problem

solving) levels of all staff

TAGLIT student and teacher surveys administered

and baseline established. Data given to

Integrationist to fine-tune ENTIC offerings.

Teachers assess their technology skills

and set goals for improvement

Teacher set personal technology

skill development goals based upon

survey results

Integrationist will continue to work via ENTIC in

the next tech plan (2013-15)

Continue to support teachers via

professional development

Expand ENTIC Program by 10-20

people per year for the next four

years

Over 75% of staff has participated in ENTIC. This

strategy is carried over to 2013-15 tech plan.

Research and establish a rubric to

assess teacher technology skill

development

Review and adjust Danielson rubric

to include teacher technology skill

development

Administrators are working with the observation

rubrics. This action will be carried over to next tech

plan

Needs Strategy/Action Evaluation

Goal 3: Increase student

competencies, as defined by ISTE or

MEMO

Establish standards to assess student

competencies

Review student MEMO and ISTE

standards for adoption

MEMO standards adopted in Jan 08.

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Review student technology tool kit

scope and sequence

Develop student technology tool kit

scope and sequence

Adopted Feb 2008.

Implement district research process Adoption of district research process Adopted research process in Dec 2007

Review K-4 implementation of


Develop and implement elementary


Adoption of keyboarding curriculum in progress

and will be carried over to next tech plan

Utilize district’s curriculum design



require students to use basic

productivity tools

Develop and implement lessons and

units that require students to use

basic productivity tools

In progress and carried over to next plan




require students to use multimedia

tools



multimedia tools





require students to use communication

tools



communication tools





require students to use

research/problem solving tools

Develop and implement lessons

and units that require students to

use research/problem solving

tools


50 | P a g e

Needs Strategy/Action Evaluation

Goal 4: Expand technology rich

learning environments and

opportunities within a safe and

secure system

Fast and reliable technology

infrastructure

Develop infrastructure capacity to

support additional hardware/software

Updated switches to gigabit speed in all buildings. But,

the wireless infrastructure needs upgrades. Hence

carried over to next plan.

Establish an all Microsoft network Migrated from Novell to Microsoft

infrastructure.

Completed

Technical support inadequate Evaluate the need for additional

technology support

Ongoing. Carried over to next plan

Support mobile technology Establish a wireless network Wireless access points-anytime/anywhere in district.

Continuing to upgrade wireless network. Carried over.

1:1 computing using BYOD initiatives Research and evaluate capacity for

one to one mobile computing model.

Guest policy created segmenting the guest network

from the rest of the district network. Carried over to

next plan. Students charged for each device.

BYOD initiative without

compromising security and speed of

network

Research development of policy

allowing for student home laptop

computers to be allowed on our

network.

Guest network created. Completed.

Hardware replacement needs to be on a

cycle.

Maintain a four year replacement

cycle and potentially move to 3 year

cycle

Not accomplished. Carried over to next tech plan

Provide ongoing staff development Increase ENTIC participation by 10

to 20 staff per year

Over 75% of staff participated in ENTIC since 2006.

Ongoing, Carried over to next tech plan

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Online learning options for students Develop online learning options for

students

Completed, SEMVA created but not enough interest from

students.

Improve community technology skills Increase technology based

community education offerings to

promote parent and community

technology skill development

Ongoing, Carried over to next tech plan

Support computing needs of all

stakeholders

Increase access to technology outside

the school day for students, parents

and community

Completed

Technology access Increase access to technology and

media resources during the school

and extended day (e.g. 7:00-4:30)

LMC Director position eliminated and a para position

staff is at the HS/MS LMC

Secure school environment Monitor security system for

effectiveness

Ongoing, carried over

Provide adequate technical support Technology department will seek out

and engage in staff development

opportunities that lead to additional

industry certification and assist the

district in maintaining a safe/secure

network.

A network manager was hired with CCNA and MCSA

(2/4 courses). Bonuses awarded based on certifications

Staff needs to be aware of district’s

tech plan, mission and vision.

Develop district-wide awareness of

technology mission and vision by

reviewing technology mission/vision

TAGLIT survey results show that the technology plan

awareness among teachers is between progressing and

emerging with a score of 2.34. This strategy will be carried

over to next plan

Interactive communication with

community at large.

Encourage community use of email

via the website. Research possibility

of a forum link

SharePoint website created and teachers are posting home

work. There is a wealth of information for parents and

students. This strategy is carried over to next plan because

we are researching easy-to-use web-publishing software in

place of SharePoint.

Staff development activities and

resources specific to the emerging

technology vision are needed.

Covered in technology committee

monthly research.

In progress. As previously stated, a monthly newsletter is

now being published by the technology integrationist.

