Buhler USD 313

District Technology Plan Submitted to TAKE/KSDE – August 2005

1a. Committee Membership / Stakeholder Representation

List members of your committee, their titles, and identify the constituency each

member represents:

Administration: Ken Brown (District Technology Coordinator), David Brax (Supt.), Dayna Richardson (Asst. Supt. Curr/Instr.), Todd Stephenson (Business Manager), Mike

Berblinger (BHS Principal), Stefani Dreiling (BHS Asst. Principal), Don Cameron (BHS Asst. Principal), Craig Williams (PHMS Principal), Todd Fredrickson (PHMS Asst. Principal), Mike Bryan (Obee Principal), Donna Davis (Prosperity Principal), Nancy

Bether (BGS Principal), Randy Roberts (UV Principal), Kelly McGuire (Public Information Officer).

Technology Integration Specialists (Teachers): Sheryl Smith (BHS Art), Hilarie Hecox (BHS Science), Rosemary Miller (PHMS Media), Billy Briggs (PHMS Tech Ed), Cynde

Neufeldt (BGS – 5th Grade), Jera French (BGS – 4th Grade), Deb Spencer (BGS – 1st Grade), Marcia Hudson (Obee – Media), Vicky Richardson (Prosperity – 6th Grade), Brenda Dunning (Prosperity – 5th Grade), Lynn Obermite (UV – 4th Grade), Susan Brown

(UV – 2nd Grade), Joanne Burckhart (UV – 2nd). Students: to be selected in Fall 2005, with creation of new technology course at BHS.

Parents: Kirsten Dewbre (non-USD 313 personnel), and multiple other parents (listed

above) who are currently members of a Buhler USD 313 district technology team, and employees of the district.

Educational Institutions: Ken Brown (HCC Outreach Instructor), Vicky Richardson (HCC Outreach Instructor), David Brax (WSU Instructor).

Community: Gaylen Banz (non-USD 313 personnel), and all other District Technology Team members.

Classified Staff: Charlene Cooper (Administrative Asst.), Connie Krusemark (PHMS Building Secretary).

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Technology Support Staff: Mike Rose (District Administrator of Technical Services),

Tyler Hull (Computer Systems Supervisor), Daniel Graber (Computer Systems Supervisor), Ryan Rose (Computer Systems Supervisor).

BOE Member: Gaylen Banz.

Are all recommended constituencies represented?

No.

If no, explain here:

Plans are made to recognize student representatives in the fall of 2005 from a new computer-based course/activity at Buhler High School. Based on the focus of the

course/activity (technology support and training by students for faculty/staff), we prefer to wait until the coming school year to recognize these student team members, rather than

recognizing students from some other organization/club now (not associated with technology), and then switching representatives in the following school year.

1b. Technology Needs Assessment

Enter your technology needs assessments and results here:

"Change is inevitable... progress is planned." -- Unknown

Belief : It is the belief of Buhler USD 313 that the effective and appropriate use of educational technologies toward enhanced instructional methodologies and improved

student achievement does not begin and end with the acquisition and deployment of technology hardware and software. Rather, progress toward the effective and appropriate

use of technology begins with a "needs" assessment, and not a "wants" assessment. Thus, we simply expand on another local belief that "assessment drives instruction", to include the concept that we assess our technological needs, based upon our school improvement

efforts and plans. Needs Assessments: Technology needs, in the form of hardware and software, are

assessed in a variety of ways. At a district level, assessments are done qualitatively through multiple leadership team meetings (District Leadership Team, Curriculum

Assessment Council, Administrative Cabinet, etc.), as well as public surveys during Community Technology Nights. Furthermore, quantitative surveys provide data from our staff at the beginning of each school year (Aug./Sept.), created and gathered by our K-12

Technology Integration Specialists. Technology resource needs are assessed through trend data during meeting with the district technology coordinator, business manager, and

superintendent of schools. Service and support needs are addressed in a similar local fashion, further supplemented by meetings with primary support and services vendors who are regularly used by the district. These are carried out in the form of site visits,

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throughout the calendar year, to assess needs within specific areas of resources and services.

Target Groups: Groups targeted within these needs assessments include, but are not

limited to: Administrative Cabinet, District Leadership Team, Curriculum Assessment Council, multiple technology-based teams (District Technology Team, K-12 Technology Research Teams, etc.), technology support groups (instructional technology specialists,

technology support staff, etc.), Building Leadership Teams, Building Tech Teams, certified staff members, classified committees, students, and the public/patrons of USD 313. These assessments are given in a variety of formats (qualitative and quantitative), to

provide statistical-based data as well as trend data associated with patterns, beliefs, and opinion. Strategically, these assessments are presented at various times throughout the

year. Many are given annually, in the early fall of each school year, while others are targeted twice or more per year, depending on the topic/staff they are designed to gather data from.

The Influence of Data: Results-driven vision, planning, and school improvement are

directly influenced, and enhanced, by the results of the data collection process from our technology needs assessments. By establishing direct links between school improvement initiatives/goals and the technology-based needs to reach those goals, we can establish a

framework guaranteeing results and progress toward success. Needs-assessed data is shared through established links of communicating and planning, via various teams within the district, as well as the Board of Education. Needs-assessed data is the

underlying core and foundation upon which we build and expand on our technology-based resources and support. Specifically, the data has influenced multiple projects over

the past several years. The results of the needs assessments have influenced the creation of our local Technology Integration Specialists (a cadre of technology staff development leaders, within all attendance centers), the creation of a local model of technology-based

staff development opportunities (TECC sessions, that are presented by this cadre of teachers), the creation of WebTECC (supplementing the face-to-face delivered TECC

