USD 261 Haysville District Technology Plan
Technology Plan
Haysville Public Schools
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USD #261
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Haysville, Kansas
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June 2006
9/11/2006
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USD 261 Haysville District Technology Plan
Introduction
The Information Services Department currently is in charge of maintaining and upgrading existing
technologies, along with heading research and development in new and future directions for technologies
as needed/recommended by the Curriculum Department, the District Strategic Plan goals, School
Improvement goals and other local, state and national instructional initiatives.
Furthermore, the Information Services Department and the Curriculum Department, in collaboration with
instructors, administrators, students, and patrons of the community, are working to transform technology
into an integrated part of the curriculum for USD 261. Technological knowledge and skills have become a
necessity for education, for employment, and for everyday life. In an effort to ensure that all stake-holders
are provided input as to the direction of USD 261 technology initiatives, the following committees are in
place with memberships being updated as needed:
1.a District Technology Committee Members:
Phil Bressler
Asst. Principal/Instructor
Campus HS/Baker University
Diane Gross
Assistant Superintendent
Haysville Public Schools
David Herbert
Director of Information Serv
Haysville Public Schools
Brian Howard
Principal
Rex Elementary School
Wanda Lindsey
Technology Teacher
Campus High School
Mike Maurer
Principal
Haysville Middle School
Barbara Pacheco
Teacher
Rex Elementary School
Clinton Schutte
Mathematics Teacher
Haysville Middle School
Tony Tamson
Business/Patron
Boeing Aircraft Company
Tifffany Taylor
Student
Campus High School
Susan Walston
USD 261 BOE
Haysville Public Schools
Lisa Cundiff
Dir of Instructional Tech
Haysville Public Schools
Cindy Sherman
SpEd/Assistive Tech
USD 261/Campus High School
USD 261 Strategic Plan (Team 2 Technology)
Action Plan Committee:
Mike Alexander
BOE/Business
USD 261/Boeing Aircraft Company
Tammy Bauler
Elementary Teacher
Nelson Elementary School
Phil Bressler
Assistant Principal
Campus High School
Sue Carpenter
Computer Teacher
Ruth Clark Elementary
Becky Cezar
Dir of Special Services
Haysville Public Schools
Terri Gray
Speech Teacher
Haysville Middle School
Diane Gross
Assistant Superintendent
Haysville Public Schools
David Herbert
Director of Information Serv
Haysville Public Schools
Penny Hobkirk
Dir Staff Dev & Grants
Haysville Public Schools
Wanda Lindsey
Teacher
Campus High School
Mike Maurer
Principal/Parent
Haysville Middle School
Barbara Pacheco
Teacher/Patron
Rex Elementary School
Susan Walston
USD 261 BOE
Haysville Public Schools
Jeremy Winter
Teacher
Haysville Alternative School
Lauana Yarborough
SpEd Teacher
Nelson Elementary
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USD 261 Haysville District Technology Plan
Building Tech Teams:
In USD 261, building-level instructional technology teams have been created to provide support for each
building’s instructional program by planning for and implementing technology initiatives that impact student
achievement. The role of a tech team member is to help establish a connection between technology and
learning and/or instruction. The recommendation is that the members of building IT teams represent a
blend of perspectives and abilities.
Building tech teams work at the site level to develop/update Instructional Technology Plans that include
goals tied to instructional initiatives. Because these plans are tied to building-level school improvement
goals, they help drive the district instructional technology plan. In addition, each team maintains a site-
based technology inventory of existing software/hardware available throughout the building along with
software licenses for applications purchased at the site level.
Assistive Tech Team:
A district Assistive Technology Team is in place to address the needs of Special Education students. Input
and recommendations from The Assistive Technology Team is considered as instructional technology
plans are created/updated.
1b. Technology Needs Assessments:
Technology decisions within the school district are driven by several factors, including but not limited to,
~The district's Strategic Plan
~School Improvement Plan initiatives
~District, State, and National mandates
~Technological advances
~Changes to district instructional programs
~Building-level Instructional Technology Teams and Plans
~Knowledge gained from staff participation in outside-the-district instructional technology
workshops/trainings and conferences at local, state, and national levels
~Collaboration with other school districts
Additional considerations include serviceability, vendor, donations, cost, educational requirements, and
value.
The school district encourages and seeks input from external sources such as parents, volunteers, local
business and community groups to participate in the decision-making process of technology needs. The
school district’s goals and objectives can only be fully accomplished through the collective efforts of the
community. The school district has, and will continue this delicate balance of decision making in the areas
of technology.
One of many "tools" used to help direct decisions is the Strategic Plan adopted by the Board of Education
in 2004. Because technological skills and knowledge are useful to all students in the educational process,
the federal legislation--"No Child Left Behind"--has indicated technology as a priority by allocating Title II,
Part D funds for use in technology initiatives. As a goal in meeting the needs of students and staff of the
Haysville district, we work to meet the National Technology Education Standards for students and for
teachers. The elementary computer curriculum has been aligned to address NETS for students. Course
offerings address the needs of middle and high school level students.