52 | P a g e

Improve staff proficiency with

technology already at their disposal.

Search for materials is part of Tech

committee monthly research charge

In progress. ENTIC project

Review telecommunications VOIP implementation Ace communication selected as vendor for 2012

implementation of VOIP, subject to Erate funding. Carried

over.

Virtualization of servers to increase

capacity

Microsoft’s free version of the

HyperV servers implemented instead

of VMware

Complete.

53 | P a g e

Technology budget 2013-15:

L Fd Org Pro Crs Fin Obj Description 12-13

Budget

13-14

budget

14-15

Budget

100s-

200s

HR Costs $161,882 $166,738 $171,741

E 01 005 605 000 000 311 Prof&tech Services $6,500 $6,825 $7,166

E 01 005 605 000 000 320 Communication/Phone $2,280 $2,348 $2,419

E 01 005 605 000 000 350 Repairs&maint Serv $5,200 $5,200 $5,200

E 01 005 605 000 000 366 Travel $1,000 $1,000 $1,000

E 01 005 605 000 000 401 General Supplies $2,000 $2,000 $2,000

E 01 005 605 000 000 430 Instruct Supplies $300 $300 $300

E 01 005 605 000 000 435 Contract/Software

Licensing

$42,345 $43,615 $44,924

E 01 005 605 000 302 530 Equipment Purchased $25,000 $25,000 $25,000

54 | P a g e

E 01 005 605 000 302 580 Principal On Capt.

Lease

$66,082 $66,082 $66,082

E 01 005 605 000 302 581 Interest on Capt.

Lease

$2,977 $2,977 $2,977

E 01 005 605 000 342 311 Prof & Tech Services $3,000 $3,090 $3,183

E 01 005 605 000 342 520 Building Acquisition $8,333 $8,583 $8,840

Total Technology

Budget

$326,899 $333,759 $340,832

55 | P a g e

Optional Links:

District Website is located at www.isd300.k12.mn.us

Link to Acceptable Use Policy located at

http://www.isd300.k12.mn.us/About_US/_layouts/WordViewer.aspx?id=/About_US/Policie

s/Internet%20Accpt.%20Use%20and%20Safety.Pol.doc&Source=http%3A%2F%2Fwww%2Ei

sd300%2Ek12%2Emn%2Eus%2FAbout%5FUS%2FPolicies%2FForms%2FAllItems%2Easpx%3F

Paged%3DTRUE%26p%5FSortBehavior%3D0%26p%5FFileLeafRef%3DImmunization%2520R

eq%252eSample%2520A%252ertf%26p%5FID%3D217%26PageFirstRow%3D91%26%26View

%3D%7BC8276666%2D7DB1%2D4BE0%2DAEEC%2D69D6D7AD14F8%7D&DefaultItemOpen

=1

Link to job descriptions can be found at

http://www.isd300.k12.mn.us/About_US/Job%20Descriptions/Forms/AllItems.as

px

Mission statements and commitments can be found at

http://www.isd300.k12.mn.us/Documents/Mission-Commitments.aspx

District technology steering committee link is located at

http://www.isd300.k12.mn.us/DIST_TECH_STEER/default.aspx

http://www.isd300.k12.mn.us/

http://www.isd300.k12.mn.us/About_US/_layouts/WordViewer.aspx?id=/About_US/Policies/Internet%20Accpt.%20Use%20and%20Safety.Pol.doc&Source=http%3A%2F%2Fwww%2Eisd300%2Ek12%2Emn%2Eus%2FAbout%5FUS%2FPolicies%2FForms%2FAllItems%2Easpx%3FPaged%3DTRUE%26p%5FSortBehavior%3D0%26p%5FFileLeafRef%3DImmunization%2520Req%252eSample%2520A%252ertf%26p%5FID%3D217%26PageFirstRow%3D91%26%26View%3D%7BC8276666%2D7DB1%2D4BE0%2DAEEC%2D69D6D7AD14F8%7D&DefaultItemOpen=1







http://www.isd300.k12.mn.us/About_US/Job%20Descriptions/Forms/AllItems.aspx

http://www.isd300.k12.mn.us/About_US/Job%20Descriptions/Forms/AllItems.aspx

http://www.isd300.k12.mn.us/Documents/Mission-Commitments.aspx

http://www.isd300.k12.mn.us/DIST_TECH_STEER/default.aspx

56 | P a g e

Appendix A

DISTRICT MISSION AND VISION

Mission Statement

La Crescent-Hokah School District is an innovative educational system designed to prepare all

learners to thrive in an ever-changing, global society.

