Cheney USD 268
Technology Plan – 2002-2004
1a. Committee Membership
Pam Allender - High school computer applications
teacher
Paul Becker -
Elementary principal
Joni Coles - 2nd
grade teacher
Justin Cox - 9th
grade student
Stacy DeVore - Middle
school social studies / computer applications teacher
Carla Ewy - Elementary library teacher
Ken Fasbender - Community
member and parent
Joyce Foley - 4th
grade teacher
Matt Gallagher - High
school social studies teacher
Peggy Gregory - Middle
school Technology Education teacher
Roger Gregory - School
Board member
Bill Haliburton -
Community member and parent
Debbie Hamm - Middle
school principal
Doug Jones - High
school science teacher
Gary Kramer - Network
Manager
Brad Neuenswander- District Superintendent
James Schisler - 11th
grade student
Kelly Schmidt - Middle school
secretary
Richard Soash - District
Technology Director
Dan Stoehr - School
Board member
Ron Traxson - High
school principal
Theo Voth - High
school library teacher
Amy Wallace - District
Curriculum Director
Sharen Young -
Kindergarten teacher
1b – Technology Needs
Assessments
This response
identifies and explains the technology assessment process that is used to drive
decisions made by the technology planning committee. Quality district-wide
technology needs assessments are completed yearly and are aligned with district-wide
school improvement criteria, plans, and progress reports.
In April 2000, the district conducted surveys for community members,
parents, teachers, students and administration. 93% of the staff, 88% of the students and 75% of the community
have a computer at home, with about three-fours of each group having Internet
access. 84% of the students felt that
the district had the hardware and software available to meet their educational
needs. 73% of the staff felt the
hardware was available while 64% felt that the software was available. The survey also included all of the goals
and objectives, providing the District Technology Team with data to judge how
well the district is doing.
In addition, district staff were encouraged to make technology requests
for the 2001-2002 years. Based on the
results of the surveys and requests, the Technology Team created a list of
technology purchases which was approved by the Board of Education in June and
July, 2001 and purchased for the 2001-2002 school year.
Major purchases for 2001-2002 were:
-
25 computer
wireless laptop cart for the high school & middle school to meet increased
demand on the 4 computer labs
-
New computers
for the high school computer applications room to work with current & new
course offerings
-
Additional
computers in the high school publications lab to meet increased class
enrollments
-
Placement of 3
& 5 computers in two middle school classrooms for instructional use
-
Upgrades to
the network to improve network speed, reliabilty and functionality
2.
Mission
& Vision
Cheney USD 268
Mission
The mission of
Cheney USD 268 is to develop lifelong learners who are responsible and
productive citizens.
Cheney USD 268 Technology
Mission
The vision of
technology use in Cheney USD 268 is to develop responsible citizens who are
information technology literate and who exhibit higher order thinking that is
transferable to real world situations.
3a. District
Technology Use Goals and Objectives
Goals are broad
statements of the purpose of the plan. Clearly stated goals for broadbased
learning outcomes are stated. Goals are linked to site improvement plans,
district plans, and state plans. Objectives are the means/methods to reach the
goals.
Goals:
Instructional
Technology should give each learner the opportunity:
· To use current and future
technologies in a responsible and ethical manner.
· To develop information literacy
skills to find, evaluate and use information effectively.
· To develop technology skills to solve
problems and make informed decisions.
· To collaborate and communicate within
and outside the walls of the school environment with technology.
· To explore and create original
products using technology productivity tools.
Objectives:
Goal 1. To use current and future technologies in a
responsible and ethical manner.
Objective 1.1:
Learners will use technology ethically.
Student Learning
1.1.1 The learner will demonstrate appropriate use
of passwords and authorized use of computers
1.1.2 The learner will demonstrate knowledge of
safety and ethical issues related to sharing personal information
1.1.3 The learner will respect the informational
privacy of other students and staff
1.1.4 The learner will use technology productively
and in an appropriate way
Evaluation
1.1.1 Teacher observation / anecdotal information
1.1.2 Teacher observation / anecdotal information
1.1.3 Teacher observation / anecdotal information
1.1.4 Teacher observation / anecdotal information
Facilities /
Hardware / Software
N/A
Timeline
1.1.1 – 1.1.4 - 2001-2002
Objective 1.2: Learners will use technology responsibly.
