FIVE YEAR TECHNOLOGY PLANitddpt/techfund.pdf · 1999. 3. 25. · Utilize technology to reshape the...

FIVE YEAR TECHNOLOGY PLAN

1998/1999 — 2002/2003

BOARD OF SCHOOL TRUSTEES

Mr. Mel BurksMr. Jim Bell

Mr. Ron ForsterMr. Gene ShikeMr. Ted Kraly

Mr. William JukesMr. Bill Shadow

INTERIM SUPERINTENDENT OF SCHOOLS

Daniel Tanoos

Vigo County School Corporation

TABLE OF CONTENTS

Committees

Vigo County School Corporation Mission

Technology Mission Statement

Background History of Technology

School/Community Information

Needs Assessment

Goals and Objectives

Curriculum and Instruction

Professional Development

Technology Acquisitions

Hardware Criteria

Replacement / Maintenance

Facilities

Staffing

Evaluation

Budget

Budget Summary

Timeline

Networks/Telecommunications

Appendix I

Appendix II

Appendix III

Appendix IV

3

5

5

7

9

11

13

18

18

23

23

25

25

25

26

29

30

31

31

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

COMMITTEE

Brenda Allen — Coordinator of Instructional Media

Michaeleen Davis — Professor in the School of Education, ISU

Robbie Gioe — Special Education Teacher at Ouabache Elementary School

Nelda Gates — Media Specialist at Otter Creek Middle School

Karen Goeller — Executive Director of Curriculum and Instruction

Kerry Hampton — Supervisor of Information Systems

Michael Hardesty — Teacher at Sarah Scott Middle School & Buddy System Site Coordinator

Rex Ireland — Computer Education Teacher at West Vigo High School

Mytron Lisby — Executive Director of Secondary Learning Community

Sue Lowe — Business Teacher at West Vigo High School

Sharon Mishler — Media Specialist at Warren Elementary School

Jim Morris — Principal of Sugar Grove Elementary School

David Mutchler — Parent and Professor at Rose Hulman Institute of Technology

Clara Parsons — Media Specialist at Lost Creek Elementary School

Peggy Pfrank — Principal of West Vigo Elementary School

Ken Pierce — Director of Careers and Technology

Denis Prothero — Parent and Representative of Bemis Corporation

Ramona Wedding — Executive Director of Elementary Learning Community

Dan Wunderlich — Science Teacher at Terre Haute South High School

Chaired by Sheila Donis — Director of Instructional Technology

TASK FORCE ON VERTICAL ARTICULATION

Linda Smith Fourth GradeTeacher, Fuqua Elementary SchoolMatt Jenkins Music, Terre Town Elementary SchoolSharon Kramer Second Grade Teacher, Rio Grande Elementary SchoolJulie Sitarski Grade Five, Deming Elementary SchoolRegina Conde Media Specialist, Consolidated Elementary SchoolPam Anshutz Art, Dixie Bee Elementary SchoolTom Taylor Social Studies, Terre Haute North High SchoolMary Nugent Language Arts, Woodrow Wilson Middle SchoolBill Padan Business, West Vigo High SchoolGreg Sloan Science, Otter Creek Middle SchoolMarty Thompson Home Ec., Washington High SchoolDawn McKillop Kindergarten, Franklin Elementary SchoolDavid Mutchler Parent, Rose Hulman Institute of Technology

ChairpersonClara Parsons Media Specialist, Lost Creek Elementary School

TASK FORCE ON STAFF DEVELOPMENT

Bonnie Finley Media Specialist, Farrington Grove Elementary SchoolJan Bedwell Media Specialist, Dixie Bee Elementary SchoolPriscilla Martin Third Grade, Meadows Elementary SchoolPat Killeen Integrated Academics, Terre Haute South High SchoolSheila Donis Director of Instructional TechnologyResource Teacher #1 TBAResource Teacher #2 TBA

Co-chairpersonsRex Ireland Computer Coordinator, West Vigo High SchoolMike Hardesty Music, Buddy System, Sarah Scott Middle School

VIGO COUNTY SCHOOL CORPORATION MISSION STATEMENT

The Vigo County School Corporation will equip students with lifelong skills and prepare them to be-come productive and responsible citizens.

MISSION STATEMENT FOR INSTRUCTIONAL TECHNOLOGY

PURPOSE — PHILOSOPHY — PRINCIPLES

The VCSC staff will utilize technology to enable Vigo County School Corporation students to achievesuccess in learning essential skills and competencies necessary to be effective citizens,

qualified members of the work force and lifelong learners.

The purpose of education is to prepare students for their adult lives as well as for the present; therefore,our rationale is to:

1. Use technology skillfully and innovatively to support the development of lifelong learning.2. Utilize technology to reshape the methods used in education to maximize learning.3. Prepare students for the world of work using the most advanced technology.4. Prepare all learners including educators to process and manage information using technology.5. Serve the diverse learning styles of all students.6. Provide staff with current technologies to assist in the management of records.7. Provide opportunities for telecommunications through LAN, Internet and other databases.

It is our philosophy that technology in the VCSC is a tool for learning and this tool:

• enables greater student learning as reflected in School Board goals and benchmarks.• encourages students to utilize technology as learners so that, as adults, they incorporate these

resources as a means to be productive workers and citizens.• prepares students for post graduate jobs, apprenticeships, military service and/or post high

school• supports staff’s development of technology skills as they integrate technology

into the curriculum.• motivates students to learn as they select the most effective resource for thinking and

productivity.

Our principles include the following:

• Technological resources should be used to prepare students for continuing education forthe new millennium.

• Technological resources should be used to increase the effectiveness of teaching and learning.

