Red Lion Area School District

Educational Technology Plan 2012-2017

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Table of Contents
Vision, Mission, and Goals .. 1 Needs Assessment . 6 The Planning Process .. 9 State Goals and Objectives with Local Strategies and Measures . 9 Environment .. 9 Engagement . 9 Application .. 9 Tools . 9 Results .. 9 Implementation: Timetable and Budget for Goals, Objectives and Strategies .. 15 Executive Summary .. 22

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Vision, Mission, and Goals of Red Lion Area School District

Vision
Inspiring and guiding each student to shape his or her place in the world community.

Mission
In partnership with family, business and community, we provide an e nvironment in which all persons, regardless of cultural background, special needs, or social-economic status are empowered to develop the knowledge, skills and character to be life-long contributors and leaders in a rapidly changing world community. In order for the District to meet its Mission we believe an environment must exist where: The emotional, mental and physical safety of students and staff are the first priority. Teachers are continuous learners. Personalized learning experiences occur for students in the classrooms and through extracurricular activities. Mutual respect and collaboration occurs among students, teachers, administrators, parents and community members. Students are inspired and guided to reach their maximum potential. Resources are used in an efficient and fiscally responsible manner. Collaborative partnerships are sought and developed to enhance organizational effectiveness

In order for students to be global-ready upon graduation from the District they must have acquired expertise in core learning disciplines that include: Arts Economics Geography Government and civics Foreign language History Information literacy and technology Literacy (reading, writing, speaking and listening) Mathematics Science

In order for students to be global-ready upon graduation from the District they must have acquired expertise in specific skills that include: Critical-thinking and problem-solving Communication Creativity and innovation Group dynamics and collaboration Multicultural understanding, compatibility and sensitivity Career awareness

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In order for students to be life-ready upon graduation from the District students must understand personal characteristics that include: Ethics and integrity Personal responsibility, productivity and accountability Social, environmental and fiscal responsibility Self-initiative, discipline and sacrifice Adaptability Democratic obligations and service-mindedness Health and wellness Life-long learning Respect for self, others and country

Goals and Strategies

Goal #1: 21st Century Learning Description: All students and educators will have access to a comprehensive technology infrastructure for teaching/learning when and where they need it. Online learning comprises all forms of electronically supported learning and teaching whether they are out-of-classroom or inclassroom educational experiences. o Strategy #1: 21st Century Skills - Curricular enhancements Description: Employ 21st century curriculum & instruction methods that integrate innovative and research-proven teaching strategies, modern educational technologies, and real world resources and contexts.

Strategy #2: 21st Century technology hardware/software infrastructure additions, upgrades, and modifications

Description: This strategy identifies necessary changes to the overall technology infrastructure that are needed to support the needs of the operational and educational objectives of the district.

Strategy #3: High school campus hybrid one-to-one initiative Description: The district will allow students to bring in their own technology mobile devices and provide technology mobile devices for every student that does not bring their own.

Strategy #4: Student and educator anywhere access to teaching/learning Description: In order to provide a 21st century learning environment conducive to changing teaching and learning strategies, a robust technology infrastructure that will support the desired change is needed. A comprehensive infrastructure for teaching/learning is necessary to move us beyond the traditional model of educators and students in classrooms to a learning model that brings together teaching teams and students in classrooms, online learning centers, and homes anywhere where people have access devices and an adequate Internet connection. An infrastructure for anywhere learning is necessary to support a learning society in which learning is life-long and life-wide.

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Goal #2: MATHEMATICS Description: Students as a whole and by NCLB identified subgroup populations will achieve adequate yearly progress on the state PSSA Assessment by achieving proficiency at the following percentages by the year indicated: 85% 2012, 2013 90% 2014 95% 2015 o Strategy #1: Curriculum Enhancement Description: Audit mathematics curriculum to ensure alignment to the PA standards. Identify areas in mathematics where additional resources are necessary to meet PA standards and deliver a well-rounded mathematics program K-12. Focus on the use of technology as it supports effective delivery of instruction. Assure access to the math curriculum for all students through professional development of instructional tools and strategies.

Strategy #2: Intervention Planning Description: The focus of this strategy is to develop a consistent intervention system through the school district to address mathematic needs of the students in the district.

Goal #3: READING

Description: Students as a whole and by NCLB identified subgroup populations will achieve adequate yearly progress on the PSSA Assessment by achieving proficiency at the following percentages by the year indicated. 85% 2012, 2013 90% 2014 95% 2015 o Strategy #1: Curriculum Enhancement Description: Audit language arts curriculum to ensure alignment to the PA Standards. Identify areas in reading where additional resources are necessary to meet PA Standards and deliver a well-rounded language arts program K-12. Focus on the use of technology as it supports effective delivery of instruction. Assure access to the language arts curriculum for all students through professional development of instructional tools and strategies.