Basic Technology Proficiency Tasks for Teachers:
USD 261 certified staff members participate in performance-based technology proficiency tasks designed
to ensure that USD 261 teachers have specific basic technology skills, a common vocabulary related to
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USD 261 Haysville District Technology Plan
technology, and a shared understanding of the potential for impacting achievement that instructional
technology offers. Through this process, staff development and other instructional technology needs are
identified.
NETP Data and Recommendations:
The recently updated National Education Technology Plan includes data and specific recommendations
designed to help schools face the challenges of planning for technology use that will significantly impact
teaching and learning. Information and recommendations from the NETP have been shared with USD 261
staff to make certain that they are aware of the steps that must be taken to help secure the economic future
of our students by ensuring that our students are adequately prepared to meet the challenges of competing
within a new and changing global economy that is constantly impacted by technological advances.
Individual Professional Development Plans:
Individual Professional Development Plans (IPDPs) are submitted electronically through the My Learning
Plan application by each certified staff member as a required part of the USD 261 Professional
Development Council approval process. IPDP goals are individual goals that must be tied to school
improvement initiatives. These goals are used not only to determine staff development needs, but also to
ensure that staff development requests are based on school improvement objectives.
Building Technology Teams:
As previously stated, building technology teams work at the site level to develop/update Instructional
Technology Plans that include goals tied to instructional initiatives. Because these plans are tied to
building-level school improvement goals, they help drive the district instructional technology plan.
Annual Technology Survey:
An annual technology survey is sent out during the spring semester. As suggested in the previous tech plan
review, an online survey tool is now employed to survey staff, students, and patrons. In addition to the
online survey, a copy of the parent survey and information regarding the student survey is included in the
district newsletter that is mailed to all patrons. Information about the surveys is also included in building-
level newsletters.
The surveys consist of specific questions related to technology use both inside and outside the school day
for instructional, productivity, and recreational uses. Questions are customized for each survey group
according to the data we are seeking to acquire. All groups are asked for input regarding our web site.
Parents are questioned as to their usage of PowerSchool (Student Management System) information that
can be accessed by Internet. The student survey seeks opinions related to technology use at school and
information regarding technology use and habits outside the school day. Staff members are asked a
variety of questions related to staff development needs, access to technology, and use of technology. A
general comment area is included to provide for additional feedback.
Despite efforts to encourage input from patrons, for the most recent survey only 27 patron responses were
submitted online and just a few 'hard copy' patron responses were returned. In an effort to attain more
information from parents in the future, the survey will be coordinated in conjunction with spring parent-
teacher conferences. By contrast, input from surveys completed by 234 staff members and 446 students
provided a great deal of helpful information and feedback.
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Survey results are being processed and will be compared to previous survey results to measure progress
and/or success/failure of technology programs to guide technology planning and staff development
initiatives at the district-level and building-level.
School District Mission Statement:
The mission of the Haysville Public Schools, through professional learning communities, is to provide
effective instruction so all students learn and achieve to high levels.
2. Haysville School District Strategies/Visions:
Haysville Public School’s goal for technology is to improve the quality of education and achievement for all
students in the district. In addition, technology is used as a tool to improve administrative tasks and
recordkeeping. The Board of Education has adopted the following guidelines as focus points with regard to
the "Vision" of the school district.
Haysville School District Belief Statements
In USD 261 we believe:
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Failure is not an option
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Higher expectations yield higher results
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In lifelong learning
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Children can be successful with one caring adult
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Learning is enhanced in a safe and orderly environment
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We should educate student as I they were our own children
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Effective instruction and leadership are essential to student achievement
Haysville USD 261 Strategic Plan ~ Caring, Effective Learning for All
(Adopted May 3, 2004)
USD 261 Strategic Goals and Actions
Strategic Goal 1
- We want to provide adequate facilities and technology which will provide for smaller
learning communities to enhance more effective learning connections among all stakeholders
Goal 1 Strategic Actions:
1.1 The district will hire an architect to develop a master plan for Haysville USD 261 facilities
1.2 The board of education will appoint persons to serve as a planning committee to work with the
architects in the development of a master plan that will be reflective of the district's strategic plan
1.3 The district will be committed to energy efficiency in the development of both new and
remodeled facilities
Strategic Goal 2
- We want to equitably provide technology and support for technology to enrich
information access, learning and global communication
Goal 2 Strategic Actions:
2.1 Provide technology for staff and students to enrich curriculum and instruction
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2.2 Upgrade and install phones and phone systems in all district building including all district
classrooms and office
2.3 Evaluate and upgrade student administrative records system to include, but not limited to,
streamlining operations, staff/student/parent access via the internet, and convergence of multiple
systems
2.4 Train and support staff in the use and integration of district technology
Strategic Goal 3
- We want curriculum and instruction that maximize student achievement
Goal 3 Strategic Actions:
3.1 Teachers will use curriculum mapping techniques to apply a district-wide aligned curriculum
system that guarantees all students' measured learning will indicate mastery of a well-defined,
challenging, effectively delivered and viable curriculum meeting all standards that QPA, NCA, and
NCLB demand.
