1a. Technology Committee Membership

The Cheney USD 268 Technology Team represents the Board of Education, the community, students, classified and certified staff, administration and the technology department.

Terry Kohler – Board Member & Parent

Pat Nixon – Community Member & Parent

Jim Sigwing - Community Member & Parent

Brad Neuenswander - Superintendent

Ron Traxson – HS Principal

Ann Asbury – HS Communications Teacher

Justin Bearley – HS Technical Education Teacher

Rex Casner – HS Business/Computer Teacher

Matt Gallagher – HS SIT Chair

Brady Kohler - HS Student

Kurt Lehner – HS Student

Kelly Schmidt – HS Secretary

Theo Voth – MS/HS Library Teacher

Amy Wallace – MS Principal

Stacy DeVore – MS Social Studies / Computer Teacher

Peggy Gregory – MS Technology Education Teacher

Peggy Jones – MS SIT Chair

Paul Becker – ES Principal

Carla Ewy - ES Library Teacher

Lori Fast – ES SIT Chair

Joyce Foley - ES 3^rd Grade Teacher

Marilyn Keller – ES 1^st Grade Teacher

Sharen Young - ES Kindergarten Teacher

Gary Kramer – System Administrator

Richard Soash – Curriculum / Technology Director

1b Technology Needs Assessments

Cheney USD 268 surveys students, teachers, administrators and community annually to find areas of need and to assess progress toward meeting the district technology goals. In the past, the district has used TAGLIT survey to gather information. The district will start using ISTE STaR Chart with this technology planning cycle.

Student Needs

Student needs are assessed using the results of the annual student survey as well as with input from staff and administration. The district reviews the results of local, state & standardized assessments to pinpoint additional areas of need. The building-level School Improvement Teams (SIT) and the district Technology Team also make suggestions based on progress on school improvement strategies and needs identified through data reviews and requirements of local, state and federal programs. Student members on the district Technology Team also provide input based on their evaluations of district technology resources and needs. These suggestions/requests that address student learning needs are then incorporated into the Annual Technology Requests.

· 6^th-12^th Grade Annual Online Student Survey

· Alignment of content-area software purchases to state standards, district curriculum and to School Improvement Plans (e.g. Kidspiration/Inspiration – Graphic Organizers, Every Day Math Online games to supplement the CES math program)

· Student input to Technology Team

· State assessment results (e.g. implemented A+ to support at-risk students at CMS & CHS – expanded to CES)

· Local assessments results (e.g. added Leap Track at 2^nd, 3^rd, & 4^th Grades)

· Computer Literacy Requirements of NCLB and QPA (e.g. 8^th grade Computer Apps & Computer Applications I & II at the HS are now required)

Staff & Administration Needs

Staff and administration needs are assessed using the results of the annual survey for each group. In addition, Cheney USD 268 Technology Requests are sent to staff in February. The requests are then collected and submitted to the Technology Team for review. These requests to address student learning needs are then incorporated into the Annual Technology Requests submitted to the Cheney USD 268 Board of Education for review and approval.

· Annual Online Staff Survey

· Annual Online Administrator Survey

· Technology Requests in February – reviewed by District Technology Team

· SIT Requests/Suggestions

· Technology Team Recommendations

Parent / Community Needs

Parent/Community needs are assessed with an annual survey given to all district patrons. Community members on the district Technology Team also provide input based on their evaluations of district technology resources and needs. The Technology Team reviews the results and incorporates recommendations into the Annual Technology Requests.

· Annual Community Survey at the spring Parent Teacher’s Conference, via the district newsletter which goes to all district patrons, and available online.

· PowerSchool – parental access

· Parent/Community input to Technology Team

· Informal survey of computer access at home used for the program to distribute refurbished computers to students who do not have a computer at home.

District-wide Needs

District-wide needs are submitted by the System Administration and district Technology Director for inclusion in the Annual Technology Requests.

Ad hoc committees review the district technology standards scope and sequence to be sure that the district has the hardware and software available to allow students to meet the grade-level benchmarks.

· Asset Manager – maintains current inventory of hardware & installed software

· Ongoing revision of the district technology scope and sequence (last revised summer 2004). The group realigns where skills are taught as computer skills at the lower grade levels expand.