Strategy #2: Intervention Planning Description: The focus of this strategy is to develop a consistent intervention system through the school district to address language arts needs of the students in the district.

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Goal #4: ATTENDANCE Description: Pennsylvanias graduation rate over the last three years is still 80%. Schools as a whole will increase yearly graduation rates as follows: 85% 2013 90% 2014 95% 2015 o Strategy: Monitor and analyze student attendance reports. Description: This strategy focuses on careful monitoring of district student attendance and analysis to identify patterns of attendance that support educational progress.

Needs Assessment
Early during the 2010-2011, the technology director for the Red Lion Area School District formed a Technology Steering Committee consisting of teachers, administrators, students, parents, and other community members. The primary purpose of the committee was to determine the current state of technology within the district and to conduct a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis for future technology trends. During the 2010-2011 and 2011-12 school years, the committee met on a monthly basis. During the meetings, the committee reviewed and assessed the completion of current technology goals and strategies, completed the development of a needs assessment survey, and reviewed current federal, state, and local educational technology initiatives. The committee used the ISTE standards for students (2007), teachers (2008), and administrators (2009) to assess the level of K-12 educational technology integration in the district and utilized the framework for the National Educational Technology Plan Standards (NETPS) for this technology plan. NETPS define the uses of educational technology in five functional areas. Those areas are: Teaching, Learning, Assessment, Productivity, and Infrastructure. In October 2010, based upon the measurement of ISTEs standards for technology integration and NETPS, the committee developed and distributed the assessment to five people groups. The five people groups were teachers and staff, high school students, middle school students, elementary students, and parents/community. In conducting their technology integration in the classroom assessment, the committee decided to rank each category together. Committee members determined where it believed district classrooms ranked in each category with the scale of 1 Completely Unready, 2 Somewhat Unready, 3 Moderately Ready, 4 Somewhat Ready, and 5 being Completely Ready. Using this scale, the results of the technology integration ranking is as follows: Technology Integration Shared Vision Implementation Planning Consistent/Adequate Funding Equitable Access Skilled Personnel Ongoing Professional Learning Tech Support Curriculum Framework Student-Centered Learning Assessment & Evaluation Engaged Communities Support Policies Average 3 4 3 2 4 2 4 3 3 3 2 3 Page 6 of 27

SPECIFIC REFLECTIONS FROM SURVEYS ARE INDICATED BELOW: Faculty & Staff Survey results: Identified strengths 65% of teachers surveyed have over 10 years experience as an educator. 99% of all teachers use their computers on a daily basis at home while 73% of those use their computer to develop classroom material and 25% of those use their computer for online professional development or online continuing education. 40% of teachers surveyed research new technology tools to support instruction and/or integrate new approaches to teaching, learning, or working with technology in the classroom.

Identified weaknesses 85% of all teachers use their computers mostly for internet and email. Only 18% of teachers use an electronic learning content management system such as Moodle. 71% of all teachers said that internet authoring tools (blogs, wikis, or podcasting) are either not consistently available or that they would use them if there was some training. 58% of teachers use social media websites on a weekly basis. 86% of all teachers do not have interactive communicative technology in their classroom such as interactive boards or need training on how to use them in their instruction. 54% of teachers say that LCD projectors are not available at least once on a weekly basis. 19% of teachers say that student mobile computers for their classroom are available on a daily basis. Only 13% of teachers use peripheral technology tools such as interactive response systems, document cameras, and digital media (camcorders, cameras, etc.) and/or know how to use them. NoName elementary school classrooms have more access to interactive communicative and computer technologies than other elementary schools in the district.

3-6 Grade Student Survey results: Identified strengths 87% of students have internet enabled computers at home available. 55% of students use I-pods or other mobile devices of the same type on a weekly basis. 48% of students say that they rarely need help with how to do something on a computer. 57% of students say that they utilize the teacher's website for instructions. 75% of students say that their learning experiences are much better when they work with other students on projects.

Identified weaknesses 66% of students either do not know what MS Word, Excel, or PowerPoint is and/or they have never used it. 54% of students have not created or used any type of online content such as Blog, Wikis, or Podcasts. 54% of students either do not use a computer often or only use it maybe once a week. Upper grade level elementary students do not have student access to grades to help them selfregulate their own academic progress. 62% of all students said that they need more computers in the classroom.

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46% of students indicated that interactive boards would enhance their educational experiences if they were available.

7-9 Student Survey results: Identified strengths 92% of students said that they have a computer at home and it is connected to the internet. 63% of students said that they use their computer at home on a daily basis. 73% of students use mobile devices such as I-pods or other mobile devices of the same type on a daily basis. 73% of students use cell phones and/or texting devices on a daily basis. 75% of students say that they rarely need help with mobile devices or phone/texting devices. 58% of students say that they use Social media websites (Facebook, Twitter, etc.) on a daily basis. 96% of students say that they use student access to grades to self-regulate their academic performance. 92% of students say that they use email. 84% of students say that they have their own cell phone. 80% of the students who have a cell phone use it for texting.