3.2 Over the course of the next 5 years (2004-2009) USD 261 will offer research-based, early
intervention strategies, as well as an adequate environmental setting in order to meet the diverse
and ever changing needs of its students.
3.3 Create Professional Inquiry Teams (P.I.T. Crews) that will meet in order to address staff
development in such areas as: effective instructional practices, assessment for learning reading
and math strategies across the curriculum, project-based learning and technology integration. (It is
essential that time is found to allow for continuous and consistent meetings.)
3.4 Determine Instructional Support Coaches and define the roles of those individuals. Support
coaches will facilitate professional development with all teachers of their assigned building. Specific
attention will be given to effective instructional practices.
Strategic Goal 4
- We want to increase participation and success in extra-curricular activities
Goal 4 Strategic Actions:
4.1 Increase participation in Middle School athletics through a new league and additional intramural
games; high school coaches oversee all coaches and programs in their sport at both Middle School
& High School levels
4.2 Establish a mentoring program between the high school and middle school students involved in
extra-curricular activities
4.3 Build a new or remodel the auditorium at Campus High School
Strategic Goal 5
- We want a graduation rate of no less than 90% by 2009
Goal 5 Strategic Actions:
5.1 There will be a district-wide emphasis on math and reading at all schools
5.2 Develop a high school level magnet school or charter school that will provide alternatives for
students
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5.3 Develop and implement an Elementary Access program like the Access program at Campus
High School to identify and provide educational assistance at earliest possible opportunity for
students who are failing or working below grade level
Strategic Goal 6
- We want to increase school and community interaction and pride
Goal 6 Strategic Actions:
6.1 Develop and implement a community and school resource center
6.2 Hold an Annual Meeting at which there will be a Report To the Community and opportunity for
the community to give input regarding USD 261
6.3 Pilot "Building Family-School Partner ships in Your School" staff development training in at
least one elementary school. This training will be used to implement a program that increases
family involvement in the pilot school
6.4 Continue existing programs such as Book Look Club and add one additional take-out program
annually for the next three years. Each take-out program will commit to a community outreach
minimum of two times each year. This process will be repeated annually for a total of three years.
Every effort will be made to vary programs and schools.
6.5 Create a marketing plan that will encourage collaboration between USD 261, the City of
Haysville and County to enhance visibility, communication and image
6.6 Adopt customer service standards
3a. District technology use goals and objectives:
The USD 261 Instructional Technology goals in practice are part of a 3-tiered (ACCESS > USE > IMPACT)
process that is designed to have a specific and deliberate impact on instruction and learning within the
district for all students. Since the writing and implementation of the December 2002 district technology
plan, extensive resources have been allocated to begin a process that will increase student and staff
ACCESS to technology and web-based applications, expand the USE of technology for teaching and
learning, and ensure that the available technologies within the district directly IMPACT student achievement
through heightened student engagement and effective integration into the curriculum. The fulfillment of the
following goals and objectives will greatly enhance our students’ chances of attaining success in school and
after graduating from USD 261.
Tier 1: TECHNOLOGY ACCESS
According to 2001 KSDE survey results, the average computer-to-student ratio was one computer for
every 3.5 students in Kansas (based on the total number of computers available, regardless of the age of
the computers). When considering only computers 3 years old or newer, the state average was one
computer for every six students in 2001. With access below the state average (no matter how the numbers
are figured), a lack of access to technology for USD 261 students and teachers has been a huge roadblock
to the technology integration process within the district. Instruction cannot be impacted by technology if
access is not available to students and teachers. The 2004 USD 261 Strategic Planning Technology
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USD 261 Haysville District Technology Plan
Committee members addressed the ‘access’ issue by creating goals with action plans that initiated a
systematic process for adding instructional technology resources and support.
Tier/Goal 1, Instructional Technology ACCESS GOAL (In fulfillment of USD 261 Strategic Plan
Goals 1 and 2): Increase access to instructional technologies for USD 261 students and staff
Objective 1.1 - Provide laptops to classroom teachers and building administrators district
wide to open new avenues for exploration of mobility and the possibilities offered by
anywhere, anytime learning.
Objective 1.2 – Add mobile laptop lab availability in all buildings to increase student access
to technology and to assist with electronic assessment needs.
Objective 1.3 – Establish better means for projecting/viewing electronic instructional
content
Objective 1.4 – Increase access to peripheral instructional technologies for students and
staff
Objective 1.5 - Increase access to software/web-based applications for students and staff
Objective 1.6 - Maintain/update technologies to ensure good working order
Tier 2: TECHNOLOGY USE
Since access to technology does not guarantee use, it is important to ensure that available technologies
are being utilized for instruction. At this time, various technologies and applications are being used
throughout the district, but the full extent of usage is unknown. Objectives have been established to
ascertain the degree and level of usage within the district for available technologies and applications.