Student Learning
1.2.1 The learner
will follow the district’s Acceptable Use of Technology by Students policy
1.2.2 The learner
will demonstrate an awareness of how to avoid viruses and other potential
technology damage
1.2.3 The learner
will demonstrate knowledge of issues related to software piracy
1.2.4 The learner
will demonstrate knowledge of legal issues related to technology
1.2.5 The learner
will distinguish between violation and acceptable use of copyright law
Evaluation
1.2.1 Teacher observation / anecdotal information
1.2.2 Formal evaluation in the 9th grade
1.2.3 Formal evaluation in the 9th grade
1.2.4 Formal evaluation in the 9th grade
1.2.5 Formal evaluation in the 9th grade
Facilities /
Hardware / Software
Current anti-virus software
Current Acceptable Use of Technology
by Students policy
Timeline
1.2.1-1.2.5 -
2001-2002
Goal 2: To develop students who possess information
literacy skills.
Objective 2.1: Learners will be able to locate, evaluate,
synthesize and present information from a variety of sources in an original and
effective manner.
Student Learning
2.1.1.1 The learner will use the online
library catalog, library materials, the Internet, online full-text databases
and encyclopedias to collect information
2.1.1.2 The learner will evaluate
information for currency, relevance, and accuracy
2.1.1.3 The learner will use video,
presentation software, word processing software and/or web pages to present
information
Evaluation
2.1.1-2.1.3 - Formal evaluation of Understanding by Design
integrated research projects in 3rd –12th grades, using rubrics for research,
video presentations, oral presentations and/or web page presentation
Facilities /
Hardware / Software
- Video production facility &
equipment
- Staff for video production
- Building wired for video broadcasting
- Video cameras
- Video editing software/hardware
- Current presentation, word processing
and web page creation software
- Computer access
Timeline
Building wiring – 2001-2002
Video production
integrated into learning activities K-5 - 2001-2002
Video production
integrated into learning activities 6-8 - 2001-2002
Video production
integrated into learning activities 9-12 - 2002-2003
Video broadcast facilities K-5 -
2002-2003 (sooner if money allows)
Video broadcast
facilities 6-12 - 2001-2002 (if money allows)
Implementation of
Understanding by Design integrated projects 3-12th grades - 2001-2002
Objective 2.2: Learners will use information ethically.
Student Learning
2.2.1 The learner will be able to use information
correctly without violating copyright laws
2.2.2 The learner will take keyword notes,
summarize, paraphrase and quote information to avoid plagiarism
2.2.3 The learner will create a works
cited/bibliography in correct format
2.2.4 The learner will cite correctly
information and ideas they have borrowed
Evaluation
2.2.1-2.2.4 -Formal evaluation of Understanding by
Design integrated research projects in 3rd –12th grades
Facilities / Hardware / Software
- Computer access
- Online full-text databases
- Research Assistant software
Timeline
Wireless laptops
for classroom use – 2001-2002
Increased access to
full-text online databases – 2001-2002
Implementation of
Understanding by Design integrated projects 3-12th grades - 2001-2002
Goal 3. To develop technology skills to solve
problems and make informed decisions.
Objective 3.1:
Learners will develop technology skills to solve problems.
Student Learning
3.1.1 The learner will develop problem solving
skills and strategies
3.1.2 The learner will use information resources
to solve problems
3.1.3 The learner will use a variety of software
applications
3.1.4 The learner will troubleshoot and resolve
basic technical problems
Evaluation
3.1.1 Formal evaluation of problem-solving project
in the 11th grade
3.1.2 Formal evaluation of Understanding by Design
integrated research projects in 3rd –12th grades
3.1.3 Pre & Post Profiler survey of staff and
student to assess software skills
Formal assessments
in the 7th & 9th grade Computer Applications classes
3.1.4 Teacher observation / anecdotal information
Facilities /
Hardware / Software
- Access to full-text online databases
and other information resources
- Access to current library resources
from anyplace within or outside of the school
- Software to develop problem solving
skills
- Access to computers and other
technology
Timeline
3.1.1 - Problem-solving software and
project implementation – 2002-2003
3.1.2 – 2001-2002
3.1.3 - 2001-2002
3.1.4 - 2001-2002
Objective 3.2: Learners will develop technology skills to
make informed decisions.