Identified weaknesses 76% of students say that they rarely use productivity software such as MS Word, Excel, or Access. 80% of students say that they do not use internet authoring tools such as Blogs, Wikis, or Podcasts. 52% of students wish that they had more mobile devices in the classroom rather than any other technology tool used in the classroom.

Parent/Community Survey results: There are approximately 2,600 families with 3,200 students in the Red Lion Area School District. There were only 86 families who decided to participate in the surveys. The committee believed that because the ratio of survey completion was only 3%, the results of the Parent/Guardian survey would not accurately reflect the parent/community population. The results were dismissed. COMMITTEE FINAL COMMENTS: The committee concluded that although the district has moved forward (since the last technology plan) with technology integration in the classroom and with technology in teaching and learning strategies, the district has a lot of unmet needs for the transparent integration of district technology. For example, technology equitability is lacking in the elementary schools district-wide. NoName elementary school has more technology tools and integration strategies mainly because of broad funding levels from the strong NoName elementary PTO organization and higher-level of federal funding eligibility based upon the National School Lunch Program (NSLP) free and reduced lunch program . In todays tough economic climate, funding for successful technology integration district-wide can lead to inequitably for student access to technology throughout the district. Guidelines and policies need to be developed of what can be purchased and for what reasons to ensure technology equitability across socio-economic classes. Also according to published recommendations in the National Educational Technology Plan, the committee identified areas of improvement needed in Assessment, Productivity, and Infrastructure. The most critical need was the need for administrators to have the ability to analyze summative data and for Page 8 of 27

teachers to have more readily access to formative data for individualized instruction. Individualized instruction is needed for each student so that our teachers will not just teach to those students who falling behind or potentially falling behind. The survey results strongly indicate that todays learners and homes are more equipped than ever for access to anytime/anywhere learning. As results pointed out, there are opportunities for students to have access to internet technologies beyond the classroom. Opportunities such as the flipped classroom, by a majority of survey takers, can become a reality with the ready availability to computer and internet technology at home. With ComCasts internet essentials program and other internet provider broadband initiatives, opportunities now exist for low income households to take advantage of cheaper internet and computer services. According to, The Digital Learning Imperative: How Technology and Teaching Meet Todays Education Challenges, there are three basic threats that this technology plan will seek to minimize or eradicate. The three threats relate to, Tomorrows Needs, Todays Budgets, and Teaching. Tomorrows needs explains that students are not being prepared to be competitive in a rapidly changing world because schools are not changing fast enough to keep up. This threat provides an opportunity for the district to engage in non-traditional strategies, that are evidence-based, that will motivate students to self-regulate their own learning experiences. Todays budget explains that we are living in a tough economic climate in education and cannot expect new major funding sources anytime soon. This provides an opportunity for the district to become an early adopter of cloud-computing and bring your own device (BYOD) initiatives in order to sustain and excel in anytime/anywhere academic achievement. The last threat in education is keeping highly qualified teachers as many students across the nation do not have enriching learning experiences. This threat provides the district with an opportunity to look at new instructional modalities such as hybrid learning to engage and enrich student learning experiences.

Explain in detail how you will address each of the needs identified in part 2 include changes necessary for environment, engagement, application, and tools. Make sure to include a list of technology resources currently available and those that must be purchased. In order to help you prepare for the planning process part of your TIP, interview an Instructional Technologist or Technology Resource Teacher, submit a transcript of the interview in a word document and incorporate what you learned into your planning process.

The Planning Process

Goal #1: 21st Century Learning o Strategy #1: 21st Century Skills - Curricular enhancements

Activity: Provide for adequate Internet and Wide-area Network Bandwidth District-wide. Description: Provide adequate broadband access to all buildings to support current teaching and learning initiatives throughout the 3 years.

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Activity: Explore, develop, and implement a District-wide Technology Integration Mentor Program. Description: The district will examine the need for technology coaches (instructional technology specialist) at all levels to lead groups of teachers in learning new strategies to truly integrate technology into the instructional process. This group will form a Technology mentor group that will help other building teachers integrate current and future technologies into their classroom.

Activity: Implement new technology standards for students, teachers, and administrators. Description: The district technology steering committee along with the district technology integrators will develop district-wide technology standards for students, teachers, and administrators utilizing resources such as the NETS from ISTE and local technology standards that address the needs of the Red Lion Area School District. In accordance with E-rate regulations, Internet Safety will also be included within these standards.