· 6 year computer replacement cycle. The district is currently reviewing options with laptops, be it a one-to-one initiative or additional wireless laptop carts.

· 4 year rotation cycle for replacement of servers.

· Recommendations for other district-wide hardware, software and network needs are made as needed.

The Annual Technology Requests for teachers, administration and district technology staff are compiled and reviewed by the Technology Team. Once finalized, the Cheney USD 268 Board of Education is presented a list of proposed upgrades and additions at the May meeting each year. After discussion of the proposal, recommendations are reviewed and approved by the Board at its June meeting.

The goal of this process is to improve the integration of technology into the curriculum and ultimately to improve student learning.

2. Instructional Technology Vision Statement

The technology vision of Cheney USD 268 is not focused on the technology; rather it is focused on improving student learning and classroom instruction by improving the quality of classroom learning activities, including the integration of technology when appropriate.

The Instructional Technology Vision for Cheney USD 268 is:

· To enhance instruction through technology

· To provide technical skills for the post-secondary world

· To enhance communication between school and community

· To meet individual learning needs of all students and staff

· To promote the ethical and responsible use of technology and information

In order to improve student learning

This process is directed toward meeting the student learning needs of the district, guided by School Improvement Teams and the results of district test data.

The district is moving toward student-centered classrooms with integrated and/or cross curriculum content. Cooperative learning will provide students with the opportunity to be engaged with each other and with their own learning. Reading will be taught across the curriculum, with a focus on the four text types (narrative, expository, technical and persuasive). Math will be taught in context, encouraging students to apply and explain rather than do the problems at the end of the chapter. Social studies and science will be taught so that students will develop deeper understandings of important concepts rather than memorize facts. Fine arts will be taught to encourage students to express themselves in multiple manners and formats and develop a life-long interest. Technical education will be taught to encourage students to develop skills that will serve them well in the future lives, be it professional, technical, or personal.

In each of these areas, technology will be used to enhance the learning experience, often in ways that would not be possible without the use of technology.

3a. Goals & Objectives

The technology goals for the district are designed to be integrated into classroom learning activities. These goals assist in meeting each building’s School Improvement Plan (SIP) which are designed to meet the requirements of the Kansas Quality Performance Accreditation (QPA) and federal No Child Left Behind (NCLB) requirements.

Goal 1 - To enhance instruction through technology

Objectives:

· Develop student-centered classrooms

· Promote hands-on use of technology by students

· Integrate technology infused project-based and inquiry-based learning into classrooms

· Promote the teacher as facilitator

· Integrate technology integration into the curriculum planning process

Goal 2 - To provide technical skills for the post-secondary world

Objectives:

· Provide strong programs to prepare students for the Kansas Vocational Educational 2 competencies in FACS, Technology Education, Business & Computer Applications

· Provide strong programs in order for students to meet the Cheney USD 268 Technology Standards and the requirements of NCLB

· Offer a variety of courses to prepare students for the work place

Goal 3 - To enhance communication between school and community

Objectives:

· Provide parents with current student information via a web-based information system

· Promote communication via the district web page & newsletter

· Promote communication via the district cable channel

· Promote learning via classroom web pages

· Publicize the achievements of the district

· Create a district video to promote the district

Goal 4 - To meet individual learning needs of all students and staff

Objectives:

· Improve learning opportunities for at-risk and under-performing students

· Enrich learning opportunities for all students

· Provide learning opportunities beyond the walls of the school building

· Provide the necessary hardware and software for staff and students to effectively use technology

· Improve the technology skills of district staff

Goal 5 - To promote the ethical and responsible use of technology and information

Objectives:

· Teach, model and promote the safe and ethical use of technology

· Teach, model and promote the ethical use of information

· Approve policies and guidelines that encourage the ethical & responsible use of technology and information

3a-1 Technology Use Assessments

In order to track progress toward improving student learning, the district must make positive steps to meet and track the goals and objectives in section 3a. These data are both qualitative and quantitative, providing a means to evaluate progress on improving student learning in the district.

Because some of these goals and objectives are new, baseline data for the new goals and objectives will be collected and reviewed with the baseline data already in place to track progress during this technology plan cycle.