Student Learning
3.2.1 The learner will access current resources to
collect information
3.2.2 The learner will evaluate and select quality
information
3.2.3 The learner will demonstrate decision-making
skills
Evaluation
3.2.1 & 3.2.2
Formal evaluation of Understanding by Design integrated research projects in
3rd –12th grades
3.2.3 Formal evaluation of decision making project
at the 11th grade
Facilities /
Hardware / Software
- Access to the Internet, full-text
databases and other information resources
- Access to computers and other
technology
- Acquisition of problem solving
software
Timeline
3.2.1-3.2.2 - 2001-2002
3.2.3 - Problem-solving software and
project implementation – 2002-2003
Goal 4: To collaborate and communicate within and
outside the walls of the school environment with technology.
Objective 4.1: Learners will use email to communicate
within and outside the walls of the school environment with technology.
Student Learning
4.1.1 The learner will contact business, community
members and other schools to communicate and collect information
Evaluation
4.1.1 Evaluation of a project by students using
email to communicate with others in 7th grade
Facilities /
Hardware / Software
- Student access to email
- Access to computers and other
technology
Timeline
2001-2002
Objective 4.2: Learners will use web pages to communicate
within and outside the walls of the school environment with technology
Student Learning
4.2.1 The learner will design a web site
4.2.2 The learner will create web pages
4.2.3 The learner will post web pages
4.2.4 The learner will demonstrate an understanding
of the legal and safety issues involved with web pages
Evaluation
4.2.1- 4.2.3 Evaluation of student created web pages
using the district’s web page rubric
4.2.4 Teacher observation / anecdotal information
Facilities /
Hardware / Software
- Web creation software
- Access to computers and other
technology
Timeline
2002-2003
Objective 4.3: Learners will use video to communicate
within and outside the walls of the school environment with technology.
Student Learning
4.3.1 The learner will create a storyboard for a
video
4.3.2 The learner will film video footage
4.3.3 The learner will create and edit a video
4.3.4 The learner will use oral communication
skills and video broadcast skills to present information to the school and the
community
Evaluation
4.3.1-4.3.3 Formal evaluation of video productions
using the district’s video rubric at 5th, 8th & 10th grades
4.3.4 Broadcasts to the community via the cable
television channel available to the district
Facilities /
Hardware / Software
- Inspiration software
- Video cameras
- Video editing hardware & software
- Broadcast hardware and software
- Wiring to each room to allow for
broadcasting
- Monitor in each room to receive
broadcasts
- Access to a television channel from
Cox Communications
Timeline
Video creation K-5
- 2001-2002
Video broadcast K-5
– 2002-2003
Video creation
6-8th - 2001-2002
Video broadcast
6-8th - 2001-2002 (if money allows purchase of the equipment)
Video creation
9-12th - 2002-2003
Video broadcast
9-12th - 2002-2003
Goal 5. To explore and create meaningful products
using technology productivity tools.
Objective 5.1: Learners will develop skills using
technology productivity tools.
Student Learning
5.1.1 The learner will develop proficiency in
applicable and technologically current software and hardware
5.1.2 The learner will apply technology skills into
classroom activities
Evaluation
5.1.1 Evaluation of student skills with assessments
correlated to district Instructional Technology Standards
Pre & Post
Profiler survey of student to assess software skills
5.1.2 Teacher observation / anecdotal information
Facilities /
Hardware / Software
- Current hardware and software
- Easy access to computers and other
technology
Timeline
- Ongoing
Objective 5.2: Learners will create original products using
technology.
Student Learning
5.2.1 The learner will find quality resources
necessary for the project
5.2.2 The learner will organize data and / or ideas
5.2.3 The learner will synthesize multiple
resources and /or ideas
5.2.4 The learner will restructure a new product /
format using current technology
5.2.5 The learner will work in cooperative groups
Evaluation
5.2.1-5.2.4 Formal evaluation of Understanding by
Design projects in 7th & 9th grades
5.2.5 Teacher observation / anecdotal information
Facilities /
Hardware / Software
- Current hardware and software for
student and staff use
- Access to computers and other
technology
Timeline
2001-2002
Objective 5.3: Learners will improve their communication
skills by creating and broadcasting video productions locally and to the
community.