BACKGROUND HISTORY

During the past several years many components of our technology plan have been completed.However, in a school system of our size. The need for technology in individual classrooms is becomingvery apparent. We have focused on administration and management of records and vocational educationapplications. Since the conception of the corporation's first Technology plan in 1992, many goals havebeen achieved:

Business and Administration

• Creation of individual line items in the Capital funds budget forAdministrative, Media Centers, Vocational Tech and InstructionalTechnology

• Establishment of a Management Information Services office

• Added two technicians to service corporation computers

• Creation of a Director of Instructional Technology position

• Reestablishment of the Coordinator of Instructional Media position

• WAN networking of all (35) corporation buildings to a central server

• Provision of electronic student records

• Provision of E-mail service

Curriculum and instruction

• Installation of an automated library system linking all 30 county schools

• Installation of a minimum of three OPACs and one workstation and onecirculation terminal in every school

• Access in every classroom to Internet and other databases,such as, Vigo County Public Library, and INSPIRE

• Installation of two elementary computer labs

• Initiation of an additional Buddy System site at Crawford Elementary School

• Update of the equipment and software for Buddy System site atFuqua Elementary School

• Creation of the Sarah Scott Middle School Buddy System site withprivate business donations

• Installation of network ports with Macintosh and PC capability in over1000 classrooms

• Purchase of classroom computers and printers for 106 high schoolclassrooms

• Provision of some additional inservice for staff using funds, such as:• Eisenhower Grants• Title VI Grants• Individual School informal training

• Purchase of software using Partnership Plus site licenses forelementary schools

• Purchase of NovaNet for Alternative School learning environmentwhich all schools will be able to access

• Installation of one networked business lab of 30 computers for each of threehigh schools and 15 computers for a lab in the two alternative highschools

• Application and awarding of 5 4R's grants for K-1 classrooms

• Provision of one computer, flex cam, VCR and TV monitor for eachclassroom at the new Riley Elementary School

VIGO COUNTY SCHOOL /COMMUNITY INFORMATION

The Vigo County School Corporation encompasses the whole of Vigo County and is located on the

western edge of Indiana approximately half way between the north and south borders. The corporation

encompasses 415 square miles. The population is nearly 120,000 with approximately 17,000 children

attending the public schools. The district consists of 20 elementary schools, six middle schools and five

high schools, of which two are alternatives to a regular school program. One alternative school bases a

large portion of its curriculum on the networked computer program NovaNet. The area is a mixture of

urban and rural communities. The bulk of the school population is centered in the Terre Haute area. The

community consists of several small factories and privately owned businesses. The greater business area is

centered along Indiana 41. Indiana State University, St. Mary-of-the-Woods College, Rose Hulman Insti-

tute of Technology, Ivy Tech State College and Indiana Business College comprise a higher level of educa-

tion which has offered many partnerships with the school corporation.

Most economic and educational factors place the area below the state average. This is reflected in

the school corporation demographics that place the VCSC student AT-RISK index at .2296, well above the

state average of .1706. A recent survey indicates that over fifty percent of the households in Vigo County

are “experiencing some economic difficulties.” Thirty-five percent of the students enrolled are approved

for free or reduced lunches. Parents of twenty percent of the students are delinquent in paying textbook

rental fees. The Title I program serves over 1,800 students in fifteen of our twenty elementary schools,

and over 1,600 students have been identified as “ at-risk”. In some of our schools over 50% of the parents

have not completed work for the high school diploma. Basic information shows that the attendance rate is

278 out of 293, graduation rate is 81.5% (234-291), 15.8 % of our families are below poverty level, 26.6%

of our school population comes from single parent families and 10.5% are from a minority. Fifty-nine

percent of the students meet the essential skills criterion. Over 1,200 students qualified in tiers of one

through four for the remediation program based on ISTEP+ testing data.

Nearly fifty percent of the teaching staff hold life teaching licenses, 555 have masters degrees and

173 have 30 hours above the masters. Nine teachers have doctoral degrees.

VCSC has a history of being a leader in educational reform; piloting of the Performance Based

Accreditation Program caused us to be at the beginning of the school site improvement efforts. Ten schools

(three high, three middle and four elementary) schools are designated Indiana 2000 Schools. The Board of

School Trustees has studied this program and has continued support for the individual efforts by the schools.

Eight schools (three high , two middle and three elementary schools) are members of the Professional

Development Schools working in conjunction with Indiana State University. All six middle schools have

been working with the Middle Grades Improvement Project sponsored by the Lilly Foundation.

In addition one elementary school was an original pilot site for the Buddy System project. Since its

inception, the project now includes an additional elementary school and one middle school site. Equip-

ment at both elementary sites has been upgraded during the past year using Capital Project Funds with

additional monies from the Corporation of Education Technology at the state level.

NEEDS ASSESSMENT

A needs assessment was conducted in the fall of 1997 to address the technological needs of both

certified staff and teaching assistants. At that time several concerns became evident as staff considerations

were considered. There are 1075 teachers and 448 teaching assistants employed in the school district.

There are 472 secondary classroom teachers, 412 elementary and 215 auxiliary teachers which include

special education, art, music and physical education, counselors and media specialists.

Corporation wide, 548 classroom teachers responded to the survey, 53 teaching assistants, 28 me-

dia specialists, 24 counselors and 90 special area teachers. Of those numbers, 420 were elementary staff,

163 were middle school staff, and 160 were high school staff. We do realize that there are some discrepan-

cies in the data as some Scantron sheets were not properly completed.

Some general statistics which the survey indicated include:

• 435 staff members have a computer in the home and use it for school related activities

• 222 would use one if available

• 577 staff members have a computer available to them at school

• 508 use a computer for lesson plans, etc., and / or other administrative tasks

• 578 staff members use word processing

• 250 use the computer for data bases, spread sheets and critical thinking skills

• 532 feel computers should be in both classroom and lab settings with at least

2-4 computers in each room and at least one computer per student in a lab

There was an overwhelming positive response to the use of specialized technologies such as digi-

tizers, scanners, and video disk players.

Most of the respondents indicated they did little or no communication via E-mail with other staff or

outside agencies reflecting that most of the computers available do not have Internet capability.

The most important needs, however, are reflected in the overall teaching and learning process of

VCSC. For example, the following statistics show that room for growth is necessary for the success of

our students.

The overwhelming majority indicated a need for a central technology center, but basic training

should be provided at the school site. Most indicated that training should be done during the school day or

during district wide in-service days. Of those who responded, the two types of training preferred were a

formal class setting and individual hands-on with an instructor.

The survey reveals that the computer technology teachers are presently called upon for immediate

help within the building is the media specialist.

Informal surveys of students indicate that those who have computer technology in the home have

sophisticated equipment. Most were dissatisfied with the technologies at school.