Lancer Commitments

1. Challenging all learners to succeed considering their unique potentials.

2. Ensuring effective learning environments for all learners.

3. Preparing all learners to be ready for success in school.

4. Assisting all learners in making healthy lifestyle choices.

5. Fostering collaboration and shared accountability.

6. Providing professional staff development activities that reflect best practice.

7. Providing educational facilities and operations conducive to effective learning.

8. Improving communications and relationships between school, home and community.

9. Being at the forefront in the use of technology.

10. Maintaining fiscal integrity.

57 | P a g e

APPENDIX B

District Staff Development: ENTIC Program-9

(Educational Technology through Integration and Collaboration)

ENTIC-9 is now open. ENTIC is La Crescent-Hokah’s answer to how to support teachers as they integrate technology into

the curriculum, develop teacher technology competencies and ultimately develop student technology skills. Student curriculum

needs will drive technology use, and personal implementation plans will be developed based upon teacher needs and personal

goals for the betterment of student technology skill development.

In addition to applying individually, if a team would like to apply for ENTIC, one application can be made on the behalf of

the entire group. However, each individual in the application must commit to completing all of the criteria for their program

(First time, Veteran).

If you have already been a part of the ENTIC program, please go to the second page for a description of the

Veteran ENTIC program.

2012-2013 School Year (First year of first time participants)

1. 15 hours of technology training. This may occur outside of your contract time and it will be paid. However, it may

involve getting a substitute so support from HVED or other organizations can meet with you to provide support.

(examples include--equipment introduction; engage in technology integration training and planning focused on

integration technology into curriculum and based upon student need; prepare for a 15 minute share session)

2. Complete ethics training online.

3. Meet with integrationist and/or assistive technology specialist on a regular basis. (e.g. collaboration, Co-teaching, peer

observation)

4. Complete a pre-survey.

5. Create an implementation plan (action plan form) for year two based upon teacher needs and personal goals for the

betterment of teacher technology competencies and student technology skills. (See attached form)

58 | P a g e

6. Integrate technology into your teaching and student learning. Embed technology standard(s) into one unit per year (2

units completed by the end of the second year) and document both in curriculum mapper.

7. Create and maintain a dynamic web presence by the end of your two year involvement.

8. Give a 15 minute presentation or write a short article about teacher and/or student use of technology to enhance student

learning. Submit the article to T3 newsletter and to Houston County News.

9. Be responsible for the care and security of the equipment.

2013-2014 School Year (Second year of first time participants)

1. Maintain a coach/mentor relationship with integrationist and/or assistive technology specialist.

2. Implement plan created in year one. This plan is based upon teacher needs and personal goals for the betterment of

teacher technology competencies and student technology skills. (See attached form)

3. Analyze, evaluate and modify implementation plan as needed.


5. Complete a post-survey and reflection form.

6. Participate in formative and summative assessments (e.g. surveys) on impact of student learning as a result of this pilot.


8. Failure to follow-through on ENTIC requirements will result in the forfeiture of the ENTIC products.

Veteran ENTIC Program

(Educational Technology through Integration and Collaboration)

1. Maintain a coach/mentor relationship with integrationist as it pertains to implementation of personal improvement plan

and/or learning how to use new equipment

2. Create and implement a one year implementation plan (action plan form) based upon teacher needs and personal goals

for the betterment of teacher technology competencies and student technology skills. (See attached form)

3. Integrate technology into your teaching and student learning. Embed technology standard(s) into one unit per year and

document the unit in curriculum mapper.

4. Analyze, evaluate and modify implementation plan as needed.


6. Complete surveys as requested.

59 | P a g e

7. Participate in formative and summative assessments (e.g. surveys) on impact of student learning as a result of your

work.

8. Participate in educational technology discussions related to your use of the technology.

9. Give a 15 minute presentation or write a short article about teacher and/or student use of technology to enhance student

learning. Submit the article to T3 newsletter and to Houston County News.


11. Failure to follow-through on ENTIC requirements will result in the forfeiture of the ENTIC products.

Reminder: If you are a part of a team applying for ENTIC 9, one application can be sent in. However, each individual in the

application must commit to completing all of the criteria for their program (First time, Veteran). Staff and teachers also have

access to the technology integrationist on an appointment-basis throughout the day. Help is available for any technology

training need of the staff through this position or as directed to online resources. Technology training classes are also held at

different times throughout the year to provide additional support or to introduce new technologies to the staff.