Tier/Goal 2, Instructional Technology USE GOAL (In fulfillment of USD 261 Strategic Plan Goals 2
and 3): Expand student and staff use of instructional technologies in USD 261
Objective 2.1 – Examine technology survey data to help determine degree/level of
technology use by staff and students
Objective 2.2 - Analyze data gathered through classroom IPI (Instructional Practice
Inventory) walk-throughs that are focued on instructional technology USAGE
Objective 2.3 – Offer instructional support and training to enhance awareness of available
technologies, increase the instructional technology skills of students and teachers, and
help make curriculum/instruction connections
Tier 3: TECHNOLOGY IMPACT
In order to truly impact learning, technology must be utilitzed to engage students at a level that encourages
higher-order thinking and that enhances teaching and learning by allowing for active participation on the
part of students. Current statistics indicate that more than 70% of jobs today require the use of a computer
on a daily basis and 70% of 4-6 year olds have used a computer. Because today’s students see technology
as a right, not a privilege, there is a need to properly train teachers on how to use technology and
effectively deliver technology integrated instruction. Teachers must be provided with the support necessary
to change instructional practices that have become obsolete and that do not effectively prepare students for
the new workplace reality.
Tier/Goal 3, Instructional Technology IMPACT GOAL (In fulfillment of USD 261 Strategic Plan
Goals 2, 3, & 5): Ensure that the instructional technologies available to the students and staff of
USD 261 impact learning and maximize achievement for USD 261 students
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Objective 3.1 – Analyze data gained through classroom IPI (Instructional Practice
Inventory) walk-throughs targeting student ENGAGEMENT levels
Objective 3.2 - Provide leadership and support to assist in transforming the learning
process from teacher centered to student centered
Objective 3.3 - Provide easy access to standards-based electronic resources for teachers
Objective 3.4 - Provide easy access to technology help documents and “how-to” video
tutorials
Objective 3.5 – Create a process to ensure that technology integration initiatives are given
consideration as instructional staff development plans are created at the building and
district levels
3a-1. Technology Use Assessments
During the Strategic Planning process, as goals and action plans were created, the Technology Planning
Committee looked at quantitative and qualitative data from other districts (and as available from within the
district) in order to help draft technology goals and action plans. Because there is now district wide access
to a variety of up-to-date instructional technologies for students and staff, USD 261 is at a point where data
related to technology use is available. To ensure a return on the investment of time, energy and
technology dollars, it is critical that any and all data available be examined to guide future decision making
efforts and promote movement toward the ultimate goal of impacting instruction at a level that is worth such
an extensive investment.
Instructional Technology Teams in each building meet regularly to discuss school improvement initiatives
and instructional priorities. The teams continually update site level instructional technology plans based on
data generated by state and local assessments. The plans are more fluid now that access to technology
allows for easier data collection and analysis by way of electronic assessments such as MAP (NWEA) and
State Assessments. Instructional technology plans are tied to building-level school improvement goals,
which are aligned with the district school improvement plan and the strategic plan. Therefore, the plans
help to ensure that district planning and building-level initiatives align.
Staff, students and patrons are surveyed annually regarding technology use. The information gained from
the surveys is used to help drive staff development and technology planning and implementation.
USD 261 staff members are required to complete performance-based activities related to instructional
technology use.
IPI (walk-through) data is being collected to determine current levels of technology use and will be used to
establish baseline data regarding which technologies are being used and how they are being used for
instruction.
Building-level technology team meeting agendas and minutes are submitted to the Director of Instructional
Technology and kept on file with building-level technology plans.
3b Curriculum Integration and Enhancement
The mission of the Haysville Public Schools, through professional learning communities, is to provide
effective instruction so all students learn and achieve to high levels. USD 261’s 2004 Strategic Plan
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(Strategic Goal #3, Action Plan 3.3) recommends the implementation of professional learning communities
(PLCs) throughout the district. Professional Learning Communities (PLCs) are in place to look at current
practice and guide best practice, which includes the effective use of instructional technology.
Technology is integrated into the USD 261 school day in by a variety of means throughout the district.
Video broadcasts generated and delivered by students are used in many of the buildings as a means of
providing up-to-date school news, weather, and announcements. One administrator takes time after the live
student presentations to teach lessons that address state standards, safety, and character education.
Creative uses of technology are modeled by administration and staff district wide. Because so much has
happened with regard to instructional technology access within the district in such a short time span, staff
development for teachers and administrators continues to be a priority as a means of ensuring that the use
of instructional technologies becomes seamless with the USD 261 instructional program.
As part of the state standards, teachers are expected to address technology standards embedded in the
curriculum. Teachers address curriculum and technology standards through lessons/projects that include
research, word processing, multimedia presentations, and data management activities.
Haysville Public Schools is committed to enhancing student/staff performance and the educational process
by introducing new technologies and expanding existing technologies. Basic technology is currently
introduced at lower grade levels with skill reinforcement embedded throughout the educational process.