{See two charts in the Appendices for detailed curriculum and instruction needs.}

INSTRUCTIONAL GOALS AND OBJECTIVES

Research has shown that technology is more likely to have a quantitative impact on education when

it is deeply rooted in the purposes and activities of the classroom. Through the integration of technology

skills into the existing studies, the curriculum in each content area becomes enriched with more meaning

and relevance for students. Moreover, students develop the technology skills which will enable them to

access, analyze, and communicate information effectively. Technology integration can also assist in meet-

ing the educational needs of all VCSC students by fostering an environment where individualization can

thrive. Through the use of an ILS (integrated learning system), students can progress at their own pace

through educational activities. Specifically, both enrichment and remediation can be provided more easily

to students through the use of an ILS. The focus of the student learning objectives described within this

document not only integrates technology into the content area curricula, but also parallels the curricula and

mirrors philosophies, goals, and objectives. {Please see added notes about our goals in Appenix II.}

The curriculum of the Vigo County School Corporation must meet the needs of students who will

work in the 21st century. Research studies have shown that by the year 2000, the demand for knowledge-

able workers will increase tenfold. In order to compete in an information-based global economy, students

must be provided with skills that involve more than traditional knowledge acquisition. As information

changes and increases in volume, students must be able to think more critically, communicate more cre-

atively, and problem solve more analytically. The following goals relate to needs in the VCSC:GOAL 1: To infuse and integrate technology into all aspects of the educational program to improve

teaching and learning.

GOAL 2: To develop geographical, cultural, and political awareness and understanding of people allover the world.

GOAL 3: To promote a better understanding of telecommunication/distance learning technology.

GOAL 4: To use technology to enhance readiness, remediation, reinforcement, and enrichment.

GOAL 5: To provide extensive staff development to support integration of technology into thecurricular, instructional and administrative functions of the school district.

GOAL 6: To understand the major social and ethical issues in the field of information technology.

GOAL 7: To use technology to develop problem-solving skills.

GOAL 8: To empower all students to acquire the knowledge, skills and attitudes necessary tofunction in an information and communication society and to adapt to technological changesas they occur.

GOAL 9: To increase productivity through the use of technology for the instructional andadministrative management of data.

GOAL 10: To advocate equal access to technology for all students regardless of gender,

socioeconomic status, ethnic background or learning exceptionality.

OBJECTIVES

1. Provide essential personnel for instructional support at both the district and building

levels.

a. provide training for instructional teams in support of the comprehensive

technology plan and site technology plans

b. provide training concurrent with equipment and software acquisition and

installation

c. provide adequate resource assistance to ensure ongoing training

2. Establish basic guidelines for integrating technology into all areas of the curriculum to

enhance student learning.

a. establish a site-based implementation plan designed by a broad based

committee to conduct a detailed needs assessment plan, provide feed-

back, and conduct an annual evaluation of the plan

b. incorporate individual school site plans and coordinate software and

hardware into the corporation-wide technology plan

c. establish a vertical articulation committee which includes representatives

from elementary, middle, high schools, and Covered Bridge to develop

skills integration with core curriculum

d. appoint a technology oriented teacher on VCSC curriculum

committees when possible to ensure technology / curriculum integration

3. Acquire and install appropriate and current technology learning systems

a. develop school-based technology sites to determine needs

• develop school based budgets based on an appropriated amount by the district

• distribute monies based on school site based plan

b. establish a district wide technology center for evaluation / training of latest

software and hardware

c. establish a newsgroup (website, newspaper, etc.) where teachers and

administrators could exchange information regarding software and hardware

d. standardize platform specifications in regard to software in order to

maximize usage across the grade levels and curriculums

e. acquire hardware based on software needs

f. provide technology adaptive equipment for special needs students

g. provide career and tech prep technology for middle and high school programs

4. Commit to an aggressive on-going schedule of district wide staff development

for technology training

a. encourage teacher / staff accountability for technology usage via evaluation

b. establish both a site-based and district team to schedule and provide

bimonthly training / assistance in learning new programs

• build confidence of teachers with demonstrations as a teaching tool and

beginning technology competencies

• attend demonstrations and prepare lesson plans for technology integration

• pair mentor teachers with other teachers to individualize training

c. establish a site-based and district-wide list of software and / or topics to be

addressed in teacher training or in-service workshops

• provide opportunities for technology professional development outside

the parameters of the school day and off site training

• establish a funding / credit source using local post secondary institutions

to support technology training and employ local technology expertise

such as Indiana State University, Rose Hulman, St. Mary of the Woods

• provide grant opportunities to teachers to encourage the development

of technology integration

• compensate teachers for time and commitment to technology training

d. model the professional development principles and benchmarks as outlined in

Charts A& B

5. Provide priority funding for a comprehensive district - wide technology program

a. personnel

• create a position of Director of Instructional Technology

b. professional development

• establish a team of technology trainers

• provide funding for conferences and do exemplary site visitations

c. create line items in the budget for consumables such as ink cartridges,

paper, etc.

d. provide at least one additional maintenance repair person

e. create a replacement / upgrade funding policy for software and hardware

6. Implement an annual evaluation plan

a. review the results of the individual school site-based evaluation plans

b. use the results of the review to update the overall corporation plan

c. encourage accountability of teachers to enhance instruction and student

performance through integration of technology in the disciplines

d. recognize staff that demonstrate effective use of technology in their

classroom

ADMINISTRATIVE AND MANAGEMENT GOALS AND OBJECTIVES

1. Provide optimum development and maintenance for administrative computers and

networks.

a. develop and execute a preventative maintenance schedule for all hardware

b. develop and respond to an electronic reporting system for hardware maintenance

c. maintain LAN and WAN to provide maximum service for all users

d. monitor data flow to determine upgrade needs for hardware and network

2. Provide systematic training for administrators and other users on network computer

software.

a. maintain benchmark computer skills for administrators and office staff

b. update software and schedule systematic training

c. maintain a database/spreadsheet for tracking personnel training

d. survey administrators and data entry personnel to determine needs for additional training

3. Update administrative hardware, network and software on a regular basis to enhance and

expand ability to use information.

a. update software and hardware for library, student records management, staff records

management and business offices as needed (i.e.CD-ROM drives)

b. update administrative hardware to operate optical imaging

c. monitor data flow to determine need for additional servers

CURRICULUM & I NSTRUCTION — PROFESSIONAL DEVELOPMENT

VCSC recognizes that there should be an ongoing and regular staff development plan. Teachers

must have an introduction to, use of and continual support in order to integrate technology into the core

curriculum. Technology training cannot be a once in a while or “hit and miss” session. It is planned that

there will be corporation sources of technology at the district level and at individual schools. Much of

what is planned by both levels will be determined by a building level technology plan developed by the

school technology committee.