Goal 1: To enhance instruction through technology

Objectives:

· Develop student-centered classrooms

o Assess classrooms by informal principals’ observations

· Promote hands-on use of technology by students

o Conduct annual student survey

· Integrate technology infused project-based and inquiry-based learning into classrooms

o Track number of project-based, rather than textbook, units taught each year

· Promote the teacher as facilitator

o Administer ProfilerPro TAKE-A-STEP survey and local technology integration survey annually to teachers

· Integrate technology integration into the curriculum planning process

o Provide group planning time to develop student learning units

o Include technology in curriculum maps in place and all new units

Goal 2 - To provide technical skills for the post-secondary world

Objectives:

· Provide strong programs to prepare students for the Kansas Vocational Educational 2 competencies in FACS, Technology Education, Business & Computer Applications

o Track number of students completing VE2 program (Technology Education, FACS & Business) & capstone courses (Technology Education & Business)

· Provide strong programs in order for students to meet the Cheney USD 268 Technology Standards and the requirements of NCLB

o HS – Track number of students completing Computer Applications I & II

o MS –Track 8^th Grade Computer Skills Checklist of Standards

o ES – Track 5^th Grade Computer Skills Checklist of Standards

o Assess keyboarding skills annually in grades 3-9

· Offer a variety of courses to prepare students for the work place

o Offer additional technical courses each year (e.g. addition of FACS computer modules at CHS & CMS) as staff and equipment are available

o Provide School-to-Work opportunities

Goal 3 - To enhance communication between school and community

Objectives:

· Provide parents with current student information via a web-based information system

o Provide current online access to student grade and attendance information

o Track student and parental access to online student grading & attendance, dropping printed progress reports unless requested

· Promote communication via the district web page & newsletter

o Redesign district web pages to better serve parent and community needs based on parent / community survey (e.g. alumni pages, Standard of Excellence pages)

· Promote communication via the district cable channel

o Expand educational and informational programming via the district cable channel

· Promote learning via classroom web pages

o Track the number of teacher-maintained web pages that provided educational information and links

· Publicize the achievements of the district

o Use the local newspaper, The Wichita Eagle, the district web site, the district cable channel, district newsletters, and signs & brochures to publicize district achievements

· Create a district video to promote the district

o Complete a district video for use at the Wichita Home Show with visitors & to provide to area realtors

Goal 4 - To meet individual learning needs of all students and staff

Objectives:

· Improve learning opportunities for at-risk and under-performing students

o Track and provide assistance to struggling students via A+, Leap Track, web resources and teacher-designed interventions in classrooms and during seminar

o Hire HS students to tutor underperforming MS/ES students

o Track reading scores with STAR (elementary) and Scholastic Reading Inventory (SRI) (MS & HS)

o Track standardized test scores

§ 9^th Grade – Explore

§ 10^th Grade – Plan

§ 11^th Grade – Project ACT

§ 11^th Grade PSAT

o Track results of Kansas standards assessments

· Enrich learning opportunities for all students

o Computer loan program for families without a computer in the home

o Provide an overnight checkout program for Leap Pad for students needing additional help

· Provide learning opportunities beyond the walls of the school building

o Acquire and use videoconferencing equipment to provide access to KanEd and other educational enrichment programs

o Acquire and use videoconferencing equipment to provide access to post-secondary courses

o Implement Kan Ed Learning Station desktop with logons for all staff and students

o Track Internet use in terms of usage, sites and content

· Provide the necessary hardware and software for staff and students to effectively use technology

o Collect Annual Technology Requests, reviewed by the District Technology Committee with approval from the Board of Education

· Improve the technology skills of district staff

o Conduct annual teacher survey to determine professional development needs

o Maintain subscription to online resource Atomic Learning

o Provide district-wide, building, grade-level/content area and individual professional development opportunities

o Require that staff include one technology goal in the yearly learning goals, which will are reviewed by the building principal

o Conduct annual ProfilerPro Take-A-Step and Technology Integration surveys

o Conduct an annual review of district progress using the interactive STaR Chart in five major areas (hardware, connectivity, content, professional development and integration & use)

Goal 5: To promote the ethical and responsible use of technology and information

Objectives:

· Teach, model and promote the safe and ethical use of technology

o Conduct 4^th Grade Internet Use & Safety sessions

o Publish Internet safety articles in district newsletters

o Broadcast safety programs on the cable TV channel

o Integrate ethics into Computer Applications I & II

· Teach, model and promote the ethical use of information

o Implement K-12 Research/Information Literacy Guidelines

o Integrate ethics into HS Communications & Journalism courses and library activities

o Continue to enforce plagiarism guidelines

o Review district policies in MS computer courses

o Conduct 4^th Grade Internet Use & Safety sessions

· Approve policies and guidelines that encourage the ethical & responsible use of technology and information

o Review and update HS Plagiarism policy

o Approve District Copyright policy

Whenever possible, these skills will be taught in context, at an age-appropriate grade. However, to ensure that students at Cheney USD 268 have met the requirements of the Kansas Board of Regents – Computer Technology Proficiencies, student will be required to complete two semesters of computer application coursework. These courses will be moving from a textbook-based to a project-based format, allowing students to apply all the skills set forth in the above goals and objectives.

3b Curriculum Integration and Enhancement

Standards & benchmarks http://www.cheney268.com/Technology/ITGradeLevelReport.htm

The goal of curriculum integration and enhancement is to integrate technology resources, curriculum content, information literacy and authentic assessments into classroom learning activities in order to improve student learning. This process requires more than just hardware and software for success. It requires that a district change the way it teaches in order to take advantage of the increased productivity and access that technology can offer.

District-wide Initiatives

· Kagan Cooperative Learning

· Guided Reading (K-5) / Reading Across the Curriculum (6-12)

· Rubicon Atlas Curriculum Mapping, with technology being added to current and future curriculum maps

· CES and CMS team plan time

· Whenever possible, computer software is installed on the network so that it is available to students and staff wherever they are in the district.

· K-12 Interactive Math Program (Everyday Math – ES ; Math in Context (MIC) – MS; Interactive Math Program (IMP) – HS

· K-12 Quia subscriptions

· LeapTrack Learning System (2^nd – 4^th grades)

· A+ Learning System (5^th – 12^th grades)

· SIT Chairs are members the District Technology Team

· Curriculum / Technology Director is a member of all SIT committees

· Subscriptions to full-text databases beyond those provided by the State of Kansas

· PowerSchool student data system with online attendance and grade reporting available to students and parents

· Adoption of LearningStation with Atomic Learning and links to all state and locally supplied online database resources for student & staff use. Students have been trained on using BackPack on the LearningStation desktop to transfer files to and from home.

· Project-based learning (Understanding by Design) and inquiry-based learning

· Integration of technology instruction into the classroom by the classroom teachers rather than teaching those skills in isolation. The exceptions are a formal keyboarding/computer applications semester at the 6^th & 8^th grade levels. Computer Applications I & II are required at the high school level to meet the requirements of NCLB.

· Train and encourage teachers to create classroom web pages that provide resources and links to classroom activities.

· All state assessments at all levels are completed online.

Hardware & Software

Although the mere presence of hardware and software does not guarantee integration, meaningful integration cannot take place without easily available hardware and software. The district currently has 605 computers with a pre-K-12 population of 774 students and 63 regular classroom teachers, 23 special education staff, and 58 additional staff. The district employs a full-time System Administrator, Curriculum / Technology Director and 2-3 Tech Support students during the summer. During the school year, both the Tech Support students and the Tech Prep students are used to provide technical support as needed.

· All computers in the district are networked and connected to the Internet with T3 connectivity.

· All computers in the district have Microsoft Office.

· All student accessible computers in the district have Kidspiration (K-3^rd) or Inspiration (4^th-12^th)

· CHS, CMS and the District Office have dedicated wireless access throughout the buildings. CES has wireless access in selected areas.

· Cheney Elementary School (CES) has at least 4 computers per classroom. 3^rd, 4^th & 5^th Grades have 1 computer to every 2 students. There is one computer lab. Every classroom has 34” monitor or projector attached to computers. 1^st – 5^th Grade classrooms also have an Interwrite pad.

· Cheney Middle School (CMS) has at least one computer per classroom. Some classrooms have additional computers. There are two computer labs and a 24 station wireless laptop cart for middle school use. Every classroom has 34” monitor or projector attached to computers.