Activity: Integrate Document Camera information and communications technology throughout grades 3 through 12. Description: Document cameras will be installed in all grade 3 through 12 classrooms for teachers to use to aide in their instructional practice, help with student motivation, and to help keep students engaged with rich curriculum media content. Professional development for best instructional practices will be on an ongoing basis.

Activity: Integrate Interactive White Board (IWB) Information and communications technology throughout grades 3 through 6. Description: IWBs and ceiling mounted projectors will be installed in all grade 3 through 6 classrooms for teachers to use to aide in their instructional practice, help with student motivation, and to help keep students engaged with rich curriculum media content. Professional development for best instructional practices will be on an ongoing basis.

Strategy #2: 21st Century technology hardware/software infrastructure additions, upgrades, and modifications Activity: Re-negotiate the leasing of a 100 meg fiber connection for both Noname elementary and White Castle Elementary Schools Description: The technology department, through the E-rate program, will re-negotiate the leasing of a 100 meg fiber connection between NoName Elementary and the high school location. The technology department will also negotiate the cost of a leased fiber connection between the White Castle Elementary and high school location. Activity: Replace core network switch

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 Description: The technology department will replace the core network switch with a more robust network core switch to allow the convergence of wireless and wired data, voice, and video and to allow multicast traffic across multiple VLAN in the wide area network. Activity: Replace the current district content filter Description: The technology department will replace the current district web filter (LightSpeed) and replace it with a more robust web filter that will allow for the advanced filtering of HTTPS traffic, provide real-time access reporting for troubleshooting, and provide for the off-campus filtering of district-owned internet devices loaned to students.

Activity: Upgrade district wireless to accommodate expansion of mobile devices Description: The technology department will install additional wireless infrastructure that will support at least 30 mobile devices per classroom whether they belong to the district or are personal property of staff or students.

Strategy #3: High school campus hybrid one-to-one initiative

Activity: Create a District-wide Learning Content Management System designed for Cloud Computing (Lion Learning Portal). Description: The district-wide learning content management system will have students, teachers, and course information automatically populated and synchronized with the district student information system. It will be accessible 24/7 for students on or off campus from any web browser 24/7. Teachers will be adequately trained on how to create course content and how to use the system as a learning portal.

Activity: Explore, develop, and implement a one to one mobile computing device program. Program allows for students to bring in their own mobile devices and/or for the district to provide mobile devices for students. Description: Expand the use of mobile computing devices for students in grades 7 through 12 to improve their in-class and out-of-class educational experiences, increase student achievement, and build stronger connections between teacher and parents.

Activity: High School Mobile Computing Network Access Control (NAC) Description: The technology department will deploy NAC technology at the HS campus that will unify endpoint security, provide host intrusion prevention, and provide a vulnerability assessment through the use of enduser system authentication and network security enforcement for HS students to bring in their own mobile devices.

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Strategy #4: Student and educator anywhere access to teaching/learning Activity: Create a virtual academy to increase access to different learning opportunities/increase flexibility for students desiring an athome educational experience. Description: A new online learning environment is needed to: Enhance the general quality of teaching/learning, improve the cost-effectiveness of our education system while providing learning flexibility choices for our students/parents, and to de-institutionalize learning in order to enable self-managed learning.

Activity: Create a blended learning environment to increase access to different learning opportunities and increase student achievement. Description: blended learning environments are needed to: Enhance the general quality of teaching/learning, improve the cost-effectiveness of our education system while providing learning enrichment for our students in order to enable students to self-regulate their own learning.

Activity: Create an online option for brick and mortar students to increase access to different learning opportunities and increase curricular flexibility for students. Description: Online courses increase access to learning opportunities and increase curricular flexibility for students desiring to develop the skills and competencies needed in the 21st century. Online learning, in particular, ensures that our students have the digital literacy skills necessary in their future discipline, profession or career. Online learning is also necessary to de-institutionalize learning and enable self-managed learning for life-long learners.

Activity: Create opportunities for students in grades 3-12 to author internet content in a safe learning environment. Description: Students will be able to utilized internet authoring tools to create Wikis, Blogs, and Podcasts while in a safe educational environment.

Goal #2: MATHEMATICS o Strategy #1: Curriculum Enhancement Activity: Adequate Internet and Wide-area Network Bandwidth Districtwide. Description: Provide adequate broadband access to all buildings to support teaching and learning initiatives in mathematics. Activity: Hire a Garden Spot Technology Integrator Description: The district will hire a technology coach (instructional technology specialist) for the high school to lead a group of fellow teachers in learning new strategies to truly integrate technology into the mathematical instructional process. Page 12 of 27

Activity: Develop a K-12 committee to research and recommend the purchase of supplemental mathematical Computer Aided Instruction (CAI). Description: The district will form a K-12 web-based mathematics software committee. The committee will be charged to research evidenced-based software, that is web-based, to supplement K-12 mathematics curriculum.