Training sessions will be hands-on.

Teachers will be encouraged to attend conferences and visit other classroom sites. A cadre of repre-

sentatives from our corporation will be encouraged to participate at the Indiana Computer Educators Con-

ference.

Use of the Internet will be a beginning focus for all teachers which will provide sources of curricu-

lum for their classrooms. This will be a major source of professional growth and development throughout

the five year plan.

VCSC believes that all teachers should have a basic working knowledge of computers which can

be used for administrative duties such as grades, reports, IEPs, etc. However, the main thrust should

directly involve curriculum integration. The plan must actively include teachers, support staff and students

in order to best meet the needs of all. Under the guidance of the Director of Instructional Technology and

with the assistance of the Coordinator of Instructional Media, computer trainers will be hired.

There would be approximately 50 trained resource teachers throughout the corporation. To begin

this process, each school would identify the teachers. Intensive training would be provided for these

teachers on the platform that is used within their building.

We are studying the possibilities of having four basic software programs: an Internet browser, an

integrated package (word processing, data base, spreadsheet, and presentation), a multimedia program,

and a drawing/paint program.

The charts on the next four pages show the foundation of our thinking and the direction

of our work as we integrate technology into the instructional program.

Chart A

P LANOISSEFOR D TNEMPOLEVE P SELPICNIR

E SELPMAX FO U NIES

T GNINIAR S SNOISSE

1

,stpecnoclartnecehtsdnatsrednurehcaetehT yriuqnifosloot dna,

gninraelsetaercdnasehcaetehsroeh)s(enilpicsidehtfoserutcurts

lufgninaemrettamtcejbusfostcepsaesehtekamtahtsecneirepxe

.stnedutsrof

stcejorPhcraeseRtenretnI

SUnisrehcaeTwolleFhtiw

,napaJ,sloohcSrentraP

ynamreGdnanawiaT

2

nacdnapoleveddnanraelnerdlihcwohsdnatsrednurehcaetehT

riehttroppustahtseitinutroppogninraeledivorp lautcelletni ,laicos,

.tnempolevedlanosrepdna

noitcurtsnIdezilaudividnI

gninnalP(slaoGdna

)snosseL

3

otsehcaorppariehtnireffidstnedutswohsdnatsrednurehcaetehT

otdetpadaeratahtseitinutroppolanoitcurtsnisetaercdnagninrael

esrevid .srenrael

ytilibatpadAs'ygolonhceT

secnegilletnIeniNehtot

.4

seigetartslanoitcurtsnifoyteiravasesudnasdnatsrednurehcaetehT

,gniknihtlacitircfotnempoleved'stnedutsegaruocneot melborp

gnivlos .slliksecnamrofrepdna,

melborPlacitamehtaM

tnedutShguorhtgnivloS

sevreStsiL

5

puorgdnalaudividnifognidnatsrednunasesurehcaetehT

tahttnemnorivnegninraelaetaercotroivahebdnanoitavitom

,noitcaretnilaicosevitisopsegaruocne tnemegagneevitca ni

.noitavitom-flesdna,gninrael

gninraeLevitarepooC

snosseLhcraeseR

6

dna,labrevnon,labrevevitceffefoegdelwonksesurehcaetehT

seuqinhcetnoitacinummocaidem ,yriuqnievitcaretsofot

.moorssalcehtninoitcaretnievitroppusdna,noitaroballoc

,txeTlatigiDfonoitaerC

seliFeivoMdna,dnuoS

7,rettamtcejbusfoegdelwonknodesabnoitcurtsnisnalprehcaetehT

eht,stneduts ytinummoc .slaogmulucirrucdna,

snoitatneserPyrotsiHlacoL

stamroFcinortcelEhguorht

8

dnalamrofsesudnasdnatsrednurehcaetehT lamrofni tnemssessa

lacisyhpdna,laicos,lautcelletnisuounitnocehterusneotseigetarts

.renraelehtfotnempoleved

ehtrofgniniarTrehcaeT

tnedutSfonoitatnemelpmI

seliforPcinortcelE

9

asirehcaetehT renoititcarpevitcelfer ehtsetaulaveyllaunitnocohw

,stneduts(srehtonoevahsnoitcadnaseciohcrehrosihstceffe

ohwdna)ytinummocgninraelehtnislanoisseforprehtodna,stnerap

.yllanoisseforpworgotseitinutropposkeesylevitca

emiTdennalP

anirednoPdnaknihTot

gnitteSevitcelfeR

01

,stnerap,seugaellocloohcshtiwspihsnoitalersretsofrehcaetehT

ehtniseicnegadna ytinummocregral gninrael'stnedutstroppusot

.gnieb-llewdna

pihsrentraPmuitrosnoC

gnikrowteNdnakroW

Chart BV OGI C YTNUO S LOOHC C NOITAROPRO - I LANOITCURTSN T YGOLONHCE

#B EHTROFSKRAMHCNE P AFONOITARAPER

P LANOISSEFOR P DNAOILOFTRO A DEHSILPMOCC

SLLIKSGNIHCAET

S MORFGNILPMA T GNINIAR S SNOISSE

1metsySretupmocorciMaetarepO

)ksidotevas,smargorpssecca,llatsni(

sllikSegatSyrtnEPTTIImorftsiLffokcehC

)nalPgniniarTrehcaeTlanoitcurtsnIlaudividnI(

2slarehpirePetarepOdnapUteS

,sksidMOR-DC,sreyalpcsidresal,srennacs()sretnirpdna,smedom

PTTIIfonoitcesmorftsiLffokcehCnoitatnemucod

3erawtfoSytivitcudorPesU

dnaward,esabatad,teehsdaerps,gnissecorpdrow()gnihsilbuppotksed,sloottniap

cisaBmorfnoitcudorPllikScisaBsteehStnemngissA

4erawtfoSytivitcudorPetargetnI

ygolonhcethtiwseigetartslanoitcurtsnilufgninaem()noitargetni

stsilaicepSaerAtcejbuShtiwkroWeciohCforettaMtcejbuSni

5erawtfoSnoitatneserPesU

)stcejorpnoitargetnipuorgfonoitatneserp(puorGegraLotsnoitatneserPmaeT

6noitatSsnoitacinummoceleTapUteS

)noitarugifnocdnanoitallatsni(ecitcarPnoitarugifnoCtenrehtEdnamedoM

7evieceRdnadneSotnoitacinummoceleTesU

secruoseRkrowteNsseccAotdnaliamE)ptf,tenlet,rehpog,www(

liamEevieceRdnadneSevrestsiLanioJ

tenretnIehtotegapbeWadaolpU

8

otninoitacinummoceleTetargetnIstinUmulucirruCmoorssalCdnanoitacinummoccinortcele(