sessions by additionally offering technology-based staff development in an online format), two additional technology support staff personnel in the summer of 2005 (technical support), an improved method for keeping up-to-date inventories and offering

this information online to specific staff members, eRate-based purchases and visions for improvement, the design and construction of an ever-expanding local data management system (a centralized database serving the staff of Buhler USD 313, designed to increase

the productivity, performance and efficiency of school operations and data), expansions to the access of technology at the elementary and secondary levels (student accessibility,

most notably the installation of 400 K-6 classroom workstations in the summer of 2005, in alignment with local elementary and secondary technology plans), the design and creation of the Buhler TLC Lab (Technology Learning Center - to train the certified staff,

classified staff, and patrons of USD 313), the establishment of a WAN (connecting all buildings within USD 313, sharing data and other resources, while saving the district

funds by consolidating leased lines for Internet access), district and building-wide school improvement initiatives focusing on building goals and strategies (Academy of Reading,

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Accelerated Reading, Accelerated Math, Kidspiration, graphical organizers, etc.), a major resource initiative in the summer of 2005 to move the district to a new centralized library

automation system (allowing students/staff to share/access data and resources across the district via our WAN and outside the district via online resources, Kan-Ed databases,

etc.), and the creation of additional line items and funding within the district budget (to support the infrastructure, hardware, software, supplies, and services as related to educational technologies).

Alignment with School Improvement Efforts: All needs assessments and results are aligned with established school improvement initiatives, from the development stage

forward, providing vision and guidance through the planning and reporting phases. All needs assessments are in alignment with established: district technology goals and

outcomes, building technology goals and outcomes, QPA Building Action Plans (goals, strategies, and assessments), and the Buhler USD 313 Board of Education Strategic Priorities (priorities and goals).

School District Mission Statement

“In a safe and caring environment, we offer equitable education opportunities so that each student can excel.”

In addition, each attendance center within Buhler USD 313 has its own vision and mission statements, supplementing the district-level mission, vision, philosophy, and

belief statements... as well as the Board of Education Strategic Priorities. Educational technologies are a critical tenet of the district mission statement, within its vision to offer

equitable and supportive educational opportunities for all students within USD 313.

2. Instructional Technology Vision

Instructional Technology Vision Statement “Success in education hinges on what happens at the classroom level.” -- Dr. Thomas

Guskey - The four standards required of change The vision of any instructional technology plan must outline the strategic, shared

thoughts of a learning community. An organizational vision is a collective dream, not a personal one, which transcend their leaders… as they represent the true ideals and dreams

of others. To truly experience systemic reform, a school’s vision and collaborative work is what will put that change into action. The instructional technology visions of Buhler USD 313 have been constructed through patience, commitment, openness, and a

meaningful and shared process by all of the major stakeholders in the school community. This learning team has contributed their hopes, dreams, expectations and values into the

vision, goals, and aspirations of the role of technology in the instructiona l/learning process.

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The visions outlined below encompass many areas as related to educational technologies, both directly and indirectly. They include the visions of state and national programs, as

well as local strategic teams, curriculum design teams, technology teams, building action plans, individual development plans, and other school improvement initiatives. Thus, the

visions are both specific and general in nature, providing directions that our entire learning community wishes to see USD 313 focus on. These focal points can range from increased access to the Internet, to responsible behavior within that access. Therefore, it

is our belief that from a national, to state, to district, to building, and then to individual levels, USD 313 fully supports the structure and benefits behind our educational vision. The visions we hold are focused, shared thoughts that collectively define our dreams,

showing how the vision is different than what occurs now within our schools. These visions have put the change process in perspective, in relation to where our district is

heading. Consequently, a professional incentive to change has been established, due primarily to the fact that staff members are more likely to change if they can see what is possible. The tremendous amount of motivation and encouragement that has been

produced within our staff is due to the clear and focused vision and mission statements within our school improvement efforts, and primarily within our technology-based plans.

District Technology Mission Statement: "Technology: Today's Vision, Tomorrow's Reality"

District Technology Vision Statement: "Buhler Unified School District 313 is committed to providing the best possible education to all students. The district continually addresses

the need for change, in what students learn and how they learn. Because of the dramatic developments in technology that continue to shape the world in which we live, the district

accepts the challenge for all staff and students to use evolving technologies for improvement of the teaching/learning process and to enhance the operation and supervision of our schools."

District Technology Beliefs: *Teams will have an “open mind” to new technologies.

*The primary focus of our teams will be district and curriculum outcome driven. *Our teams will become bridges with staff throughout the district. *Technology is a tool to increase student learning. *Creating quality products will take time and group

commitment. *The input from other districts is crucial in the planning process. BOE/District Strategic Priorities (as related to technology):

Strategic Priority #2: Increase access to and use of emerging technologies. Goal 2-1: Expand technology based opportunities to enhance teaching, learning, and

communication. Activity 2-1-a: Increase usefulness of district and building web sites. Activity 2-1-b: Explore and develop computer based instructional opportunities, including on-line math curriculum and educational support for home school and non-

traditional students. Activity 2-1-c: Expand access to technology to students, parents, and patrons outside the school day. Activity 2-1-d: Update the district technology plan. Goal

2-2: Develop strategies for sufficient and reliable sources of funding for technology.

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Impact: Over the past several years, Buhler USD 313 has made a great impact toward

bringing “today’s vision” to “tomorrow’s reality”, per our district technology mission statement. Many of those dreams have, and will continue to, become reality, due to the

visions of our leaders within our staff and community. With a continual focus on the district mission, we envision the instructional use of technology as the following.