60 | P a g e

ENTIC 9 2012-2013 Requests

Rubric

Scores

Name 8u P L Option 1

Cost of Option

1

Funding

Recommendation Notes

Janine Wolter 13.8 4 iPads and covers

$

2,000.00

$

3,360.00

Mary Kate Martin 14.8 SMART Board

$

3,500.00

$

3,500.00

Robyne Fritz 15 Laptop

$

600.00

$

600.00

Allison Kaatz 16.6 SMART Board

$

3,500.00

$

3,500.00

Nicole Greener 17.6 Hovercam

$

279.00

$

279.00

Barb Bjornstad 20.8

Mimio, Projector,

Mobile White board

$

1,797.00

$

1,797.00

Jane Goetzinger 18.5 Hovercam with 2 lenses

$

300.00

$

300.00

Jim Clark 12.7 4 iPads and covers

$

2,000.00

$

3,780.00

3rd grade team 18 24 iPads and flash app*

$

12,000.00

$

6,720.00

16

iPads *(app not included)

Jason Shippy 18.5

Hovercam & Grade

Central

$

378.00 0

He already has a document

camera.

Social Studies Team 15 20 iPads

$

10,000.00

$

4,200.00

10

iPads

Josh Forman 13 Projector and Hovercam

$

1,179.00

$

1,179.00

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Cathy Erickson 19 2 iPads

$

1,000.00

$

880.00

Shawn Harper 14.5 6 iPads

$

3,000.00

$

2,640.00

Tena Valiska 15.5

Student Response

System

$

1,600.00

$

1,600.00

Nicole Garbers 16.6 3 iPads

$

1,500.00

$

1,320.00

Lisa Kroner 14 SMART Board

$

3,500.00

$

3,500.00

Hilary Bernsdorf 16.1 iPad--32GB

$

639.00

$

639.00

Leah Olson 13 SMART Board

$

3,500.00

$

3,500.00

Wiring in place in her

room

Merry Kocar 15.7

Desktop/laptop with

camera and microphone

for Skype

$

600.00

$

600.00

Allison Baudek 14 Hovercam

$

279.00

$

279.00

Becky Haack 18.5 Hovercam and Projector

$

1,179.00

$

1,179.00

Cyndy Reichgelt 16 Laptop and Hovercam

$

879.00

$

879.00

Kristine Lieser-Hager

2 iPads and 3 iPod

Touches

$

1,525.00

$

1,525.00

Possibly covered out of

another budget?

Total cost for all request,

option 1

$

56,734.00

$

47,756.00

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APPENDIX C

La Crescent-Hokah Technology Performance Indicators/Rubrics

Level 1: Awareness: The individual does not have to possess working knowledge of a particular technology but understands its basic

use.

Level 2: Functional Use: The individual has the ability to independently begin basic use and possess a basic understanding of how

technology can be utilized in the classroom or for administration

Level 3: Application Use: The individual possesses a working knowledge of the technology and is able to integrate technology into

the classroom and/or administrative work.

Level 4: Management Use: The individual possesses advanced knowledge, is able to perform more advanced uses, manage and

provide oversight for the planning and implementation of technology operations.

63 | P a g e

APPENDIX D

La Crescent-Hokah School District WAN

64 | P a g e

APPENDIX E

Teacher Technology Competencies and Sample Skill Set Examples

65 | P a g e

Level 1 Level 2 Level 3 Level 4

Section I. Technology

and Operations

Concepts

Teacher must achieve indicated level of competency in 7 out of the 8 areas in Section I. A. Input/Output Devices

Teacher Competency

Level: 3

1.1 Can save data to a

floppy drive. 1.2

Knows how to load

paper in a printer and

recognizes when there

is a problem. 1.3 Other ________

________________

2.1 Can save data to a

jump/flash drive.

2.2 Knows how to use

the menu on the

printer to cancel a

print job.

2.3 Can burn a CD for

data storage.

2.4 Understands the

print queue, how to

access it and change

default printer.

2.5 Set up and use

mobile projector in

the classroom.

2.6 Other ________

________________

Date____________

3.1 Can use a digital

camera including

downloading pictures.

3.2 Can burn a DVD

for data storage.

3.3 Can scan pictures

or documents for use

in other files.

3.4 Can download

digital video.

3.5 Other ________

________________

4.1 Is able to install

printers and scanners.

4.2 Can troubleshoot

printing problems. 4.3

Plans for the future

printing needs of the

district.

4.4 Other________

________________

B. Productivity

Applications (word

processing, database,

spreadsheets)

Teacher Competency

Level: 3

1.1 Produce a simple

document in Word

and Excel. 1.2

Examples of

functions are copy,

cut, and paste.

1.3 Knows how to

save and retrieve

files.

1.4 Other ________

________________

2.1 Creates charts in

Excel.

2.2 In Word, is able to

create tables and

insert pictures and

clip art.