)sseccanoitamrofni

nistnedutSrofstcejorPkrowteNdegakcaPesUsaerAtcejbuSdnasleveLedarGralucitraP

9etaerCotslooTgnirohtuAaidemitluMesU

snosseLlanoitcurtsnIdnaytilaeRlautriV,eivoM,draCrepyHnraeL

erawtfoSgnitidEdnuoS

01latigiDdna,csidresaL,MOR-DC,aidemitluMesU

dnasseccAotyhpargotohPnoitamrofnIerotS

puorGehtotmargorPcsidresaLatneserPserutciPdnasotohPlatigiDdaolpUdnaekaT,stnemucoDerotSotcsiDMOR-DCanruB

seliFoediVdnadnuoS,erutciP

11

otngiseDlanoitcurtsnIfoselpicnirPylppAaotetairporppAerawtfoStceleSdnaetaulavE

gniyraVro,tcejbuS,leveLedarGneviGytilanoitpecxE

seltiTerawtfoSerolpxEdnaweiveRsaerAtcejbuSdnaleveLedarGotetairporppA

21foesUehtniroivaheBlageLdnalacihtEetomorP

rofygolonhceTlanoitcurtsnIesUemoHdnaloohcS

tsaeLtafoseiciloPesUelbatpeccAweiveR.S.UehttuoguorhtsnoitaroproCruoF

noitagivaNtnedutSrofdengiseDerawtfoSesUtenretnIehtno

IITTP

INSTRUCTIONALDESIGN &

Professional Portfolio

INSTRUCTIONALPRACTICE &

Assessment

I NDIVIDUAL

INSTRUCTIONAL

TECHNOLOGY TRAINING PLAN

Correlation with CurriculumCurriculum MappingMultiple Strategies/ConstructivismIndividualized PlanningAcquisition of Basic Computer SkillsReview of Software ProgramsCreative PlanningIntegrated ThemesReview of Classroom & Records ManagementInternet Research ToolsAcquisition of Multimedia SkillsVideo ConferencingFormal and Informal EvaluationProfessional Portfolios

Apprentice WorkCooperative Learning GroupsImplementation of PlanningElectronic Grade BookNetworking with Colleagues for Teacher/Key Pal CommunicationsDelivery with Presentation and Multimedia Software ProgramsFacilitator of Internet ResearchFamily and Community InvolvementStudent Assessment/AchievementStudent Electronic Portfolios

The individual instructional technology training plan (IITTP) will focus on technology training asit relates to instructional design and implementation of curriculum.

We have had success with our university partners; we continue the success in light of this innova-tive individual technology plan that is correlated with improved student learning strategies.

TRAINING STEPS

This training “wheel” signifies the flexibility, the movement, and the momentum of training for

classroom teachers and administrators Under the leadership of the Director of Instructional Technology,

all trainers and trainees will work together and separately depending upon individual and group needs.

The bridge is a symbol of our training plans which prepare and support educators to help all stu-

dents achieve high standards of learning and development — the successful bridge to the new millennium.

We are fully aware and prepared to construct and reconstruct our bridge and evaluate as we go along.

Furthermore, we are anxious to share the wealth of our work with others in our partner states and across the

United States.

1

2

3

45

6

7

8

IITTP(IndividualizedInstructional

Technology TrainingPlan)

ComputerSkills

Training(All Levels)

SubjectMatterMentorTraining

(Integration ofCurriculum)

SoftwareExploration(CurriculumCorrelation)

Design ofLessons(Classroom

Apprenticeship andImplementation)

CooperativeGroupTrainingProjects

(Multimedia)

Evaluation &Professional Portfolio

(Individual Plan andClassroom Integration)

ConsortiumPartners

&Global Projects

(Telecommuncations)

TECHNOLOGY ACQUISITIONS

We will order state-of-the-art computers, laser printers, digital cameras, scanners, and projectors.

We will order computer carts so that a mobile lab can be quickly set up in a gym for group training. The

following criteria are selected to support the applications to student learning.

HARDWARE CRITERIA

Desktop Model with keyboard and mouse

Intel Pentium II 333 Mhz with MMX technology

256KB pipeline-burst synchronous cache

Flash BIOS

DMI Hardware Management

15” SVGA color monitor .28 pitch

Integrated PCI graphics accelerator with 2MB DRAM

32X CD-ROM

NIC 36509 PCI 10/100 Ethernet TP w/wake on LAN

1 serial port - 1 parallel port - 1 Keyboard port - 1 mouse port

Software: Microsoft Office Pro and McAfee Antivirus Preinstalled

IBM OS/2/2.2x, OS/2.3x (Warp)

SCO Unix

ISO 9002 Certification

Novell Certification - Workstations and Server

Certification FCC Class B, UL and CUL

Banyon VINES

DEC Path Work

(Three-year Warranty, One-year onsite, Two-year Carry In)

{One-year onsite no later than next business day. For the remaining two (2) years of the warranty

period, vendor will work out an arrangement to provide parts on an exchange basis so that VCSC

technical staff can make timely repairs.}

3COM PCI 10/100 Twisted Pair Ethernet

6.0GB ATA Hard Drive

3.5” 1.44 MB Diskette Drive

Slots: One 32-bit PCI, One 16-bit ISA

104+ Keyboard

2 Button Mouse and Mouse Pad

Microsoft Windows 97 Preinstalled

McAfee Anit Virus Software Preinstalled

AGP 2D w/4MB

Sound Card 32 bit Audio PCI w/speakers

Apple Configurations

MAC OS8.1 System All-in-One G3 (M6643LL/A)

(Built to Order)

266 MHz

32 MB supports up to 384 MB

512L

133 MHz (Backside speed)

66 MHz (System bus speed)

4 GB IDE Drive

24X speed (maximum) CD

2MB SGRAM

Built-in 10 Base T PCI card

Audio/Video input/output

Internal Zip Drive

QuickTime 3 Pro. Software

Microsoft Office 98 Installed

REPLACEMENT /MAINTENANCE

Our district has a highly trained professional staff. For example, we are an authorized Apple repair

site which has an opportunity for open paurchase orders once a month.