An observer within Buhler USD 313 would… … see and hear students meaningfully engaged in active and interactive learning

situations, being provided access to a greater variety of learning opportunities, higher levels of achievement, and a challenging curriculum that is enhanced through the

integration of technology, driven by established student goals and outcomes. … see and hear the professional development of teachers and staff, reflected within the

visions of the district and a professional learning community, toward the effective access, evaluation, and creative use of instructional technologies within the areas of teaching,

learning, and research. … see and hear the tasks and activities our students and staff are engaged in as equitable,

results-driven, and research-based – with a focus on knowledge, application, and impact – effectively integrating traditional styles of pedagogy and learning with new forms of technologies to facilitate the teaching and learning experience.

… see and hear effective assessment techniques and strategies being employed to assess

student/staff learning and performance, incorporating a variety of resources and materials, enhancing and supporting the educational methods and strategies currently within our schools.

… see and hear the conceptualization of the goal(s) associated with the implementation

of the district’s instructional technology plans.

Alignment to the Vision

3a. District Technology Use Goals and Objectives

The Buhler USD 313 district technology goals and objectives are separated into five

broad categories, all of which have implications for student learning within the district… whether that be direct student impact, or through indirect contact such as the staff, professional development, and planning/support. Following the five major

comprehensive district technology outcomes (and the objectives tied to those goals), are additional district technology goals that further align the technology-based visions of

USD 313 to other local school improvement plans, district plans, and state/national programs and goals (which are also shared as they are part of the technology vision of Buhler USD 313).

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Technology Outcome #1: Students will effectively access, process, and communicate

information through the use of existing and emerging technologies. Goal 1.1: Using appropriate technology, students will access and obtain information.

Objective 1.1.1: Students will be able to access computer-assisted instruction, databases, electronic communication systems, library services, CD/DVD based media, integrated

learning systems, and other online resources. Objective 1.1.2: Students will have access to on-line resources and services through local

area network, wide area network, and broadband communications. Goal 1.2: All students will have equal access to technology.

Objective 1.2.1: Students will have access to computers, and networked printing

capabilities, at a ratio that is supportive to their learning experiences. Objective 1.2.2: Students will have access to CD/DVD based resources, videos, databases, multimedia software, online information, and other distance learning

opportunities. Objective 1.2.3: All computers, peripherals, and software will be available via a local area network, sharing devices whenever appropriate and possible. Whenever appropriate

and possible, the wide area network will be utilized to expand the sharing and transfer of data at a district level.

Goal 1.3: Using appropriate technology, students will analyze, compare, and synthesize data.

Objective 1.3.1: Students will use all available and appropriate tools of technology to

analyze, synthesize, solve, and communicate solutions to problems. Objective 1.3.2: Students will use technology as an integrated tool within their own learning.

Goal 1.4: Using appropriate technology, students will integrate and communicate information.

Objective 1.4.1: Students will use technology as a means of communicating their

learning. Objective 1.4.2: Students will use technology to integrate and apply their learning in real world situations.

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Technology Outcome #2: Educators will commit to technology as an integral part of instruction in all curricular areas.

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Goal 2.1: Educators will utilize data/curriculum management software.

Objective 2.1.1: Educators will create a flexible and changing curriculum through the use

of technology. Objective 2.1.2: Teachers will create opportunities for students to use technology to meet district and curricular outcomes.

Objective 2.1.3: Teachers will design lesson plans and thematic units that integrate technology into the teaching/learning process. Objective 2.1.4: Educators will design local assessments that align with established

curricular outcomes. Objective 2.1.5: Educators will interpret assessment data through the use of, and

integration of, technology. Goal 2.2: Educators will use technology creatively to engage and motivate learners.

Objective 2.2.1: Educators will use a variety of technologies as instructional tools:

computers, video/digital cameras, scanners, web sites, online resources, etc. Objective 2.2.2: Educators will use a variety of applications: integrated learning systems, computer assisted instruction, word processing, databases, spreadsheets, presentation

software, graphics software, multimedia authoring tools, CD/DVD based media, online resources and applications, etc. Objective 2.2.3: Educators will expand their instructional tools to meet the needs of all

students, via local brain compatible learning models and school improvement initiatives.

---------- Technology Outcome #3: Staff will increase their efficiency/effectiveness through the use

of technology for the accomplishment of routine tasks.

Goal 3.1: Staff will utilize data management software. Objective 3.1.1: Staff will use data management software for general student data,

attendance, grading, transportation information, accounting, scheduling, assessments, food service, KSBE and QPA reports, professional development, etc.

Goal 3.2: All staff will have equal access to technology.

Objective 3.2.1: All staff will have equal access to networked computers, both local and wide area based. Objective 3.2.2: All staff will have access to technology appropriate to their needs.

Objective 3.2.3: All staff will have access to a district-wide communications network that will include: telephones, electronic mail, fax machines, etc.

Goal 3.3: Appropriate technology and staff development will be provided to support the accomplishment of routine tasks.

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Objective 3.3.1: All staff will use technology appropriate to their needs, including: word

processing, spreadsheets, databases, desktop publishing, presentation software, accounting, transportation software, multimedia authoring software, web-based authoring

and information, etc. Objective 3.3.2: An appropriate, networked support system of knowledgeable, district-based staff will be established to inform all staff of new technologies, and assist in the

mastery of new and existing technologies. Objective 3.3.3: Teachers will integrate evolving technologies within their daily routine.

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Technology Outcome #4: The district will provide the staff with support for technology. Goal 4.1: The district will continue to employ a qualified District Technology

Coordinator to fulfill the needs of a rich, educational, technology-enhanced system.

Objective 4.1.1: The District Technology Coordinator will provide for technology-based staff development, consultation, and demonstration of the uses of new and existing hardware and software.