Elementary Level Instructional Technology Overview:
Computers are used to enhance, enrich and re-teach subject matter in all curriculum areas. At the
elementary level, because each elementary building has a designated technology teacher who teaches a
district aligned computer curriculum that was established in the summer of 2005 and is based on NETS for
students, classroom teachers are able to focus on curriculum content for lessons and instruction. In
addition, with the availability of mobile labs and various peripheral technologies such as projection systems,
interactive white boards and interactive clicker systems, students can easily view projected content, and
have a variety of interactive tools at their disposal.
The curriculum software and hardware available at each of the five elemenatries (and throughout the
district) is based on the identified needs of the school in accordance with their school improvement plan
goals. This means that not all technology initiatives are implemented district wide K-5. Each building has
unique areas of need as identified by assessments and influenced by student demographics. Identified
needs are addressed through school improvement plans, which in turn are used to create technology plans
at the site level.
Middle School Level Instructional Technology Overview:
In the Haysville Middle School, skills learned at the elementary level are reinforced and additional program
offerings include programming, web page construction, design concepts and typing skills. All curriculum
areas use computers to enhance the learning process. The Virtual Prescriptive Learning (VPL) application
is used for remediation during the school year and for summer school.
High School Level Instructional Technology Overview:
Computers are used in all curriculum areas, and in some areas computers are the only tool used for
teaching. Some of these areas include computer-aided drafting (CAD) classes, the high school newspaper
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and yearbook in the journalism classes, and typing skills in the high school typing lab. Skills learned at
previous levels are continually reinforced as curriculum is enhanced and enriched by the use of technology
at the high school grade level.
Passkey Reading and Passkey Math, are remediation tools used at the High School Level. The Passkey
series is primarily used with at-risk students for curriculum supplementation, preparation for standardized
tests, and during summer school. VPL is also used during summer school for remediation.
Haysville Alternative High School implemented VPL during the 2005-2006 school year to help
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Close the achievement gap between high and low performing students
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Reduce dropout rates and provide intervention for students at-risk
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Identify skill gaps for each student and prescribe individual assistance plans to address
identified learning gaps
Additional Technology Integration Examples:
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High School Graphic Art Courses (Computers and Software including Windows, Photoshop, Painter
and Illustrator)
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High School CAD (Computer Aided Drafting) Courses (Computers and Software including Windows,
AutoCAD, and Office)
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High School Journalism and Yearbook Courses (Computers and Software including: Windows, Adobe
InDesign, and MS-Office)
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High School Science Courses (Computers, Mini-Lab, and Software including MS-Office and MS-Vision)
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Middle School Yearbook Courses (Computers and Software which including Windows, Adobe InDesign
and MS-Office)
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All district libraries (Computers and Software including InfoCenter catalog and circulation and MS-
Office)
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Stationary and mobile computer Labs in all district buildings (Computer and Software including MS-
Office and site-based/determined programs)
District wide available instructional technology software/web-based applications include Blackboard,
Infinitec, the KanEd Desktop (including Atomic Learning), United Streaming VOD, and Microsoft Office.
The web-based Atlas Curriculum Mapping software is utilized district wide in response to Strategic Plan
Goal #3, Action Plan 3.1, which is related to district wide curriculum alignment through the curriculum
mapping process. Teachers have been working for the last two years to create electronic maps that are
aligned to standards and that provide a scope and sequence of what is taught. The Atlas software provides
teachers with the ability to embed assessments, activities, videos/presentations, web resources and other
content directly into the maps where they match the standards at each grade level in any content area.
The maps are continually updated and are ‘public’ in that teachers can consult each other’s maps to locate
resources related to the standards being addressed.
3b-1. Curriculum integration assessment:
~As recommended in the USD 261 2004 Strategic Plan (Goal #2, Action Plan 2.1), a Director of
Instructional Technology was hired in June 2004. The primary role of the IT director is to offer leadership
and support for the technology integration process by helping to initiate and implement the instructional use
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of technology at a level that impacts achievement. The IT director ensures that technology teams meet
regularly and that technology plans are created at the site and district levels according to established
guidelines. In addition, the IT director establishes avenues for communication and collaboration between
the Curriculum & Instruction department and the Information Services staff to ensure that instructional
technology initiatives implemented at the district and/or site level are consistent with district school
improvement endeavors and instructional goals.
~In 2005, also in accordance with the Strategic Plan (Goal #3, Action Plan 3.4), the district hired its first
Instructional Support Coach. Two additional coaches were added for the 2006 school year. The IS
Coaches spend the majority of their time in the buildings working directly with teachers. They document
observations, walk-throughs, trainings, and feedback discussions. The IS Coaches analyze data on
student performance to determine teacher effectiveness as well as to determine further staff development
needs, and conduct building and staff trainings related to school improvement efforts. The Instructional
Technology Director meets regularly with the IS Coaches to discuss how research based technology
strategies of teaching and learning are being integrated (and can be further integrated) into instruction.