Student Learning
5.3.1 The learner will create a video storyboard
5.3.2 The learner will film the segments included
in the storyboard
5.3.3 The learner will edit the video
5.3.4 The learner will broadcast the video to other
learners
Evaluation
5.3.1-5.3.3 Formal evaluation of video productions
using the district’s video rubric at 5th, 8th & 10th grades
5.3.4 Broadcasts to the community via the cable
television channel available to the district
4.3.1-4.3.4 Formal evaluation of video productions
using the district’s video rubric at 5th, 8th & 10th grades
4.3.4 Broadcasts to the community via the cable
television channel available to the district
Facilities /
Hardware / Software
- Inspiration software
- Video cameras
- Video editing hardware & software
- Broadcast hardware and software
- Wiring to each room to allow for
broadcasting
- Monitor in each room to receive
broadcasts
- Access to a television channel from
Cox Communications
Timeline
Video creation K-5
- 2001-2002
Video broadcast K-5
– 2002-2003
Video creation
6-8th - 2001-2002
Video broadcast
6-8th - 2001-2002 (if money allows purchase of the equipment)
Video creation
9-12th - 2002-2003
Video broadcast
9-12th - 2002-2003
3a-1. Technology Use Assessments.
Baseline data is gathered to assist the
technology committee in determining what goals and objectives are established.
Each year district teaching staff take the Profiler Basic Skills survey
as well as the TAKE a STEP survey. The
results assist the Technology Team in assessing progress. In addition, at the start of the 2001
academic year, all students grades 6-12 took the Profiler Basic Skills
survey. Both students and staff will
take the survey again in May 2002, providing the Technology Team with a better
understanding of the progress made during the current year.
Because the district just established the goals and objectives, the
district will conduct a survey to evaluate the current skill levels of students
with district objectives. As additional
technology is purchased (i.e. video & broadcast equipment), additional
goals and objectives will be added and evaluated. This data will be reviewed at the end of each year to revise the
goals and objectives for the following year.
3b. Curriculum
Integration and Enhancement
This statement presents a description of technology as it is currently
used for instruction, and then proposes ways for technology to integrate more
completely into the learning environment.
Enter your plans for the use of technology to support instruction and
the ways you plan to support your teachers in the integration of technology
into the learning environment:
All the technology in the district has been put in place since July 1999
so the staff is still learning to use the technology. In some cases, the technology was integrated into the classroom,
but the technology did not transform the learning process because it merely
mimicked the old teaching unit with a little technology thrown in.
Cheney USD 268 received a TLCF Professional Development grant for the
2001-2002 year. A major portion of the
grant was geared to the implementation of the Understanding by Design (UbD)
model for unit development. Because the
district wanted to improve the quality of technology-use in the classroom, it
was imperative to improve the quality of teaching and then tie technology to
those units. Two days of in-service on
the UbD model took place in August.
Staff members are also provided with one day of staff development time
during the course of the year to develop new units and will be paid for
curriculum development time during the summer 2002 to create additional
teaching units. The Technology Director
and the Curriculum Director meet monthly with teachers to assist in creating
quality teaching materials that integrate technology.
The district also received a Generation Yes grant, which was implemented
at the 7th & 9th grade levels. Thirty-seven students are currently working
with district teachers to help create learning units and to assist teachers in
learning to use technology in the classroom.
These two grants will assist Cheney to better integrate technology into
the curriculum and improve the quality of learning units.
3b-1. Assessment of Curriculum
Integration and Enhancement
How are you going to assess progress toward
curriculum integration? What measures will you use to monitor what is happening
in the classrooms, and what learner outcomes are being met?
In May 2001, teachers completed a
survey providing baseline data on how well and how often teachers integrated
technology into their classrooms. Staff
will complete the same survey again in April 2002 for comparison data.
Teachers also completed HRP*TEC’s Basic Skills survey and TAKE a STEP
survey in May 2001 and they will retake the surveys in April 2002 to provide
comparison data.
Teachers will also complete a survey in the spring of 2002, gathering
data about which learner outcomes they addressed during the year. This information will provide the district
with the basis to review where and how the outcomes are being taught and where
improvements need to be made.