· Cheney High School (CHS) has at least one computer per classroom. There are two computer labs, a business lab, a library lab, a publications lab, an AutoCAD lab, an A+ lab & 25 wireless laptops on a cart. Most classrooms have a 34” monitor or projector attached to computer. The HS also has mobile Polycom equipment for use with distance learning. Fifteen teachers elected to trade their desktop computer for a laptop.

Grants & Projects

The district has actively sought grants that have helped the district train staff in basic technology skills and then begin the process of integrating technology into the student learning activities in the classroom.

· TLCF Leadership Grant & Year 2 Continuation Grant. This grant was used to provide staff with basic computer skills and to train staff in Understanding by Design (Wiggins & McTighe)

· TLCF Gen Y Grant & Year 2 Continuation Grant

· Kan Ed Hardware Grant for distance learning equipment

· EETT Technology Rich Classrooms Grant & Year 2 Continuation Grant

· 2003-2004 -Two Technology Rich Classrooms at 4^th grade were funded by the grant. The district added the remaining 4^th grade classroom with district funds

· 2004-2005 -Continuation of two Technology Rich Classrooms at 4^th grade with the district funding the remaining classroom. The district added three 5^th grade classrooms to the program with district funds.

· 2005-2006 – The district continues to fund three 4^th grade and three 5^th grade classrooms in the program. The district added three 3^rd grade classrooms and two 6^th classrooms (integration of Social Studies, Communications & technology) with the intent to add other areas in the future.

· The district plans on moving the integration up one grade level each year.

· The district provides additional planning time to develop student learning units - eight days for 3^rd, 5^th & 6^th grade teachers and six days for 4^th grade teachers. The Curriculum/Technology Director works with these teachers to integrate content-area and technology standards.

Technology Prep Program

Based on the Gen Y model, students create classroom materials. In addition, these students are available to go to classes to assist teachers and students with student learning projects that include technology. For 2005-2006, the program has six students in the course.

Computer Loan Program

Community and student surveys have shown that approximately 90% of students in the district have a computer at home (approximately 80% with Internet access). Students without computers at home are put at a disadvantage in both technology skills/access and access to learning resources. Using donated computers, students in the Technology Support I & II classes repair and update donated computers which are then distributed to students who do not have computers at home.

Content Areas

Math – Critical thinking, problem-solving, data analysis, expository & technical reading, technical writing

· Regular & graphing calculators

· Projectors & Interwrite Pads for students to show their thinking process

· Internet resources

· Everyday Math online subscription

· Presentation tools

· Kidspiration/Inspiration

· Quia subscriptions (www.quia.com)

· Geometrics Sketchpad software

· Charting and graphing software

Science - Critical thinking, problem-solving, data analysis, expository & technical reading, technical writing

· Graphing calculators

· Wireless laptops with probes and sensors (CHS)

· Computer simulations

· Presentation tools

· Internet resources

· Projectors & Interwrite Pads for students to show their thinking process

· Internet resources

· Research tools

· Online simulations

· Writing tools

· Inspiration / Kidspiration

· Quia subscriptions (www.quia.com)

· KWCH Weather Lab

· FOSS Science materials & online resources (CES)

· Digital camera and flexcam

Reading / Writing - Critical thinking, problem-solving, narrative, expository, technical & persuasive reading and writing

· Inspiration / Kidspiration

· KidPix deluxe

· Leap Track Leap Pads (2^nd – 4^th grades)

· Locally created online graphic organizers

· Presentation tools

· Research tools

· Writing tools

· Internet resources

· Projectors & Interwrite Pads for students to show their thinking process

· Quia subscriptions (www.quia.com)

· TurnItIn subscription (www.turnitin.com)

· Literary Criticism online database subscription

· K-12 Research / Information Literacy Guidelines

· STAR Reading Assessment (K-5) / Scholastic Reading Inventory (6-12)

· Accelerated Reading (K-5) / Reading Counts (6-12)

Social Studies - Critical thinking, problem-solving, data analysis, expository & persuasive reading, expository and persuasive writing

· Presentation tools

· Research tools

· Writing tools

· Inspiration

· TurnItIn subscription (www.turnitin.com)

· Internet resources

· Quia subscriptions (www.quia.com)

· Data collection tools (e.g. Timeliner software)