Strategy #2: Intervention Planning Activity: Evaluate Instructional Technology Resources Description: Evaluate evidenced-based technology resources to enhance instruction. Activity: Using Data to Plan Instruction Description: Collect and analyze data in a centralized repository to effectively use student performance data to plan lessons and individualize learning goals. Activity: Online Curriculum Management System Description: Seek out educational partners to help develop an online curriculum management system that allows for district personnel to easily review alignment of curriculum.

Goal #3: READING o Strategy #1: Curriculum Enhancement Activity: Adequate Internet and Wide-area Network Bandwidth Districtwide. Description: Provide adequate broadband access to all buildings to support teaching and learning initiatives. Activity: Hire a Garden Spot Technology Integrator Description: The district will hire a technology coach (instructional technology specialist) for the high school to lead a group of fellow teachers in learning new strategies to truly integrate technology into the instructional process. Activity: Develop a K-12 committee to research and recommend the purchase of supplemental Reading Computer Aided Instruction (CAI). Description: The district will form a K-12 web-based reading software committee. The committee will be charged to research evidenced-based software, that is web-based, to supplement K-12 reading curriculum. o Strategy #2: Intervention Planning Activity: Evaluate Instructional Technology Resources Page 13 of 27

 Description: Evaluate research-based technology resources to enhance instruction. Activity: Using Data to Plan Instruction Description: Collect and analyze data in a centralized repository to effectively use student performance data to plan lessons and individualize learning goals. Activity: Online Curriculum Management System Description: Seek out educational partners to help develop an online curriculum management system that allows for district personnel to easily review alignment of curriculum.

Goal #4: ATTENDANCE o Strategy #1: Monitor and analyze student attendance. Activity: Data Interoperability Framework Description: Make more efficient use of data use by implementing a system that will move data back and forth between mission critical information systems and provide more accurate data tracking, particularly as it relates to attendance. This will require the streamlining of electronic record keeping and the phasing out of many FileMaker Pro silos into a centralized database management system. The centralized database will allow for more timely discipline and attendance reporting. Automation of student information will also occur from the student information system to library, transportation, cafeteria, network, and Google Apps systems.

Activity: Online Parent Access Description: Provide parent access to online student grades and attendance information so that students can track academic progress and attendance issues.

Activity: Automate attendance notifications Description: Research and deploy a rapid notification system that communicates with the student information system to automate absence calls.

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Implementation
BUDGET 2012-2015
Funding Source 010 - ADMINISTRATIVE BUDGET 020 - CURRICULUM DEVELOPMENT AND INSTRUCTIONAL IMPROVEMENT SERVICES 040 - INSTRUCTIONAL MATERIALS SERVICES 060 - PUPIL PERSONNEL SERVICES Other Grand Total 2012-2013 $104,400.00 $270,000.00 $636,100.00 $10,000.00 $45,000.00 2013-2014 $14,400.00 $270,000.00 $403,600.00 $0.00 $45,000.00 2014-2015 $7,800.00 Total $126,600.00

$270,000.00 $810,000.00 $400,000.00 $1,439,700.00 $0.00 $0.00 $10,000.00 $90,000.00

$1,065,500.00 $733,000.00

$677,800.00 $2,476,300.00

Breakdown by Goal and Strategy:

GOAL: 21st Century Learning 2012-2013 2013-2014 2014-2015 Total Funding Source

21st Century Skills: Curricular enhancements Adequate Internet and Wide-area Network Bandwidth District-wide Explore, develop, and implement a Technology Integ. Mentor Program Implement new tech standards for students, teachers, & administrators Integ. Document Camera ICT throughout grades 3 through 12 Re-negotiate lease of 100 Mbps fiber for two elementary schools Replace core network switch Replace the current content filter HS-MS Campus hybrid 1-1 initiative Implement LMS System designed for Cloud Computing. $2,000.00 $2,000.00 $0.00 $4,000.00 040 $45,000 $270,000 $600 $24,000 $45,000.00 $270,000 $600.00 $0.00 $0.00 $270,000 $0.00 $0.00 $90,000 $810,000 $1,200 $24,000 Other 020 010 040

21st Century hardware/software additions, upgrades, and modifications $7,800.00 $90,000.00 $6,000.00 $7,800.00 $0.00 $6,000.00 $7,800.00 $0.00 $0.00 $23,400.00 010 $90,000.00 010 $12,000.00 010

Explore, develop, and implement a 1-1 $400,000.00 $400,000.00 $400,000.00 $1,200,000 040 mobile device program. Student and educator anywhere access to teaching/learning Create an online virtual environment for grades 9-12 Create an online option for brick and mortar students 9-12 $192,500.00 $0.00 $16,000.00 $0.00 $1,600.00 $0.00 $0.00 $0.00 $192,500 040