3c. Alignment to the Vision –
Professional Development
This section defines the district
professional development in technology plan. The exemplary action plan includes
multiple strategies, incentives, and resources, and supports building level
research based staff development plans.
Enter your
technology professional development plan here:
The district is implementing a results-based staff development program,
providing staff with training and modeling and then allowing time for low-risk
practice.
The TLCF Professional Development grant provided the district with the
opportunity to implement an online technology training program. The district purchased training accounts for
all district certified staff and all classified staff who wished to
participate. Because the training can
be done anytime and anywhere that there is an Internet connection, staff can go
through the training units at their own pace.
Staff members are requested to complete 10 online units (Excel Beginning,
Excel Intermediate, Windows 98, Internet Explorer 5.0, PowerPoint Beginning,
PowerPoint Advanced, Word Beginning, Word Intermediate, Word Advanced and
either Word Desktop Publishing or Word Tips and Secrets). When staff members complete these ten units,
they will receive a stipend of $200, all funded by the TLCF grant.
Thirty-seven 7th & 9th grade Generation Yes
students are teamed with district staff members to help train the staff and to
assist in creating materials for use in the classroom. These students will provide one-on-one
training for district staff. They will
also create teaching materials for the classroom that integrate technology into
the curriculum.
Additional short training sessions
are offered before or after school for software packages not included in
ACTNow. In addition, one-on-one
training is made available by the Technology Director, Curriculum Director and
library teachers on an as need basis.
3c-1. Technology Professional Development
Assessment
Technology professional development is
carefully and thoughtfully assessed, with the goal of supporting teachers and
administrators in using technology to improve student learning.
The ACTNow program includes a pre- and post-assessment for the 10
computer modules, allowing the tracking of staff progress. Staff are required to pass each module with
80% success. To date, 34 modules have
been completed by staff members.
All certified and support staff
members take the Profiler Basic Skills survey at the start and the end of the
school year. Teachers also take the
TAKE a STEP survey twice a year. This
data allows the district to evaluate the progress of both classified and
certified staff members.
Results August 2001 Basic Skills TAKE a STEP
Cheney Elementary 51% 39%
Cheney Middle 53% 39%
Cheney High 49% 45%
Instructional Staff 31% NA
Office Staff 31% NA
Administrators 73% NA
Teachers complete a survey at the
start and end of the school year, which measures the degree of technology
integration into the curriculum. This
data will help the District Technology Team evaluate progress and adjust staff
development plans for the current year.
Technology Integration Survey Results August 2001
|
How often do you
as a teacher use technology in the classrooms? |
||||
|
|
Daily |
Several times a
week |
Several times a
month |
Rarely |
|
PowerPoint |
2% |
12% |
22% |
64% |
|
Video |
0% |
4% |
52% |
44% |
|
Computer
Demonstration |
6% |
16% |
29% |
49% |
|
Internet
Presentation |
0% |
10% |
30% |
60% |
|
Web Page
Presentation |
0% |
6% |
11% |
83% |
|
Overhead |
16% |
18% |
25% |
41% |
|
How often do your
students use technology in the classrooms? |
||||
|
|
Daily |
Several times a
week |
Several times a
month |
Rarely |
|
PowerPoint |
2% |
8% |
20% |
70% |
|
Video |
2% |
2% |
25% |
71% |
|
Computer
Demonstration |
2% |
13% |
33% |
52% |
|
Internet
Presentation |
2% |
6% |
18% |
74% |
|
Web Page
Presentation |
0% |
0% |
6% |
94% |
|
Overhead |
13% |
9% |
17% |
61% |
|
How skillful do
you feel these people are at using technology in the classroom? |
||||
|
|
Very |
Somewhat |
Need some work |
Need much work |
|
You |
2% |
34% |
41% |
23% |
|
Your students |
2% |
40% |
48% |
10% |
|
How often do you
use cooperative learning with your classes? |
||||
|
|
Daily |
Several times a
week |
Several times a
month |
Rarely |
|
|
23% |
28% |
23% |
26% |
|
How often did you
team with another teacher to do a student project during 2000-2001 |
||||||
|
0 |
1-2 |
3-4 |
5-6 |
7-8 |
9-10 |
10+ |
|
16% |
41% |
20% |
15% |
4% |
|
4% |
|
Rate your
classroom on how students select topics for projects |