Foreign Language – Critical thinking, narrative reading & writing, expository reading & writing

· Interactive multimedia

· Internet resources

· Research tools

· Writing tools

· Presentation tools

· Quia subscriptions (www.quia.com)

· Projectors & Interwrite Pads for students to show their thinking process

Fine Arts – Critical thinking, problem solving

· Performance analysis

· Creation, editing and presentation tools

· Research tools

· Internet resources

· Electronic keyboards

· Computer-based accompaniment

· Upgraded lighting and sound controls

· Virtual museums

· Sibelius & Smartmusic music software

· Music creation & editing software

Technology Education – Critical thinking, problem solving, technical reading, technical writing

· Career experiences

· CAD lab with ADA software, including AutoCAD 2005, AutoCAD LT, Architectural Desktop, Inventor and VIZ

· CNC lathe and router

· MS technology modules – Electronics, Biotechnology, Energy, Power and Mechanics, Plastics and Polymers, Flight Technology, Creative Solutions, Soils, Robots, Digital Transportation, Dynamic Earth, Forensic Science, Digital Design, Engineering Towers, Water Management, Audio Broadcasting, Video Production, Astronomy, Light and Lasers, Computer Graphics and Animations, CADD

· Presentation tools

Health / Physical Education – Critical thinking, problem solving, data analysis

· Record keeping tools

· Data analysis

· Internet resources

· Research tools

· Pedometers

· Health Computer Modules

o CMS - Life Skills, Body Systems, Fitness and Health, Child Care, Microwave Cooking Nutrition

o CHS – Early Childhood and Human Development, Food Science Dietetics & Nutrition, Nutrition & Wellness

Family & Consumer Science - Critical thinking, problem solving, technical reading and writing

· Research tools

· Internet resources

· Presentation tools

· Esante embroidery machines

· MS & HS technology FACS modules

o CMS - Clothing Care, Basic Sewing, Personal Finance, Interior Design

o CHS – Hospitality and Tourism, Consumer Finances, Culinary Arts, Home Maintenance, Home Safety and Security, Housing Interiors & Furnishings, Textiles & Apparel

Business / Computer Applications / Journalism- Critical thinking, problem solving, data analysis, expository & technical reading, technical writing, multimedia skills

· Research tools

· Internet resources

· Presentation tools (e.g. eZedia QTI, Microsoft Producer, Microsoft PowerPoint)

· Desktop publishing tools (e.g. Adobe InDesign, Microsoft Publisher)

· Web development tools (e.g. FrontPage, Micromedia Flash)

· Video creation & editing tools (e.g. Microsoft Movie Maker, Adobe Premiere Elements, eZedia MX, Pinnacle Studio)

· Casablanca video editing station

· Digital still & video cameras

· Cable television channel

· Keyboarding K-9

o K-2^nd – KidKeys – integrated into classrooms

o 3^rd-5^th – Type To Learn – integrated into classrooms

o 6^th & 8^th KCA Keyboarding & Word Processing software

o 6^th -9^th – Ellsworth Online Keyboarding – integrated into 7^th classroom

· Ellsworth Online 10 Key training

· Digital picture editing tools (e.g. Adobe Photoshop, Adobe Illustrator)

Special Education – Critical thinking, problem-solving, narrative, expository, technical & persuasive reading and writing

· Research tools

· Internet resources

· Data tracking tools (WebKidds program for IEPs)

· A+ online subscription and lab (5^th-12^th)

· STAR Reading Assessment (K-5) / Scholastic Reading Inventory (6-12)

· Accelerated Reader (K-5) / Reading Counts (6-12)

· Kidspiration/Inspiration

· LeapTrack system (2^nd-4^th)

Library Media Center – Critical thinking, information literacy, problem solving

· Library automation system and web-based catalog available to anyone

· Computer lab

· Internet resources

· Narrative, expository, technical & persuasive reading

· Locally funded subscriptions to databases and encyclopedias

· State provided subscriptions to databases and encyclopedias

· Development of K-12 Research / Information Literacy Guidelines based on the Big 6 Model which are aligned to Kansas Library and Research Standards.