~In an effort to change instruction to ensure that achievement is directly impacted through the use of
instructional technology, it is important to establish that teachers have the basic technology skills necessary
to effectively integrate technology into the curriculum. For the past two years, in compliance with Strategic
Plan Goal #2, Action Plan 2.1, certified staff members have participated in performance-based technology
proficiency activities (Tech Tools) designed to ensure that they have specific basic technology skills, a
common vocabulary related to technology, and a shared understanding of the potential for impacting
achievement that instructional technology offers. Through this process, staff development and other
instructional technology needs are identified. The activities (tasks) built into the Tech Tools training
process provide documentation related to the following basic technology skills:
USD 261 – Tech Tools (Skills Checklist)
Basic Computer Technology Operations and Concepts
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I have general knowledge of how to operate a Windows-based computer:
1. Navigate a Windows-based desktop: Maximize, minimize, and restore a window.
2. Run more than one program simultaneously, and switch between open
applications.
3. Save and move files to and from various locations/drives such as ‘My Documents’,
hard drive, desktop, etc.
4. Understand ‘wired’ vs. ‘wireless’ options
5. Use print preview and print options
6. Manage Files: Organize, locate, create, rename, and delete files
7. Back-up data & utilize jump drives
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I trouble-shoot basic hardware/software/printing problems before accessing the
appropriate level of tech support.
1. Check cables and power cords for proper attachment
2. Re-boot a frozen computer
3. Replace printer cartridge
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I use computer peripherals.
1. Plan for and deliver standards-based lessons that incorporate the use of the
Internet and/or software applications and a projection device
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Microsoft Office 2003 Applications
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I use the basic features associated with Microsoft Word, PowerPoint and Excel to create
documents, presentations, and spreadsheets.
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Create a basic word processing document using Microsoft Word:
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File: Save, print, page set-up
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Edit: Cut, copy, paste, select-all, undo/redo
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View: Layout, header/footer, toolbars
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Insert: Picture, page break, hyperlink, object
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Format: Font, paragraph, bullets and numbering
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Tools: Spelling, grammar, word count, options
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Toolbar Icons: Drawing, tables & borders
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Access HELP file
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Create a basic presentation using Microsoft PowerPoint
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View: Slide views, slide master options
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Insert: New slide, textbox, movies and sounds
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Format: Layout, color scheme, background, design template
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Slide Show: Set up show, slide transition, view show, animation, narration
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Create a basic spreadsheet using Microsoft Excel
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File: Print area, page set-up
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Edit: Fill
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View: Header/footer
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Insert: Cells, rows, columns, worksheet
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Format: Cells, row, column, sheet
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Data: Sort
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Toolbar Icons: AutoSum, borders, fill color
Internet/E-mail
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I have the general skills and knowledge necessary to navigate the Internet.
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Launch a browser and use the toolbar options
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Specify a URL and point and click on links
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View navigation history
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Refresh/reload a page
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Copy, paste, and save from a web page
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Bookmark and send pages
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I employ information literacy when using the Internet as a research tool.
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Conduct effective searches
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Evaluate sites for accuracy, credibility, and relevancy
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Use the district’s web site to locate information/resources
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I use e-mail as a means of communication.
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Send and receive messages
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Check e-mail on a regular basis (Beginning, middle, & end of the day)
o
Send and receive attachments
o
Clean-up and maintain e-mail
Responsible Use of Technology
o
I understand the District’s Acceptable Use Policy (AUP) concerning student and adult use of
computers.
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USD 261 Haysville District Technology Plan
o
Realize that copyright restrictions apply to computer use
o
Know that the Child Internet Protection Act requires that student Internet use be
filtered
~Upon completion of the basic proficiency tasks, teachers will move to the integration level, and if they
have not already done so, will begin applying technology use in instruction at the basic level or beyond.
The performance-based activities for the Technology Integration level are currently being developed, but
are based on the following skill objectives to further the effective application of instructional technology in
USD 261:
•
Designs and develops student learning activities that integrate technologies for a variety of student
needs
•
Accesses on-line resources to remain current in application of technology to the learning environment.
(On-line magazines, periodicals etc.)
•
In planning for instruction, evaluates and selects appropriate curriculum software and hardware as
learning and teaching tools/resources
•
Understands resources available in the district for distance learning and video enhanced learning
•
Utilizes district provided resources available to design learning activities (Internet, Blackboard, United
Streaming, KanEd, etc.)
•
Plans for and delivers instruction that utilizes technology to increase student engagement and create
opportunities for student-centered learning
•
Models district policy and copyright laws as they relate to the use and implementation of technology in
education
~Student Technology Skills
In 2005, the elementary (K-5) computer curriculum was aligned to address NETS for students. Each
elementary building has a designated computer teacher that ensures that the following standards/skills
related to the following skill area are addressed:
Standard 1: Basic Operations & Concepts
Standard 2: Social, Ethical & Human Issues
Standard 3: Technology Productivity Tools
Standard 4: Technology Communication Tools
Standard 5: Technology Research Tools
Standard 6: Technology problem-solving and decision-making tools
In compliance with NCLB and other state/district mandates, course offerings address the needs of middle
and high school level students.
For all grade levels, performance assessments/rubrics are used to grade/score student
performance/participation in technology classes.