We know, however, that more staff will need to be hired to meet the demand. We have planned for

this in our corporation CPF funds for the next three years.

Replacements needed outside of the warranty will be paid for through corporation funds.

FACILITIES

We have 31 buildings that will be used to house equipment. At least two buildings will have two

training labs for PC and MAC platforms; however, we anticipate that training will occur on-site as well.

The VCSC will pay for HVAC, evening and weekend use, wiring and furniture.

STAFFING

Training staff will work for the first three years. The Director of Technology will coordinate train-

ing, hardware/software purchases, and evaluation.

EVALUATION

The Vigo County School Corporation will annually evaluate the attainment of the objectives out-

lined in the Technology Plan. Attendance, ISTEP+ scores, graduation data and other performance data

will be used to determine the impact on student learning. Data will be gathered from students, teachers,

other staff, and parents via surveys and informal interviews. Information will be shared with the Technol-

ogy Committee, School Board, the staff, and the community after one year of implementation.

As the staff development program is implemented, various teacher prepared lesson plans involving

technology will be compiled and distributed to all teachers in order to facilitate more curriculum integra-

tion. This will be done throughout the various disciplines and grade levels. With the adoption of a corpo-

ration wide vertical articulation plan, all students should receive basic computer instruction integrated

through the core curriculum. This should be reflected by the various evaluation instruments.

A detailed inventory of all hardware and software will be continued throughout the corporation.

This should insure through the individual school technology plans that all teachers and students are achiev-

ing equity of access to technology across the district level.

Sign-in sheets will be maintained by the Director of Instructional Technology to insure that all

teachers participate in the staff developmental plan. Also, a district wide list of teachers attending confer-

ences and workshops will be maintained.

The continual updating of a corporation wide training site housing current hardware and software

available for all staff will indicate further needs and classes to be offered.

As school sites develop and implement their site based plans, strengths and weaknesses will be

revealed. These will be incorporated as preparation is made for an annual updating of the technology plan.

These are the issues for our development as we rethink assessment and reporting in educational

reform: a) designing or selecting appropriate assessment tasks, b) determining assessment purpose,

c) opening doors for emerging student assessment systems, d) ensuring the technical quality of assess-

ments e) using assessment in school improvement planning, and f) supporting accomplished teachers in

the preparation of professional portfolios. We will evaluate how teachers’ needs are met within a larger

context that includes the district’s and school’s mission and goals (readiness for the 21st century), student

performance data, and community perceptions. Community involvement will not be overlooked in our

evaluative components.

Teachers help students take charge of their own learning. Students define learning goals and prob-

lems that are meaningful to them; understand how specific activities relate to those goals; and, using

standards of excellence, evaluate how well they have achieved the goals. Successful, engaged learners also

have explicit measures and criteria for assessing their work as well as benchmark activities, products, or

events for checking their progress toward achieving their goals.

We encourage teachers to get away from parameters that limit how you teach, what you teach, and

what equipment resources you use. We will study K-12 illustrative cases of “schools that work” which

are available in detail on the internet and from our Indiana State Department of Education. We will gather

resources and form a committee to share ideas for restructuring of assessment.

Our criteria of computer training will consider a) consequences, b) fairness, c) transfer and

generalizability, d) cognitive complexity, e) content quality, f) content coverage, g) efficient time to con-

clude projects, and h) meaningfulness, cost and efficiency. Coupled with criteria, staff and students will

consider the developmental stages of the following competencies: a) identification, organization, plan-

ning and allocation of resources, b) team, leadership, and interpersonal skills, c) acquisition, organization,

interpretation, and computer processing of information, d) understanding, monitoring, and improving systems (com-

plex social, organizational and technological systems), and e) skills in the setup, use and operation of

technologies. Basic skills, thinking skills and personal qualities are important components of assessment.

As the teachers plan their units of study, criteria and competencies will be noted and become a part of their

electronic professional portfolios. Technological skills coupled with curriculum will be noted by building

principals.

The teacher’s favorite assessment activity is the “burning” of a CD-ROM with their multimedia

stacks and presentations! This grant will afford the hardware and software acquisitions that facilitate as-

sessment reporting to other teachers, parents, and the community.

Checklist indicators of our high technology performance will be ACCESS (connective, ubiquitous,

interconnective and designed for equitable use,) OPERABILITY (interoperable, open architecture, trans-

parent), ORGANIZA TION (distributed, designed for teacher contributions, designed for collaborative

teacher/student projects), ENGAGABILITY (challenging tasks, learning by doing, guided participation),

EASE OF USE (effective helps, user friendly/user control, fast, available training and support) and FUNC-

TIONALITY (diverse tools, media use, promotes authoring and programming). These indicators are im-

portant for the success of technology in the classroom.

The professionals will help us with the evaluation of software design characteristics. For example,

we will learn to look for: type of software; instructional control (learner control versus computer control);

type of feedback; embedding of cognitive strategies; embedding of strategies for conceptual change; scaf-

folding of learner support; inclusion of still and animated graphics; use of video; navigational techniques;

use of printed texts and story contexts (in foreign language learning); use of game contexts and visual

metaphors; and window presentation styles.

Since we will select representatives from each building, the teacher trainers will work together with

grade level teachers to assess the success of training in the context of day-to-day classroom integration of

technology into the curriculum. Trainers will keep a journal of anecdotal notes as well as checklist sheets

for observable activities and projects.

Excellence in evaluation takes a great deal of work. Our present methods of evaluation are in

developmental stages; importantly, we are willing to chart a new path that insures technological literacy in

the Twenty-first Century.

FIVE YEAR BUDGET FOR STAFF DEVELOPMENT

We will develop job descriptions and hire computer trainers. Training will be available after school,

in the evenings, on Saturdays and throughout the summer.

We will scout for 50 building resource teachers. In November 1998 we will have equipment or-

dered so that building resource teachers identified would have a computer, printer and software for their

classrooms. Resource teachers will have at least 40 hours of training.

Other classroom teacher training would be based on an individual skills level so that the training

would apply to specific needs. Our plan is to have available — on corporation wide in-service days — an

alternative of technology training at various sites with various skills provided. By the end of the first

year, two model lab training sites will be located centrally and available to all teachers. At those sites the

teachers would have available new hardware and software which can be implemented into individual

instructional curricular areas.