2.3 Does basic sorting

data in Excel.

2.4 Other ________

________________

Date____________

3.1 In Excel, can

create multiple-page

worksheets and move

between worksheets.

3.2 Can create

formulas and can use

functions (+, -, x, /).

3.3 Can create more

advanced document

such as newsletters in

Word.

3.4 Can use help

menu and online

resources

3.5 Other ________

________________

4.1 Serves as a

resource for district to

answer questions.

4.2 Can install and

troubleshoot district

problems with

productivity software.

4.3 Creates an Access

database for data

collection. 4.4 Can

do queries in Access

and use databases for

mail merges.

4.5 Other ________

________________

C. Graphic Utilities 1.1 Produces a simple 2.1 Adds animations Date____________ 4.1 Is able to teach

66 | P a g e

PowerPoint, Video/Audio

Production etc…

Teacher Competency

Level: 3

presentation with text.

1.2 Other ________

________________

and transitions to the

basic presentation.

2.2 Also can change

background colors.

2.3 Inserts pictures,

clip art, and United

Streaming videos

including

understanding the

linking process.

2.4 Has a basic

understanding of

Windows movie

maker.

2.5 Other _______

_______________

3.1 Makes use of the

notes page and the

pen while running a

presentation.

3.2 Can add

music/sounds

3.3 Can create a timed

presentation.

3.4 Creates movies

for classroom use

with either still

pictures or video.

3.5 Can use help

menu and online

resources?

3.6 Other________

________________

others how to be

proficient in this area.

4.2 Plans for future

implementation in the

district.

4.3 Other ________

________________

67 | P a g e

D .Smartboard and

document cameras

Teacher Competency

Level: 3

1.1 Has heard and

seen a demo.

1.2 Other _______

_______________

2.1 Is able to

participate as a

student in a classroom

using a Smartboard.

2.2 Has a plan for

how to use it in the

classroom.

2.3 Collaborates with

other Smartboard

users.

2.4 Other ________

________________

Date____________

3.1 Creates lessons

either with Microsoft

Office or the

Smartboard Notepad

to enhance a unit of

teaching. 3.2 Locate

and evaluate age-

appropriate interactive

technology resources.

Incorporates it into

existing curriculum.

3.3 Other________

________________

4.1 Is able to teach

others how to be

proficient in this area.

4.2 Plans for future

implementation in the

district.

4.3 Other________

________________

E. Network Systems

Teacher Competency

Level: 3

1.1 Understands the

concepts of a

network

connecting all

users.

1.2 Other _______

_______________

2.1 Is able to use a

variety of network

drives to access and

store data for multiple

users through shared

files.

2.2 Other ________

________________

Date____________

3.1 Demonstrates file

management on

network drives.

3.2 Demonstrates

knowledge of file

types.

3.3 Can create

shortcuts to files and

folders.

3.4Other________

________________

4.1 Is able to access

student profiles to

reset passwords.

4.2 Has management

rights to the network.

4.3 Other________

________________

F. Student Management

Systems (relative to the

requirements of teaching/

building assignment)

Teacher Competency

Level: 3

1.1 Is able to take roll

each hour.

1.2 Grades are kept

up to date.

1.3 Other _______

_______________

2.1 Knows how to

update teacher list

from the office.

2.2 Can grade either

by weighting or

points.

2.3 Keeps grades

current for parent

access via internet

2.4 Can print reports

of student grades with

or without names. Is

able to add comments

to the grades to go to

Date____________

3.1 Can generate

reports (See I. F. 2.4)

3.2 Adds categories

and assignments.

3.3 Posts grades

3.4 Other ________

________________

4.1 Can work with the

master database to

keep student

management system

current.

4.2 Serves as a trainer

for other teachers.

4.3 Other________

________________

68 | P a g e

parents.

2.5 Other ________

________________

G. Communications (email,

discussion boards, webinar,

SharePoint)

Teacher Competency

Level: 3

1.1 Answers and

sends email responses

on a regular basis.

1.2 Other________

________________

2.1 Uses more

advanced email tools.

2.2 Uses technology

tools to communicate

with staff and parents.

2.3 Can set up user

groups for ease in

emailing.

2.4 Can attach files to

emails.

2.5 Other ________

________________

Date____________

3.1 Participates as

available in a

webinar.

3.2 Participates in

teacher

communication

networks such as

blogs and discussion

boards (Moodle,

United Streaming or

Discovery Education

3.3 Other ________

________________

4.1 Is able to set up a

webinar meeting. 4.2

Understands Share

Point and its ability to

share files and

applications with

colleagues.

4.3 Other________

________________