3b-1 Curriculum Integration Assessments

When the district passed a local option budget and started purchasing technology in 1999, the focus was putting the hardware and software in place and providing basic training to use that equipment. The 2001 Cheney USD 268 Technology Plan partially reflected that focus on hardware and software. Because of all the activities and projects in section 3b, the district has made great strides in moving beyond hardware and software to using technology to change the way classrooms are structured and to improve student learning.

In order to measure the district’s progress toward improving student learning, the district must track the goals and objectives in section 3b. These data are both qualitative and quantitative, providing a means to evaluate progress on improving student learning in the district.

New baseline data will be collected to track progress during this technology plan cycle for ISTE STaR Chart. The district staff have used Profiler TAKE-A-STEP survey in the past.

	Cheney Elementary	Cheney Middle	Cheney High	District
2001 Survey	1.56	1.55	1.79	1.68
2005 Survey	3.15	2.75	3.22	3.1

The annual surveys for students and teachers include questions that address curriculum integration. Although self-reported, the data provide insight into perceived technology integration. Because both students and teachers report high levels of integration, the district seems to be progressing toward the goal of integrating technology into district classrooms in order to improve student learning.

2004 Student Survey Results – 386 responses

Teachers use technology to improve your learning.

· Incorporating technology into their classroom presentations? 80%

· Incorporating student-made presentations, such as PowerPoint, into the classroom? 83%

· Incorporating the use of the Internet to find resources? 87%

· Incorporating the use of online databases such as First Search to find resources? 76%

· Incorporating technology into units that involve several curricular areas, such as communications and social studies? 70%

2004 Teacher Survey Results – 56 responses

How often do you incorporate technology into your teaching presentations?

· Daily – 39%

· Several times a week – 14%

· Weekly – 16%

· Several times a month – 14%

· Rarely – 16%

How often do you incorporate students using technology into the classroom?

· Daily – 46%

· Several times a week – 18%

· Weekly – 7%

· Several times a month – 18%

· Rarely – 11%

Rate how effectively you feel you integrate technology into student learning?

· 10 Integrate Very Effectively – 18%

· 9 – 13%

· 8 – 11%

· 7 – 14%

· 6 – 7%

· 5 – 13%

· 4 – 13%

· 3 - 5%

· 2 - 1%

· 1 Not at all – 5%

How often do your students use the computer or wireless labs?

· Daily – 38%

· Several times a week – 18%

· Weekly – 5%

· Several times a month – 14%

· Rarely – 25%

The data show great progress, but there is still room for improvement. Progress is not consistent across grade levels / content areas.

Each fall, district staff will review the district integration efforts as listed in section 3b to make additions/corrections. At the end of each school year, district staff will again complete the Curriculum Integration Review process in order to evaluate areas of success and areas for improvement. Although not a quantitative review, the Curriculum Integration Review will provide qualitative information and raise awareness of district wide integration activities.

The district has been using Rubicon Curriculum Mapping software since the fall of 2003. Most teachers have made great progress in adding their student learning activities to these maps. Staff members will be encouraged to include information on technology integration in their learning units so that other teachers will be able to quickly see how others are using technology. By the end of each year, the number of maps with integrated technology should increase each year.

Informal principal observations will also be used to collect qualitative information about the progress of technology integration into student learning activities. What gets observed gets attention. These observations will raise teacher awareness and encourage teachers to actively integrate technology.

3c Technology Professional Development

Cheney USD 268 offers a wide variety of options for professional development. The district uses the Results Based Staff Development model with technology being integrated into other professional development activities. Teachers receive professional development points for technology training.

The focus of district professional development is the creation of quality student learning activities that integrate technology effectively, not technology training in isolation. Just as technology should be flawlessly integrated into student learning activities, district technology staff development is integrated into other professional development activities as much as possible rather than being presented in isolation.

Out of District

District staff are encouraged to attend appropriate professional development activities at ESSDACK and at other sites in the area. District staff often attend/present at area conferences, such as MACE, KSDE Leadership Conference, and other curriculum/technology related conferences.

District staff have attended NASB T & L Conferences & NASB school site visits when they are in the Great Plains area.

All of the Title IIA and IID funds that the district receives are spent sending staff members to professional development activities or providing substitutes to free up staff for content area or grade level planning/training.