The budget supports training for the first three years. Follow-up training, coupled with training for

new administrators and teachers, will be on-going.

Grant Fund for Year One:

Computer trainers = $126,000

50 resource teacher trainers X $2,000 = $100,000

Stipends/Substitutes = $25,000

Total = $251,000

Grant Fund for Years Two and Three:

Computer trainers = $252,000

Stipends/Substitutes = $50,000

Each Year Total = $151,000

Total = $302,000

TECHNOLOGY PLAN GRANT PROGRAM GROUP 3 - 1998

INDIANA TECHNOLOGY FUND

HARDWARE /SOFTWARE ACQUISITIONS AND PROFESSIONAL DEVELOPMENT BUDGET

99-8991raeY 0002-9991raeY 1002-0002raeY

ytitnauQ tsoC latoT ytitnauQ tsoC latoT

sretupmoC 061 000,2$ 000,023$ 061 000,2$ 000,023$

resaLkrowteNsretnirP sretnirP sretnirP sretnirP sretnirP

03 004,1$ 000,24$ 03 004,1$ 000,24$

srennacS 06 000,1$ 000,06$

latigiDsaremaC saremaC saremaC saremaC saremaC

13 007$ 007,12$ 06 00.007$ 000,24$

erawtfoS 071 003$ 000,15$ 071 003$ 000,15$

retupmoCsrotcejorP srotcejorP srotcejorP srotcejorP srotcejorP

71 000,6$ 000,201$

retupmoCstraC straC straC straC straC

071 001$ 000,71$

latoTevobA 007,355$ 000,515$

lanoisseforPtnempoleveD tnempoleveD tnempoleveD tnempoleveD tnempoleveD 000,152$ 520,151$ 520,151$

latoTlaunnA 000,387$ 520,666$ 520,151$

latoTdnarG 057,126,1$

The average CPF technology funds for the last six years = $ _____________________.

1993 = ______________ 1999 = ______________1994 = ______________ 2000 = ______________1995 = ______________ 2001 = ______________1996 = ______________1997 = ______________1998 = ______________

Three-Year CPF Plan(technology)

$804,700

TIMELINES

September - 1998 and September 1999

Plan for purchases(Equipment and Software Licences are channeled through the InstructionalMedia Center for inventory tracking.)

Prepare lab settings (wiring, furniture)Hire trainers

October - 1998

Plan logistics of trainingPrepare calendars, schedules and log sheetsTrain the trainersSet up training parametersStudy instructional integration of technologyOrder training materials, software and supplies

November 1998 through May 2003

Train in schoolsTrain in gyms with mobile labsTrain at training sites in the corporationVisit model sitesVisit DOE resource sitesDevelop a working consortia of support from business, industry, higher education

and communityEvaluate training

NEWORKING /COMMUNICATIONS

The Office of Information Systems is located in the McLean Education Center and is supervised by

Kerry Hampton. A sophisticated and high end network operates out of these offices. Meet the personnel of

that department through the “Information Services” webpage at www.viogoco.k12.in.us.

All of the buildings are networked and have access to the AS400 system. Almost all classrooms

throughout the 31 schools have internet access.

The Director of Technology supervises the Regional Data Services as support for administrative,

record and student management. All calendars, attendance, discipline, course titles, grades, textbook rental,

textbook fees, reports and overall management access is part of RDS services with which we

contract each year.

APPENDIX I

“Infusing Technology”

As new technologies become available, society adapts by using these new tools to work and com-

municate more effectively. Students need access to state-of-the-art technology in order to flourish in our

ever-advancing technological world.

Students, teachers, parents, administrators and other school personnel will use technology to en-

hance every aspect of the learning process.

We intend to give each teacher and administrator access to a computer. Existing buildings in the

district will have portable and/or permanent computer labs, large scale projection systems, CD-ROM re-

sources, laser disks and telecommunication capabilities. Each classroom will be equipped with a television

monitor or video display. These building will be updated to integrate the technology objectives on a rotat-

ing schedule. All new buildings will be designed to create state-of-the-art technology-based learning envi-

ronments.

Technology is part of all of our daily routines. Parental involvement and community support is

critical in implementing any education plan. Therefore, parents and citizens of the VCSC community will

have opportunities to access the district’s technology.

“Empowering Students”

Technology will enhance nearly every area of the curriculum. Using word processing, spreadsheet,

and database concepts as a strong foundation, student will use technology as a tool discover, analyze,

synthesize, and organize information.

Graphic arts, computer-aided design (CAD), automated accounting, music composition and elec-

tronic research are examples of technology-dependent curricular areas giving students real-world experi-

ence. The classrooms of the future will allow students to work cooperatively, as well as to experience self-

directed educational success. Using technology as an instructional tool in the curriculum provides a learn-

ing environment that encourages problem-solvers and creative thinkers.

Students will view technology as a tool for lifelong learning. The use of technology will add value

to every child’s education. Technology will become an integral part of all future curriculum studies and be

incorporated as a medium for instruction.

“Providing Equity”

Equity in general is defined as fairness, impartiality and justice. It is noble to talk about, easy to

ignore and a challenge to implement. Equity in our school district includes meeting the education needs of

all students regardless of age, gender, socioeconomic status, ethnic background or learning exceptionality.

Our goal is to give all children equal access to the benefits of technology.

As computers and other forms of technology enter into many students’ homes, our goal is to give

access to technology to all students both in and out of the school.

We intend to make efforts to ensure that all students participate in technology opportunities at tall

levels.