$16,000.00 040 $3,200.00 040

Create ability for students in grades 3$1,600.00 12 to author internet content GOAL Subtotal $1,057,500

$735,000.00 $677,800.00 $2,466,300

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GOAL: 21st Mathematics Curriculum Enhancement Adequate Internet and Wide-area Network Bandwidth District-wide Hire District Technology Integrator Develop committee to research, recommend purchase Math CAI Intervention Planning Evaluate Math Instructional Technology Resources Use data to plan instruction Use online curriculum management system Goal Subtotal

2012-2013

2013-2014

2014-2015

Total

Funding Source

$45,000.00 $0.00 $5,000

$45,000.00 $75,000 $5,000

$0.00 $75,000 $5,000

$90,000 $150,000 $15,000

Other 040 Other

$0.00 $5,000 $0.00 $55,000

$0.00 $5,000 $25,000 $155,000

$0.00 $5,000 $25,000 $110,000

$0.00 $5,000 $50,000 $310,000

NA Other Other NA Funding Source

GOAL: Reading Curriculum Enhancement Adequate Internet and Wide-area Network Bandwidth District-wide Hire District Technology Integrator Develop committee to research, recommend purchase Reading CAI Intervention Planning Evaluate Reading Instructional Technology Resources Use data to plan instruction Use online curriculum management system Goal Subtotal

2012-2013

2013-2014

2014-2015

Total

$45,000.00 $0.00 $5,000

$45,000.00 $75,000 $5,000

$0.00 $75,000 $5,000

$90,000 $150,000 $15,000

Other 040 Other

$0.00 $5,000 $0.00 $55,000

$0.00 $5,000 $25,000 $155,000

$0.00 $5,000 $25,000 $110,000

$0.00 $5,000 $50,000 $310,000

NA Other Other NA Funding Source

Goal: Student Attendance

2012-2013

2013-2014

2014-2015

Total

Monitor and analyze student attendance reports Data Interoperability Framework Allow for Online parent access Automate attendance notification Goal Subtotal Goals & Strategies Grand Total $10,000.00 $0.00 $6,000 $16,000 $1,065,500 $0.00 $0.00 $6,000 $6,000 $733,000 $0.00 $0.00 $6,000 $6,000 $677,800 $10,000.00 060 0.00 $18,000 $28,000 $2,476,300 NA Other

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Timetable Timetable for goals, objectives, and strategies are indicated in the budget table above where budget expenditures are listed. Strategies that do not have dollar amounts associated with them will begin at the beginning of the school year of when this plan is approved and may be completed prior to the third year. Measures The Educational Technology Plan will be monitored by the Technology Director. It will become part of the annual review process. The items listed in the plan will become part of the evaluation process for those involved. The Technology Director and the Assistants to the Superintendent will work collaboratively to guide building-level administrators on the appropriate use of technology in the instructional process so that they may effectively incorporate technology integration concepts into their supervisory process. At the building level, the principal with the assistance of the technology coach/facilitator and the technology mentors will establish a plan on the effective use of technology in the instructional process. Building principals, technology coach/facilitator, and technology mentors will work together to set yearly goals and work towards achieving these goals by assisting teachers in the appropriate use of technology to maximize learning for students. This process will be nonsupervisory. The technology coach/facilitator will use data collecting tools and classroom observations to share with the building principal the progress teachers have made at integrating technology into their instruction. This ongoing process will allow the building principal to report progress made in the use of instructional technology by their teachers to the Technology Director and the Assistants to the Superintendent. The Technology Director and the Assistants to the Superintendent will be responsible for evaluating the implementation of the overall Technology Plan. These individuals will measure the attainment of these goals, strategies and activities and report to the Board of School Directors. Reports and updates will be provided to the Board of School Directors, and to administrative team meetings. Since the technology initiatives support academic goals, data will be collected and analyzed via the following instruments:

Classroom observation; Surveys; Analysis of student performance on standardized tests (such as: PSSA and 4-Sight); Participation in staff development and resulting surveys.

Through the supervisory process, principals will be responsible for data collection concerning individual teacher integration of technology into lessons, units, and the overall curriculum in each building. Principals will be responsible for overseeing the staff as they annually identify competencies, needs and goals for technology integration. The results of those efforts will be used to guide staff professional development.
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The Technology Director and the Assistants to the Superintendent will annually review the collected qualitative and quantitative data to:

Determine whether the district has been able to meet the goals and strategies of the technology report and the strategic plan, in general. Develop a plan to meet unmet goals and strategies. Identify any new goals or strategies that might have emerged. Revise any goals or strategies that are no longer relevant.

Professional Development Plan

Goal: 21st Century Learning Strategy # 1: Implement LMS System designed for cloud computing. Strategy # 2: Explore, develop and implement a 1-1 mobile device program.