Objective 4.1.2: The District Technology Coordinator will be part of all curriculum design teams to support the integration of technology into all curricular areas. Objective 4.1.3: The District Technology Coordinator will assist the staff in securing

technology-based grants. Objective 4.1.4: The District Technology Coordinator will continually evaluate the

technology in use and recommend upgrades and/or replacements. Goal 4.2: The district will continue to employ qualified technical support staff members

to fulfill the needs of a technology rich educational system, expanding on the positions as required by the technology needs of the district.

Objective 4.2.1: Technical support staff members will provide for the installation, maintenance, and trouble-shooting of technology within the district.

Objective 4.2.2: Technical support staff members will provide support for the staff and maintain a problem-free technology environment. Objective 4.2.3: Technical support staff members will continually evaluate the

technology in use and recommend upgrades and/or replacements. Objective 4.2.4: Technical support staff members will create and maintain an up to date

inventory of district equipment, and other essential technology-based information. Goal 4.3: The district will continue to employ Technology Integration Specialists within

each attendance center to model, promote, and support the usage and integration of technology into the curriculum and the teaching/learning process.

Objective 4.3.1: The district will continue to identify and employ appropriate numbers of Technology Integration Specialists in each building.

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Objective 4.3.2: Technology Integration Specialists will plan, create, and present appropriate technology staff development for the staff and patrons of Buhler USD313,

focusing primarily on student learning, and the implementation of school improvement plans.

Objective 4.3.3: Technology Integration Specialists will mentor new staff members during their initial year of employment, in all areas as related to technology and procedures.

Objective 4.3.4: The district will continue to provide incentives and professional development for staff to serve as Technology Integration Specialists.

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Technology Outcome #5: The district will provide systematic, ongoing, job embedded staff development with an extensive focus on the integration of technology into the curriculum.

Goal 5.1: The district will maintain a District Technology Team, and other technology

teams as needs may require. Objective 5.1.1: A permanent District Technology Team will continue to be maintained,

with the District Technology Coordinator as the chairperson. Objective 5.1.2: Other technology-based teams will continue to be maintained and created, as required by the needs and planning within the district.

Goal 5.2: The District Technology Team will assess staff needs, proficiencies, and

general knowledge regarding technology. Objective 5.2.1: Technology assessment tools will be developed, and or maintained, to

assess the knowledge, skills, and proficiencies of the staff. Objective 5.2.2: Technology assessments will be administered annually, or more, by

appropriate staff members. Objective 5.2.3: The results of assessment data will be reported to appropriate teams, as necessary (District Technology Team, Technology Integration Specialists, Staff

Development Council, Administrative Cabinet, etc.). Goal 5.3: Based on assessment results, staff will be provided time, instruction, and access

to use and integrate technology effectively.

Objective 5.3.1: The District Technology Team (and/or other appropriate technology-based teams) will analyze the assessment results and make recommendations based on those results.

Objective 5.3.2: Staff will be provided time and/or incentives for the development of technology use.

Objective 5.3.3: Staff development will be provided based on the needs of the staff, and the information gathered from the technology needs assessments.

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Objective 5.3.4: Staff will be provided access to software, hardware, and instruction to develop integration skills and strategies.

Objective 5.3.5: Staff will be given instruction on specific technologies adopted by the district (data management system, etc.).

Goal 5.4: The district will promote the utilization of existing technologies, focusing on the integration of those technologies into the teaching and learning process.

Objective 5.4.1: Staff will be given the opportunity to evaluate and select software. Objective 5.4.2: Encouragement will be provided to promote expanded use of the existing

technologies within the district. Objective 5.4.3: Staff will be provided the opportunity to view technology in use through

peer demonstrations, vendor demonstrations, conferences, workshops, visitations, etc. Objective 5.4.4: Staff will be provided support and instruction in existing technologies. Objective 5.4.5: Staff will have access to the hardware and software necessary to develop

their utilization and curricular integration of the existing technologies.

Goal 5.5: The district will promote the exploration of emerging technologies. Objective 5.5.1: Staff will be given the opportunity to attend local, state, and national

technology conferences. Objective 5.5.2: Staff will be given the opportunity to visit districts with visionary methods, strategies, plans, and models of technology integration.

Objective 5.5.3: The district will establish a means of exploring emerging technology in our district, prior to adoption by the district.

Objective 5.5.4: All educators will be willing to explore emerging technologies, and to share those explorations and skills with the district.

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Keyboarding Continuum and Outcomes: The purpose of the research and establishment of the Keyboarding Continuum was to

formulate and make recommendations on the placement of a keyboarding plan (complete with outcomes at specific grade levels K-6), to implement a series of software solutions to support those outcomes, and to provide professional development for the instruction

and support of those outcomes. With the general belief that efficient keyboarding skill development will assist our students in using computers and technology to communicate

and research more effectively and efficiently, it was decided (by a task force committee) that keyboarding would be defined as a familiarity with the function and locations of keys and the mouse. Speed would not be stressed until all keys and proper techniques have

been learned, and that keyboarding is an extended K-12 process. Specific beliefs and outcomes are listed below.

Specific Beliefs:

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K-3: We believe students… … must be given frequent opportunities to compose and communicate using technology.

… can utilize the keyboard and mouse. … can learn the location of keys on the keyboard.

… can learn responsible use and care of the computer and software. Grades 4-6: We believe students…

… must be given frequent opportunities to compose and communicate using technology. … can learn the proper techniques and reaches without emphasizing speed. … can learn responsible use and care of the computer and software.

… can use technology in an ethical manner.

Grades 7-8: We believe students… … must be given frequent opportunities to compose and communicate using technology. … can demonstrate knowledge of proper technique and reaches.