N SDEE A TNEMSSESS N SDEE A TNEMSSESS

S TNEDUT L GNINRAE

N SDEEC RALUCIRRU L GNINRAE N SDEE

P LANOISSEFOR

D TNEMPOLEVE

N SDEE

I FONOITARGETN

T OTYGOLONHCE M TEE

S TNEDUT N SDEE

hsilgnE&gnidaeR

otsseccaevahotdeenstnedutStsetotsretupmoc noisneherpmoc

slliks slliks slliks slliks slliks .skoobgnidaerretfayltceridlevelwoltseretnihgihfoskooB

ybderetsamebotdeengnidaerhcihwmargorpretupmocafoesu

.daerskoobotyltceridsetalertfardhguorpolevedotdeenyehT

.slliksgnitirw

otdeensrehcaeTerutaretilweiveretalerrocsahtaht

evisneherpmocotdeenyehT.stsetevitanretlapoleved.seigetartsgnihcaet

ehtnraelotdeensrehcaeTslootretupmocstraegaugnal

dennacnielbaliavaeratahtsecruoserenil-no,smargorp

rehcaetedam-flesdnatonodsrehcaeT.slairetam

slairetamfohtlaewehtwonkecnahneotelbaliava.seigetartsmoorssalc

scitamehtaM

serocssnoitacilppadnastpecnoClanoitatupmocnahtrehgiheradecnavdadnalaidemeR.slliks

"emag"htiwllirdhtamrofslliksotdedeenerasevitnecnileveldna

ecitcarpdnaniaterstnedutsplehsllikshtam .

otdeensrehcaeTlufsseccusweiver

.smargorphtamotdeenyehT

seigetartspoleveddnahcaettaht

htamcisabweiverotdeenyehT.slliks

snosselpolevedegnellahclliwtaht.stnedutsdetfigeht

htamynameraerehTaezilaudividnitahtsmargorp

dnasllikshtams'tnedutsenil-noehT.snoitacilppa

rofgniticxeerastcejorphtamlacitcarpgnirbdnastneduts

ehtotnisnoitacilppa.moorssalc

ecneicS

psargdoogaevahtonodstnedutSeromsierehtesuacebecneicsfo

.sehcaorppano-sdnahnahterutcel,etalupinamotdeenstnedutsehTotelbaebdnatneserp,atadrehtag

ecneics"od" .

srehcaetecneicSpolevedotdeenecneicsno-sdnah

tahtossnosselylppanacstneduts

dnatsrednudnasrehcaeT.stpecnoctuobanraelotdeenesabatadretupmoc

retupmocdna.smargorpgnihparg

ehtnosnosselecneicSgorflautriv(tenretni

era)elpmaxerof,noitcessid.stnedutsroflaerdnagniticxe

gnikrowtenlanoitacudEecneicsreffosmargorp

dnagniticxeeratahtsnossel.lufgninaem

gnillepSwoLwennevigebotdeenstnedutSniyadhcaesdrowyralubacov

-evifA.sessalcriehtfohcae.dedeensiweiveretunim

otdeensrehcaeTehthcraeser

smargorpelbaliavadnayralubacovroftnemhcirnegnillepsdetfigdnaksir-tafo

.stneduts

drownraelotdeensrehcaeTdnagnilleps,gnissecorp

smargorpgnikcehcrammargfonoitcerrocetatilicafot

.krowtneduts

tnemssessAsdeeN tnemssessAsdeeN

S TNEDUT

L GNINRAE

N SDEE

C RALUCIRRU L GNINRAE N SDEE

P LANOISSEFOR

D TNEMPOLEVE

N SDEE

I FONOITARGETN

T OTYGOLONHCE M TEE

S TNEDUT N SDEE

sllikSydutSehT.decnahnedeensllikshcraeseR

dezilitutonsiyrarbillacolehtotsseccakrowemohotnidetargetnidna

.stnemngissa

krowotdeensrehcaeTloohcsruohtiwylesolc

dnastsilaicepsaidemotsnairarbillacolruo

tnempolevedehterusni.sllikshcraeserfo

otlootlufrednowasitenretniehTriehtenohotnraelstnedutssaesu

siksatnoemiT.sllikshcraeserkrowtnedutsnehwretaergyllausustcejorpenilnohguorhtdetceridsi

.saeraralucirrucehtfohcaefo

egelloCetaRecnadnettA etaRecnadnettA etaRecnadnettA etaRecnadnettA etaRecnadnettA

yliadesudnaecitcarpotdeenstnedutSnisecruosertnempolevedreeracfostinu

otdeenyehT.saeratcejbusehtfohcaefopihsnoitalerehteesotelbaeb

ehtfosdeenehtotkrowesruocsmargorpraeyruofdnaowT.ecalpkrow

anostnedutsotdenialpxeebotdeen.sisabraluger

ebotdeensrehcaeTlaudividnifoerawa

yrotnevni'stnedutstahtosstluserdezilaudividni

ebnacseigetarts'stnedutshtiwdelpuocotdeensrehcaeT.sdeen

etaulavednaweiverreeracretupmoc

.segakcap

reeracrofsegakcapdennaCehT.elbaliavaeratnempoleved

cificeps,sbojfosecruoserlarenegslliks,sloothcraesboj,snoitapucco

elbisseccaylkciuqeraseiralasdnaotdeensrehcaeT.tenretniehtno

esoohcdnaslairetamesehtweiver.mulucirrucehtrofetairporppaseno

ytinummoCecivreS ecivreS ecivreS ecivreS ecivreS

eromgnimocebsiecivresytinummoCcimedacaehthtobnieussinaeromdna

.saneraralucirrucartxedna

yrevevahewecniSnirevonrutelttil

tadeenew,gniffatsruoezilativerotsemit

ehtottnemtimmocsmelborP.ytinummoc

noisivruorulbnetforehtrufesuacdna

.noitalosi

.susdeenytinummocehTnevilneotyawenosiygolonhceT

spihsrentrapruodnasnosselruoytinummocdnassenisublacolhtiw

erehslliksruoenohotdnasredaelaidemitlumspahreP.emohta

ytinummoctnedutsfognitnemucodotyawenoebdluowspuorgecivres

.sesseccusruoetarbelec

TABLE OF CONTENTS

Committees

Vigo County School Corporation Mission

Technology Mission Statement

Background History of Technology

School/Community Information

Needs Assessment

Goals and Objectives

Curriculum and Instruction

Professional Development

Technology Acquisitions

Hardware Criteria

Replacement / Maintenance

Facilities

Staffing

Evaluation

Budget

Budget Summary

Timeline

Networks/Telecommunications

Appendix I

Appendix II

Appendix III

Appendix IV

3

5

5

7

9

11

13

18

18

23

23

25

25

25

26

29

30

31

31

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

FIVE YEAR TECHNOLOGY PLANitddpt/techfund.pdf · 1999. 3. 25. · Utilize technology to reshape the...

Documents

Transcript of FIVE YEAR TECHNOLOGY PLANitddpt/techfund.pdf · 1999. 3. 25. · Utilize technology to reshape the...