Professional development for these two strategies will be conducted as strands together to help fulfill the goal for 21st Century Learning. Teachers in grades 7-12 will undergo two years of professional development. The 21st Century Learning teachers will be broken down into two cohorts. Cohort #1 will undergo a year-long process of professional development starting at the beginning of the professional development plan year 2012-2013 and Cohort 2 will begin at the beginning of professional development plan year 2013-2014. Professional Development Plan Year 2012-2013: Teachers who teach the following core subjects in grades 7,8, and 9 will attend formal classroom training over the summer for a period of 5 days: o Mathematics o Science o Language Arts/Reading o Social Studies Summer 2012 Summer Academy - Five days of training will consists of the following: o 1-1 initiative classroom management, logistics, and communication = 1 Day. o Transforming instructional practices with anywhere/anytime learning = 2 Days. o The Blended Learning model for formative assessments and individualized learning by using a Learning Management System with Analytics = 2 Days. 1 In-service training day providing deeper information regarding transforming instructional practices such as the flipped classroom and group project-based learning.

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1 In-service training day providing deeper information regarding instructional design of online courses and analytics that provide the best formative assessments. Group collaboration among core subject teachers during PLCs every other week o Discussions will occur of best practices using a learning management system, instructional transformation, and classroom management. The district will create a formal Professional Learning Library that will house all training material regarding 21st Century Learning to include: o Summer and in-service training sessions will be made available in recorded video format. o Recorded teacher group collaborative sessions. o Research Articles regarding key elements of anytime/anywhere learning.

Professional Development Plan Year 2013-2014: Teachers who teach the following core subjects in grades 10, 11, and 12 will attend formal classroom training over the summer for a period of 5 days: o Mathematics o Science o Language Arts/Reading o Social Studies Summer 2013 Summer Academy - Five days of training will consists of the following: o 1-1 initiative classroom management, logistics, and communication = 1 Day. o Transforming instructional practices with anywhere/anytime learning = 2 Days. o The Blended Learning model for formative assessments and individualized learning by using a Learning Management System with Analytics = 2 Days. 1 In-service training day providing deeper information regarding transforming instructional practices such as the flipped classroom and group project-based learning. 1 In-service training day providing deeper information regarding instructional design of online courses and analytics that provide the best formative assessments. Group collaboration among core subject teachers during PLCs every other week o Discussions will occur of best practices using a learning management system, instructional transformation, and classroom management. The district will continue to add to the Professional Learning Library that will house all training material regarding 21st Century Learning that will include: o Summer 2013 and 2013-2014 in-service training sessions that will be made available in recorded video format. o Further recordings of teacher group collaborative sessions. o Research Articles regarding key elements of anytime/anywhere learning.

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Since the technology strategies support academic goals, data will be collected and analyzed via the following instruments:

Classroom observation; Surveys; Analysis of student performance on standardized tests (such as: PSSA and 4-Sight); Participation in staff development and resulting surveys.

Through the supervisory process, principals will be responsible for data collection concerning individual teacher integration of anytime/anywhere learning into lessons, units, and the overall curriculum in each building. Principals will be responsible for overseeing the staff as they annually identify competencies, needs and goals for technology integration. The results of those efforts will be used to further guide staff professional development.

Demonstration of TIP strategy applied on the classroom level

TIP Strategy - Implement new technology standards for students, teachers, & administrators.

Grade 9 Lesson Plan Digital Citizenship Unit:

Key Learning/Enduring Understanding: Students will understand how digital actions have an effect on their future opportunities regardless of their cultural diversities, economic diversities, or special needs . Assessment(s/Learning Activities: Students will: 1. Students will have online and verbal discussions regarding online behavior through blogs and wikis. 2. Students will complete activities that will help them learn about digital citizenship Unit Essential Question(s): 1. What is a digital footprint and how does it affect me? 2. How does digital citizenship relate to social networking 3. How does digital citizenship relate to cyber bullying? 4. How does digital citizenship relate to online behavior? Key Concepts: Students will understand After successful completion of this learning unit, you will be able to: 1. 2. Maintain your digital footprint Discuss how your digital footprint, social networking, and online behavior can have a positive or negative effect on future opportunities regardless of socioeconomic status.
Lesson Essential Question(s) Reference Instructional Materials Blocks Needed

Instruction Notes:
Instructional materials: iSafe Program YouTube & Moodle

Eligible Content or PA Standard Reference

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ISTENETS 5: Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship ISTENETS 5: Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship Vocabulary: Digital Citizenship Cyber Bullying

EQ: What is a digital footprint and how does it affect me?

iSafe Program YouTube Moodle

Digital Footprint 1. 2. Students will watch the YouTube video Digital Dossier Have a discussion about the video using the blogging network. Have students complete the activity from the iSafe program on Digital Footprints (pages 57) then create a wiki discussing the different footprints left behind in the digital world. iSafe Program YouTube Moodle 1

3.