… can begin to develop speed and accuracy. … can learn to apply various applications and formatting.

… can be responsible with the use and care of the computer and software. … can use technology in an ethical manner.

Grades 9-12: We believe students… … must be given frequent opportunities to compose and communicate using technology. … can demonstrate knowledge of proper techniques and reaches.

… can demonstrate speed and accuracy. … can apply various applications and formatting.

… can be responsible with the use and care of the computer and software. … can use technology in an ethical manner.

Each grade level’s keyboarding skills builds from the previous year. Grade levels may share software and learning goals. Therefore, when the goals appear similar, the content

and approach will be enhanced to challenge the advance skill development. Kindergarten

By the end of kindergarten, the student will demonstrate the following skills:

Operate the mouse (selecting, clicking, dragging, and using a draw tool)

Work from menus (drop/select)

Print (choosing print option and printing)

Identify letters, numbers, and other basic keys on the keyboard

Apply the tools and functions of a “paint” program

Understand basic computer terminology (keyboard, monitor, mouse, printer)

Responsibly use the computer and other technologies

First Grade

By the end of first grade, the student will demonstrate the following skills:

Demonstrate proper start-up and termination procedures for a program

Complete simple text entry in word processing

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Edit text

Use basic paint tools

Save to a local hard drive, and/or a network hard drive

Start up and shut down a computer

Second Grade By the end of second grade, the student will demonstrate the following skills:

Identify and use home row keys

Complete text entry in word processing

Compose at the computer

Third Grade

By the end of third grade, the student will demonstrate the following skills:

Continue text entry with formatting for appearance

Demonstrate the location of keys for right and left hands utilizing appropriate software

Demonstrate correct posture

Fourth Grade By the end of fourth grade, the student will demonstrate the following skills:

Demonstrate correct reaches and technique for all keys utilizing appropriate

software

Edit text using cut, copy, paste, and spell-check

Fifth and Sixth Grade

By the end of sixth grade, the student will demonstrate the following skills:

Enter text utilizing the correct reaches and techniques previously learned

Seventh and Eighth Grade By the end of eighth grade, the student will demonstrate the following skills:

Format with emphasis on letters and reports

Complete a timed writing with at least 30 words per minute with three or fewer

errors

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Board of Education Strategic Priorities:

The Buhler USD 313 Board of Education provides a blueprint for staff to use in planning and refining our educational programs. This is accomplished by reviewing the district’s

strategic priorities, progress on past goals, and by establishing new initiatives. Of the six major strategic priorities, one is dedicated to the increased access to and use of emerging

technologies. That priority (#2) and the five others represent a comprehensive strategic planning process that includes community meetings, focus groups, and retreats.

Board of Education – Strategic Priority #2:

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Increase access to and use of emerging technologies. Continue support for district initiatives, including: on-line professional development, Technology Integration

Specialists, traditional technology staff development, home pages and web sites.

Goal 1: Expand technology-based opportunities to enhance teaching, learning, and communication.

Activity: Increase usefulness of district and building web sites. Activity: Explore and develop computer-based instructional opportunities, including on-line math curriculum and educational support for home school and non-traditional

students. Activity: Expand access to technology to students, parents, and patrons outside the school

day. Activity: Update district technology plan.

Goal 2: Develop strategies for sufficient and reliable sources of funding for technology.

---------- Kansas Board of Regents – Computer Technology Proficiencies:

To ensure that students of Buhler USD 313 have met the technology requirements of the pre-college curriculum, the district incorporates the four general areas of knowledge, as

outlined by the Kansas Board of Regents Computer Technology Proficiencies, into our technology planning for our students. These four general areas of knowledge (Operating

Systems and Hardware, Computer Software, Networking and the Internet, and Social and Ethical Issues in Computing) ensure that our students are well prepared for study at a regent university, upon graduating from Buhler USD 313.

NETS – National Educational Technology Standards for Students:

With a vision that technology capable kids must be able to live, learn, work, and use technology effectively and successfully in an increasingly complex and information-rich

society, the NETS standards for students outline the essential conditions, standards, profiles, curriculum resources/connections, and curriculum standards toward the creation of an education setting where technology can enable students to become…

… capable information technology users

… information seekers, analyzers, and evaluators … problem solvers and decision makers … creative and effective users of productivity tools

… communicators, collaborators, publishers, and producers … informed, responsible, and contributing citizens

Through the six broad categories outlines within the standards (basic operations and concepts, social-ethic and human issues, technology productivity tools, technology

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communication tools, technology research tools, and technology problem-solving and decision-making tools), Buhler USD 313 has incorporated a national vision of research-

based technology standards that are to be introduced, reinforced, and mastered by students. Those categories provide a framework for linking performance indicators within

the profiles to the standards, incorporating guidelines for our district for planning technology-based activities in which students achieve success in learning, communication, and life skills.

NETS – National Educational Technology Standards for Teachers (PT3):

The NETS for Teachers project established performance-based standards and assessments for improving technology competence in pre-service education, resulting in a

national consensus on what teachers should know about and be able to do with technology. The project also provides models for teacher preparation programs to use in incorporating technology in the teacher preparation process and to disseminate these

promising practices for preparing tomorrow's teachers to use technology effectively for improving learning. Those standards, performance profiles, essential conditions,

assessments, and lesson plans are incorporated into the planning and vision of Buhler USD 313.

NETS – National Educational Technology Standards for Administrators (TSSA): The TSSA Project (Technology Standards for School Administrators) has established a

goal to develop a national consensus on technology standards for school administrators, on what PK-12 administrators should know about and be able to do to optimize benefits

of technology use in schools. Those standards, performance indicators, profiles, and scenarios in practice are part of the vision that leads Buhler USD 313 in our quest for the effective integration of technology into the classroom and curriculum.