District Level

The district has seven days of professional development time built into the schedule. Some of these days are used at the district level; remaining days are relegated to buildings to provide staff development that meets building level needs. The focus is again not on technology in isolation, but as a tool to improve the quality of student learning activities.

The district also provides funds for teachers to do planning and professional development during the summer. These summer sessions have proven very successful by providing teachers extended time to work together and develop skills and learning activities.

Building Level

Part of the district’s professional development days are used at the building level to meet the needs of the staff at the different buildings. These sessions are planned by the SIT team based on data and requests from staff.

Short sessions at building faculty meetings are used to present short sessions and quick overviews.

The district is also trying to build in time so that teachers will have time to apply the skills that they have learned as soon as possible. Feedback from staff consistently cite time as the greatest handicap to better integration of technology. Some of the district’s Title IIA funds to hire substitutes to free up time for extended professional development time for teachers.

Grade Level / Team / Content Area Planning Days

The district has had great success at professional development in this format in conjunction with Technology Rich Classroom program. At the monthly grade level planning sessions (grades 3-6 at present), the goal is to develop integrated student learning units based on state standards. The Curriculum/Technology Director facilitates these planning sessions, assisting teachers with integrating technology into their classroom activities. As the need arises, he can also provide the necessary hardware or software training as a part of the planning day.

Short sessions during teachers’ daily grade level or team planning time are also available.

Just-in-time

New staff are provided one-on-one training on hardware and software available in the district. Fortunately, this training becomes shorter each year because younger teachers coming to the district most often already have strong computer skills.

The district has an informal network for support and training (i.e. library teachers, computer instructors) that provide just-in-time support to assist teachers and other staff.

The district has a subscription to Atomic Learning online, available to all students and teachers 24/7.

The Curriculum/Technology Director, the Technology Prep students & Technology Support students, are available to work with teachers in classrooms. This support has allowed teachers who may not have felt comfortable “teaching” with technology extra support to make the transition from teacher-centered to student-centered classrooms. Increasingly students become the teachers, showing classmates (and in some cases teachers) new tricks to use technology as a tool for student learning.

District staff have completed a yearly goals sheet that incorporates educational goals that they will be working to complete. Starting this year, staff will be required to include at least one individual goal related to the district technology goals listed in section 3a. By focusing more attention on technology, staff should be able to continue to make progress with integrating technology.

3c-1 Technology Professional Development Assessment

One of the district’s primary means of evaluating professional development activities is data from professional development activities and from the annual administrator, teacher & student surveys. After it is collected in the spring, building SIT committees review the results and make plans for staff development for the following year.

Formal and informal administrator observations of how professional development activities are being integrated into classrooms provide qualitative data of progress to use technology to improve student learning activities in classrooms. Administrators will be able to view teachers’ curriculum maps with technology integrated into student learning maps and then observe actual classroom activities to see how professional development activities have affected student learning.

Although it is difficult to isolate the effects of technology on student performance results on state and standardized assessments, the overall benefits of improved pedagogy, improved student learning activities as a result of increased teacher planning time, and the integration of technology into the planning process have been dramatic.

Cheney USD 268 Standard of Excellence

· Cheney Elementary School

o 2002 - Math (4^th)

o 2003 - Reading (5^th) and Math (4^th)

o 2004 - Reading (5^th) and Math (4^th)

o 2005 - Reading (5^th), Math (4^th), and Science (4^th)

· Cheney Middle School

o 2004 - Math (7^th) and Reading (8^th)

o 2005 - Math (7^th), Reading (8^th), Social Studies (6^th), and Science (7^th)

· Cheney High School

o 2003 – Science

o 2004 – Reading

o 2005 - Math and Science

The district is starting the process to formally track PDC movement from one level to the next in order to see if teachers are applying their professional development activities to the classroom and mentoring others to master the same skills.

As professional development activities proceed, ISTE STaR Chart and ProfilerPro TAKE-A-STEP should show evidence of movement toward the Target Tech level in all areas.

The building principals will be responsible for reviewing progress toward meeting each staff member’s individual annual technology goal. This process will allow the district to monitor individual progress toward using technology to improve student learning in Cheney USD 268.

Approved Cheney USD 268 Technology Committee October 17, 2005

Approved Cheney USD 268 Board of Education December 12, 2005

Approved KSDE December 22, 2005