EQ: How does digital citizenship relate to social networking? EQ: How does digital citizenship relate to cyber bullying? EQ: How does digital citizenship relate to online behavior? Topics: 1. 2. 3. 4. 5. Social networking Acceptable Use Policy Online privacy Online behavior Netiquette

Digital Footprint Social Networking

Netiquette

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Executive Summary
In todays world, our global economy requires knowledge workers. Due to the rapid global expansion of information-based transactions and interactions being conducted via the Internet, there has been an ever-increasing demand for a global workforce that is capable of performing these activities. Knowledge workers seek employability over employment and value career over self-reliance which is why lifelong learning is very important. They require skills such as stated 21st century skills in order to solve real-world problems. 21st century skills and abilities are made up of: the ability to brainstorm while thinking broadly, the ability to drill down with more focus, to work collaboratively within groups, produce a new capability, create new strategies to solve problems, and understand the cause and effect of providing solutions. In order to provide students with 21st century skills, the educational paradigm needs to change from an institutional direct instruction model to more of a group led facilitated learning model that is somewhat independent of a brick and mortar environment and 8am-3pm time constraints. The 21st century learning environment for the knowledge worker requires teachers to become the facilitators of knowledge rather than the gatekeepers. In order to provide this 21st century learning environment, changes need to occur in teaching and learning strategies and a robust technology infrastructure that will support the desired change is also needed. Instruction needs to employ 21st century curriculum & instruction methods that integrate innovative and research-proven teaching strategies, modern educational technologies, and real world resources and contexts. The curricular enhancements of this technology plan seek to resolve and provide these venues of change. There are strategies in this plan that identify the necessary changes to the overall technology infrastructure that are needed to support the needs of the operational and educational objectives of the district. The district will move in the direction of allowing HS/MS students to bring in their own technology mobile devices and/or provide technology mobile devices for HS/MS students while redeploying laptop mobile technologies to elementary students. A comprehensive infrastructure for teaching/learning is also necessary to move us to a blended learning model that brings together teaching teams with students in classrooms, online learning centers, and homes anywhere where people have access devices and an adequate Internet connection. An infrastructure for anywhere-anytime learning is necessary to support a society in which learning is life-long. This plan provides the building blocks for such an infrastructure.

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Crosswalk of National, State, and Local Educational Technology Goals The below table is a goal comparison of the National Educational Technology Plan and the local school district Educational Technology Plan. Pennsylvania does not have a state-wide Educational Technology Plan to conduct a crosswalk of organizational technology goals. Red Lion Area School District Strategic Plan Learning: Goals and strategies of this plan provide for the basis and for building blocks for Learning: All learners will have engaging and a shift from teacher-directed learning to studentempowering learning experiences both in and centered learning. The creation of a virtual out of school that prepare them to be active, academy and online option for brick and mortar creative, knowledgeable, and ethical students will increase access to different learning participants in our globally networked society. opportunities and increase curricular flexibility for students. Assessment: Through the use of the Learning Assessment: Our education system at all Management System provided through this tech levels will leverage the power of technology plan, teachers will be able to use the analytics to measure what matters and use assessment provided by the LMS for formative assessments data for continuous improvement. to modify instruction as needed. Teaching: Professional educators will be Teaching: Teachers will begin teaching in teams supported individually and in teams by through the professional development technology that connects them to data, opportunities provided by this plan. Also, a content, resources, expertise, and learning professional development learning network will experiences that can empower and inspire be established to provide short-videos and papers them to provide more effective teaching for on best teaching practices. all learners. Infrastructure: Strategies are identified to bring Infrastructure: All students and educators will necessary changes to the overall technology have access to a comprehensive infrastructure infrastructure to support the needs of the operational and educational objectives of the district. for learning when and where they need it. Productivity: Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. Productivity: Strategies are identified to ensure student information systems such as the library, cafeteria, attendance, and grading systems communicate student information changes automatically which increases overall data reliability and efficiency. National Educational Technology Plan

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Administration Presentation of Red Lion Area School District 2012-2017 Technology Plan

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References: Cator, K. (2010). National education technology plan. Retrieved from http://www.ed.gov/technology/netp-2010 Frazier, M., & Bailey, G. (2004). The technology coordinator's handbook. Eugene, OR: International Society for Technology in Education. Hall, D. (2008). The technology directors guide to leadership. Eugene, OR: International Society for Technology in Education. Schwartzbeck, T. D. (2012). The digital learning imperative: How technology and teaching meet todays education challenges. Washington DC: Alliance for Educational Excellence. Unknown. (2008). Anytime anywhere learning. Retrieved from http://www.aalf.org/ Unknown. (2009). Pennsylvania's classrooms of the future. Retrieved from http://www.education.state.pa.us/portal/server.pt/community/administrators/8921

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