3a-1. Technology Use Assessments

“Spectacular achievements are always preceded by unspectacular preparation.” -- Roger Staubach

As educators, we must ensure that assessments become an integral part of the instructional process, as they should be sources of information for both students and

teachers. To be effective, assessments should be followed by high quality corrective instruction, giving our students an increased opportunity for enhanced learning.

Technology assessments should allow us the same benefits, creating baseline data to aid learning organizations to evaluate and improve on their established building improvement goals and objectives.

Within Buhler USD 313, technology use assessments are based within three primary

areas: students, staff, and patrons. Each of these areas of assessments represents an audience that can provide us with valuable data and results that have the capability to ensure growth and enhancement of our existing technology goals and outcomes, building

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goals/strategies, vision and mission statements, strategic priorities, technology plans, and more… serving as a guide for future resources and funding.

Students of USD 313: Student technology use is assessed in multiple ways, primarily

within the regular classroom, lab situations, and by local assessments. The district technology goals and keyboarding continuum outcomes are assessed through a variety of formats, such as the K-6 Keyboarding Checklists found within the Buhler Data

Management System. This assessment is given annually, and provides quantitative data and results for current monitoring, as well as further enhancement of the continuum. Secondary keyboarding placement exams take the assessment a step further, by

evaluating the keyboarding skills of our students at the secondary level, identifying areas in need of improvement within the student as well as the curriculum. Lesson plans at all

levels include technology-based sections that measure established levels of communication and curricular skills, paired with rubrics for technology enhancement and measuring. Multimedia rubrics have been developed to aid the classroom teacher in

measuring the impact of student created projects, within established curriculums, throughout the school year. With instructional labs present in the secondary schools, lab-

use logs provide information on classes, courses, students, and the use of technology within that realm. K-12 Internet-usage logs further provide an assessment of current Internet usage in terms of time, usage (hits), web sites, and content. These assessments

provide baseline data for future growth. Accelerated Math and Reading provide technology-based assessments that are in direct alignment with our building action plans and goals, as are some of our local assessments (performance-based). At the upper level,

Senior Projects are required for graduation by all seniors and represent a culminating project of the students overall educational experience, from a

research/presentation/communication standpoint… incorporating all technology and curricular outcomes. Assessments have been created, and utilized, by judging panels for several years, and have provided strong data toward the overall success of our

educational endeavors. These are but a few of the technology use assessments and results in use (K-12), designed to gather data to assist technology teams and leaders in

determining the success of our efforts to reach the established goals and objectives referred to earlier in the plan.

Staff of USD 313: The staff of Buhler USD 313 is no exception to the technology use assessment process, and has been assessed in multiple formats over the past several years… in search of a perfect technology use assessment tool. Rather than finding one

perfect tool, we have recognized several tools that work together to provide us the data/results we are looking for, to help drive our decision making regarding technology

integration into the curriculum. Profiler has been used extensively to assess technology skills while enhancing cooperation and collaboration among teachers to help them improve their skills around various topics. Profiler helped strengthen our districts ability

to share expertise, by connecting users who are weak in particular areas with staff members who have exceptional abilities within those same topics. Profiler also assisted in

the creation of our technology integration specialists, whose positions were created based upon the professional technology needs of the district, as outlined by those assessment results. Furthermore, the topics and areas of technology use that were greatest in need

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helped to assist those technology integration specialists in their first wave of professional development activities, at both the building and district school improvement levels. The

interactive StaR Chart is an annual, self-diagnostic tool that assists our staff and technology leaders to assess the progress of our schools and the entire district in

integrating technology into our curricula. The tool provides general guidance, in five main areas (hardware, connectivity, content, professional development, and integration and use), and is sponsored by the CEO Forum on Education and Technology. The

assessment provides instant feedback, and helps the district address three critical questions (all pertinent to our building improvement plans): Are our schools using technology effectively to ensure the best possible teaching and learning? What are our

schools current education technology profiles? And, what areas should our schools focus on to improve on its level of technology integration? Other areas for technology use

assessment come in the form of local, state, and national surveys administered annually in paper and online formats. Typically, state and national surveys (eg. 2001 spring survey from TAKE regarding inventories of technology equipment and software, technology

access by students, staff, and community, and other technology questions; and other national technology surveys as administered and fulfilled by the District Technology

Coordinator), provide quantitative data results for our district, and for comparison at the state and national level. Local, annual surveys by technology staff support personnel (District Technology Coordinator and Technology Integration Specialists) provide

qualitative data outlining the beliefs, patterns, and trends within our goals toward technology integration. The results of this data have clearly shown a trend (and growth) from productivity and skills based use and needs by the staff of USD 313, to one of

technology/curriculum integration techniques and strategies. The latest trend data is showing an expansion in the need for technology leadership, web based instruction, and

integrating the Internet into the classroom. Finally, our own staff development policies are allowing us to perform checks on our system of technology use assessments, by providing data on the validation (impact) process of staff members requesting

professional development points for re-certification. As a staff member takes a step from the knowledge to the application and impact level, the local staff development form

requires them to assess their classroom integration project, providing additional data for driving future decisions regarding technology integration into our curriculum.

Patrons of USD 313: With each passing year, patrons of USD 313 are playing an expanded role in the arena of technology use. In the past, a patron’s only avenue for involvement was to hold membership on a district technology-based team. Currently,

parents are polled at enrollment, and parents/patrons alike are presented surveys at multiple technology open-houses (focusing on curriculum-based and technology-

enhanced projects and forums, such as a possible 7-12 wireless laptop initiative), and at Community Technology Nights. The surveys provide both qualitative and quantitative data that focuses on technology use, availability, connections to the home, support and

funding, and school improvement initiatives. This data has expanded itself beyond baseline data, as the assessments were initially administered in the spring of 2002, and

are now beginning to project trends. The data has provided results that were unanticipated in the areas of home/school connectivity, Internet filtering, and portable/wireless access for our 7-12 student body.