The following initiatives/activities provide additional data to measure how technology integration is
progressing in USD 261:
~Curriculum maps, IPI walk-thoughs, and monitoring of instructional software applications that track use
(such as United Streaming) provide further evidence of the advancement of technology integration
throughout the district.
~The most current revision of the USD 261 teacher evaluation tool includes an evaluation item directly
related to the use of technology for instruction: “Uses/integrates district technology to enhance the learning
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USD 261 Haysville District Technology Plan
environment.” Other evaluation items generate information related to professional development, which
includes technology related staff development: “Participates in professional activities to enhance
knowledge and skills. Shares information and applies new strategies gained from professional
development activities.”
~The job title for school “Librarian” has been changed to “Library Media Specialist” to reflect a greater
emphasis electronic media along with traditional print media. Performance indicators for the Library Media
Specialist include, “Guides students and teachers in selecting and using print and non-print materials and
technology” and “uses/integrates district technology to enhance the learning environment”.
~Requests for instructional technologies must come from within the framework of a technology plan that is
designed to support the building instructional programs and school improvement initiatives. Requests must
be accompanied by rationale/data that supports the instructional benefits of the requested technologies.
3c. Professional Development - Teachers and Administrators
USD 261 School Improvement Plans and Strategic Parameters guide Staff Development and Instructional
Technology Plans for each building. These plans must be results-driven in order to ensure that
instructional programs are impacted.
Finding time for professional development is an on-going challenge that most districts struggle with year
after year. New mandates and initiatives constantly require more time for training and exploration. To
make the most of allocated/designated staff development time, and to ensure that technology
topics/needs/initiatives are addressed, teachers must learn to use technology
while
they are learning to
teach using technology at a level that is conducive to student engagement, that promotes higher-order
thinking and that employs best practice with regard to instructional practice in general. With this goal in
mind, instructional technology staff development incentives are offered in USD 261 to encourage active
participation by staff in the professional development opportunities that are presented.
USD 261 Instructional Technology Staff Development Incentives:
•
Professional development points and credits count toward re-licensure requirements and are tracked
through a web-based application (My Learning Plan)
•
Electronic subscriptions to applications such as
www.EnchantedLearning.com and
www.UnitedStreaming.com are purchased as technology staff development objectives are met and in
response to survey data and technology plan requests that indicate a desire on the part of teachers to
have access to these types of instructional technology applications
•
Opportunities are provided for participation in conferences and workshops at local, state and national
levels
•
Teachers and administrators are encouraged to visit other districts for the purpose of exploring
effective instructional technology practices
•
Building level in-district “grant” opportunities are offered as an incentive/reward for (timely) compliance
with certain district initiatives and building level improvement projects
o
Grant amounts are based on available funds and are calculated according to student
numbers for each building
o
Guidelines require that grant money be used to fund building level technology initiatives
that are part of the building technology plan, but that have not been funded as a part of a
district implementation
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USD 261 Haysville District Technology Plan
For example, during the 2005-06 school year, in order to receive the building-level
grant, a 100% completion rate for teachers completing the Technology Tools
proficiency tasks had to be documented. Grant money was used by buildings to
purchase software, digital cameras, a document camera, interactive white boards,
mice, headphones, and wireless mice for use with classroom presentations.
Haysville Public Schools provides staff development using both inside training and outside training as
needed. When new equipment, software, or services are added to the district, all attempts are made to
include training for staff and/or students as part of the purchase/acquisition implementation plan. In
services, along with support issues are handled in the following order:
District:
Implementation plans, which include inservice, for technologies initiated at the district level is handled by
the Curriculum Department and the Information Services Department. District-wide hardware and software
support issues/trainings are handled by the Information Services Department and the Director of
Instructional Technology. Professional development requests are addressed by the Director of Instructional
Technology in coordination with the IS Department and the Curriculum Department, including the Director
of The Learning Center.
Building:
The Building Computer Technology Coordinator and/or members of the building technology teams are
provided initial training for trouble shooting hardware and software. If an issue arises that cannot be
handled at the building level, the appropriate district office personnel is contacted.
Teachers new to the district are surveyed regarding their technology experience and skills so that an
individualized technology mentoring/training plan can be created for each teacher. During the new-to-the-
district teacher orientation, laptops are distributed and basics related to network access, the e-mail system,
the gradebook system, etc. are covered. Assigned mentors and designated building-level staff provide
additional on-going training related to other district/site based technologies.
The majority of USD 261 building and district administrators have completed the KSDE KalTech Academy.
One requirement for the site-based Instructional Technology Plan goals is that they include rationale and
an action plan that includes a timeline and staff development/support needs for each goal.
A significant number of new instructional/improvement initiatives have been recently implemented district
wide, so a variety of professional development opportunities are available that afford choices for staff
members based on preferences related to their personal learning styles, current level of expertise, and
schedules.
•
“Anytime” basic to advanced level online technology training is available through Atomic Learning
by way of the KanEd Desktop.
•
Instructional staff development topics are covered/addressed online through Blackboard courses
and Life-Touch and United Streaming offerings.