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3b. Curriculum Integration and Enhancement

There was a time when an integrated software package was defined as a software tool

that permitted the sharing of data between a word processor, spreadsheet, and database tool found within the package. Therefore, a teacher who was integrating technology could have been defined as one who shared data from the grade book (spreadsheet) to generate

letters to parents concerning those grades (mail merging between the database and word processor). Although that teacher has certainly taken initial steps toward becoming a technology-using teacher by utilizing the technology for personal/professional tasks,

limiting ourselves to that thinking/definition is archaic -- as the teacher is isolating the technology (for him/herself) from the student, and doing nothing that directly affects the

learning process as related to established curricular and grade level benchmarks/outcomes.

To become truly integrated into the teaching and learning process, technology must form a vital link between established goals and outcomes, and the tools available to enhance

that learning. Students must become actively engaged in their own learning, and able to create their own knowledge, while accomplishing established goals. Thus, the re-definition of technology/curriculum integration should include the infusion of technology

as a tool to enhance the learning within a content area or multidisciplinary setting. Technology should enable students to learn in ways not previously possible, and is deemed effective when students are able to select technology tools to help them obtain

information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom

functions, just as accessible as all other classroom tools, rather than being isolated as only a management tool for the teacher.

Buhler USD 313 is proud of our technology enhancements, and movement toward that definition of effective curricular integration. We have multiple teachers moving along

this continuum from being personal users of technology to finding ways to effectively use the technology with students and the learning process. Yet, we also realize that many have not moved far enough in engaging their students in these areas and efforts. The

purpose of our technology plans and activities are to provide methods and strategies toward reaching that goal, within every classroom in USD 313. Based upon these beliefs, we prefer the term “curricular integration of technology” rather than “technology

integration”, as the focus is not on technology… but the curriculum. The real purpose we face is to focus the technology on the curriculum (content specific), much as we focus

any other tool on a goal at hand, toward fostering higher level outcomes and learning. Within that vision, the district’s philosophy is that… “Our foremost responsibility is to provide a quality, equal educational opportunity for the young people of this district. We

recognize that learning is an enriching, life-long process. The role of our school is to provide a comprehensive foundation for this life-long process.” Based on that

philosophy, the district has recognized 8 district-wide student outcomes. They are as follows…

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Student Outcome #1 – Use learning tools proficiently Student Outcome #2 – Set goals and solve problems

Student Outcome #3 – Make connections through curricular integration Student Outcome #4 – Practice essential workplace skills

Student Outcome #5 – Exhibit positive human relationships and responsible citizenship Student Outcome #6 – Practice responsible behavior Student Outcome #7 – Live healthy and productive lives

Student Outcome #8 – Enjoy lifelong learning Although the curricular integration of technology is very evident in Outcomes #1 and #3,

it is inherent within all outcomes… as the learning tool it is designed to be. Following a short description of our grade level benchmarks and the research-based student learning

models currently part of our school improvement process, we will attempt to specifically identify examples to provide evidence of our integration initiatives, how they are making a measurable impact within USD 313, and proposed initiatives for our future designed to

integrate technology more completely into the learning environment.

Grade Level Benchmarks: Curriculum and grade-level benchmarks are established, and Board of Education approved, within Buhler USD 313. These content specific outcomes are identified within our student exit outcomes documentation, within all

subjects/disciplines, and available on request. The outcomes are simply too numerous to list and identify within this scope. All BOE approved benchmarks are research-based, created by local curriculum design teams (within all disciplines and content areas), and

are in direct alignment with state and national content outcomes. District technology use benchmarks can be found in detail in this plan, via Section 3a – District Technology Use

Goals and Objectives. Research-based student learning models: Buhler USD 313 is currently employing

multiple models to increase the effectiveness of our professional learning community and the learning process for our students. These school improvement initiatives include, but

are not limited to: brain compatible learning, PLC (professional learning communities), constructivism, Quantum teaching methods, collaborative/cooperative learning, UBD (Understanding by Design), improved methods of professional practice, an improved

framework for teacher evaluation, and other learning theories and strategies. By making connections with these local models and our curriculum, we are particularly focusing on (district-wide) our math, reading, and communication scores. These are a focus in all

buildings within USD 313, although each building may have different strategies and assessments toward obtaining those goals and effectiveness.

Impact of the Curricular Integration of Technology: Through the curricular integration of technology, we have recognized multiple examples where teachers and students are

integrating research-based technology strategies of teaching and learning, which are displaying evidence that our student learning is being enhanced and transformed from

traditional practice and methods. These are in direct alignment with our educational content benchmarks and building school improvement initiatives. The following are short descriptions of some of those models of success.

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Instructional Designs -- Since the mid-to-late 1990’s, the district implemented both large

computer labs and smaller classroom-based labs (as per various K-6 elementary and 7-12 secondary technology plans), as there were recognized needs for both designs. Following

several more years of implementation of such instructional designs (ie. since the submission/approval of the 2002 District Technology Plan), we have found both situations to be working extremely well together, and additional qualitative-based surveys

of staff and students continue to show that the two strategies are blending well interactively, and strategically, by and for the staff and students they are designed to

serve. Internet Usage -- Tools within our Internet monitoring software continue to allow us to

track web-based research by our students and staff, showing a steady increase in the amount of Internet-based research to collect, analyze, and construct new information.

This supports the constructivist theory of learning, and several district student outcomes and benchmarks.