•
In 2005, USD 261 offered two Leadership Academies for staff participation. One strand was for
“Teacher Leaders” and the other was for “Teachers Who Aspire to Become Administrators”. Each
strand met seven times during the year from 8:00 – 3:00. The 30 participants engaged in book
studies, presentations, and other activities given by educators and non-educators from within and
outside the district as appropriate for each topic. The topics and activities addressed/incorporated
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USD 261 Haysville District Technology Plan
best practice, school improvement strategies, communication and leadership techniques, and
technology use. These two strands will continue to be offered to educators within and outside the
district on an application basis (to control numbers). In 2006, a new strand, Leadership Haysville,
was started. Participants for this strand are from the Haysville community. New strands will
continue to be added to provide opportunities for USD 261 classified staff and BOE members.
USD 261 is in the process of remodeling a district-owned property into a staff development center called
The Learning Center. A director and clerical help have been hired for the Learning Center and although the
center is not yet completed, the director has already begun offering staff development opportunities based
on staff development plans, requests, and other needs. Having someone to coordinate staff development
activities will be a great asset to the district. The director will also work to coordinate grant writing efforts
and will organize the district Leadership Academies, which include instructional technology topics and
presentations. Once The Learning Center has been completed, the instructional support coaches will be
housed there. Renovation plans call for the installation of interactive boards, video equipment, and other
technologies to be used for/during training. Training schedules and topics will be offered at various times
both inside and outside the school day. Evening access to training and technology is to be available for
students and the community. Trainers and presenters will come from within and outside the district. Many
resources and technologies will be available for use and check out. College/graduate credit classes will be
offered.
The Assistant Superintendent for Curriculum and Instruction, Director of Instructional Technology, Director
of Elementary Curriculum, and the Instructional Support Coaches, meet weekly with the Director of the
Learning Center to plan staff development activities and discuss on-going training needs.
Modeling Technology Use:
Administrators and instructional leaders are encouraged to look for new creative ways to model the use of
technology, and teachers are provided opportunities to share their creative uses of technology with
colleagues.
Instructional Support Coaches incorporate the use of technology as they work with teachers.
District and building administrators meet two times each month and technology is always an agenda item.
Presentations during the administrative meetings model technology use, tips and tricks.
The 2006 back-to-school technology update by the Director of Instructional Technology was delivered
‘virtually’ via a brief video presentation that showcased new technologies/applications and included screen
captured video clips for the new technology offerings. Technology survey results and technology plans
from the previous year were referenced to assure teachers that their input is considered as new
technologies are added.
On-Going Instructional Technology Objectives
•
Provide modeling of successful instructional technology use
•
Offer a variety of professional development options including, but not limited to one-on-one or small
group training, on-line training, online help and video tutorial resources
•
Continue to offer various incentives to encourage active participation in professional development
opportunities that address the awareness, application, and impact levels of professional development
•
Ensure that there is a plan for staff development follow-up to promote transfer to the classroom
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USD 261 Haysville District Technology Plan
3c-1. Technology Professional Development Assessment
Staff development is part of each building’s School Improvement Plan, and as such must be aligned with
the school’s academic priorities. Measures of success are defined by determination that staff development
is transferred to the classroom (impact level).
With the completion of The Learning Center, staff development opportunities will be greatly enhanced.
Follow-up is planned for each Learning Center training/presentation. The follow-up will be in the form of
additional training and/or follow-up contact to ascertain that progress has been made toward
implementation/transfer of the skill or information that was presented. Participants will be given ideas and
encouragement to help them move from one level to the next (i.e. awareness to application or application to
impact). Plans are underway to make this type of follow-up a systematic part of the professional
development process.
Professional development points count toward re-licensure requirements and are tracked through a web-
based application (My Learning Plan). In order to complete an activity and receive points/credit,
participants are required to submit knowledge validation for each activity. Before the activity can be
marked complete, the following knowledge validation questions must be addressed: “As a result of
attending this activity, what knowledge/skills have you acquired?”
“Describe how this activity connects to district outcomes, building improvement plans, and/or individual
goals.”
Now that technology is more widely available for use throughout the district, staff members are routinely
asked to perform tasks that require the use of technology. The Basic Tech Tools proficiency tasks/activities
established a baseline for technology skills. When teachers are asked to perform basic tasks such as
submitting forms as attachments, entering or manipulating spreadsheet data, creating a back-to-school
presentation, etc., the expectation is that those skills have been mastered. This performance-based
expectation allows for on-going assessment of teachers’ basic technology skills and helps determine the
effectiveness of prior as well as the need for additional training/follow-up. As teachers move from tier to tier
(access>use>impact) staff development will be available at all levels and assessment will
School improvement data provides information as to the success of staff development efforts through
results-based staff development plans.
Curriculum maps, IPI walk-thoughs, IS Coach observations, formal teacher evaluations and
student/staff/patron surveys, provide additional information/data to assess the effectiveness of professional
development efforts throughout the district.
Perhaps the greatest measure of the USD 261 staff development efforts will come as the district continues
to make the necessary achievement gains needed to move away from its ‘Plan of Improvement’ status.
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