Multimedia -- Multimedia projects are becoming the norm K-12, rather than the exception, when students are required to do both individual and collaborative work, independent and group research, and demonstrations. These are further supported by

local multimedia/presentation rubrics, designed to gauge the effectiveness of such performance-based projects. Multimedia is recognized as a strong tool to support

Gardner’s multiple intelligences theory of learning (ie. the diversity of student learning styles), as well as enhance the equally diverse methods and teaching styles.

Communication Curriculum -- Local communication benchmarks are being enhanced through the curricular integration of technology via the presentation of multimedia-

authored projects. With our communication outcomes a major focus within USD 313, we are seeing technology as a powerful tool in the attainment of those goals.

Math and Reading Curriculum -- Math and reading are both addressed in all building action plans, and are currently being enhanced through the integration of technology (Accelerated Math, Accelerated Reader, Academy of Reading, etc.). In addition, a new

math software series will be implemented during the 2005-2006 school year at the K-6 level. State assessment scores have risen within these categories, partially due to the

impact of technology. Additional Areas within the Curriculum -- Other curricular and support areas are not

excluded from this process, although they are not as high profile. Within the music curriculum, for example, benchmarks are being supported via technological resources

through multiple K-6 software programs researched, purchased, and implemented to aid in the achievement of established benchmarks within those areas. Other strategies (geared more toward hardware) are present at the 7-12 level, with the same focus. Additional and

recent areas of attention have focused on learning disabilities and impairments, for students in need of assistance throughout the K-12 realm. Other programs and initiative are present, beyond the types briefly mentioned above. These should not be overlooked,

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and are supporting school improvement initiatives and student learning in innovative ways. These include plans for renewed local student technology leadership programs, a

plethora of multimedia-based projects that focus on district student outcomes such as character education (District Student Outcome #6 – Practice Responsible Behavior, a

very difficult district student outcome to reach), student-created web pages through traditional course offerings, and updates/upgrades to existing library automation and research tools for student use.

Professional Development -- At the professional level, our Technology Integration Specialists assist in the development of professional learning activities that focus on the

curricular integration of technology. These specialists are strategically employed, representing a diversity of grade levels, and content areas. Current staff development

sessions incorporate both productivity and skills based topics, and in the last few years… a marked increase in the amount of curriculum integration sessions.

Thematic Units – Local “Units of Understanding” (created through the UBD [Understanding by Design] format) continue to be created, which are local thematic units

linking our established content benchmarks and the integration of technology. These units are created by teachers, for teachers, and directly impact the way the content is addressed, delivered, processed, and presented. The impact of such Units has been documented

through multiple evaluations, displaying the strength of effective integration strategies and methodology, and increased levels of student learning.

Curricular Alignment -- All curriculum integration activities and strategies are aligned with local, state, and national benchmarks within the areas of curriculum (content), and

technology. Educational Technology – Initiatives for Future Research and Study: As Buhler USD

313 strives to maintain and enhance current educational technologies and tools for its students and staff, we must continue to research and explore options and pathways for

expansion and growth – guided and directed by district visions of need as related to increased levels of student achievement.

A pessimistic view of this belief would focus on the cost of educational technologies paired with continuing challenges in educational funding. However, formidable tasks are often opportunities in disguise. We should look at these challenges as reasons to

seriously address technology as an educational tool for enhanced teaching and increased student achievement, through proper research and local development of educational

strategies.

The following recommendations are compiled from multiple, local USD 313 technology plans, the visions and experiences of local technology-based teams and specialists, and

the research and experiences of the District Technology Coordinator and technology support staff. They are listed by generic category names, paired with initial underlying questions and topics for discussion that should be addressed during the research process.

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Secondary Technology Enhancements

As our elementary plan, purchases, implementation and classroom integration progress during the 2005-2006 school year, what impact can be made to support

current initiatives within our secondary schools, via mill levy allocations for technology?

As in 1997-1998, a Secondary Tech Research Team should research and make

those recommendations, to ensure the best use of funds for our 7-12 students. Staff Workstation Replacements

As we begin to replace staff workstations (95% of which are desktops), should we consider laptops for any/all staff members?

What are the advantages of mobile computing (including wireless) for faculty and staff members? Do we expand the use of mobile technologies, or do current strategies continue to be the best use of technology and available funding?

Wireless Student Laptop Initiative

Which students? At which locations? 9-12? 7-12? Mobile labs? Or one-to-one initiatives? Off-campus use? Insurance? Tech support? Staff development (students and

staff)? Infrastructure changes and purchases? Wireless site evaluations? Can current

line speeds accommodate any increased use of networks, Internet access, etc.?

Educational software? Productivity software? Student access to email? Funding issues? Initial purchasing and beyond?

What are the educational benefits for the students of USD 313 (ie. what is the foundation for such possible recommendations)?

PDA’s (Personal Digital Assistants: ie. Palms, Pocket PC’s, etc.) in the Classroom How do PDA’s assist students within the classroom? How are they used in

districts who currently employ them within the curriculum? What have been the results of local PDA initiatives? Specifically, how have they

addressed local outcomes, and/or student achievement? Have they been

successfully implemented, and have they proven to be beneficial for students? Can PDA’s support current district student outcomes and initiatives? In what

ways? For what students?

Professional development needs (students and staff)?

Online State Assessments What is the district’s vision – as related to online state assessments? The vision is

based on what need?

Will we continue to pilot, in small groups? Do we wish to have larger groups, or all students, online to take available state

assessments? What technologies are required to support the vision? Can we support such a

vision (structurally, financially, etc.)?

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How will the vision support increased student achievement? If assessment results are returned to use almost instantaneously, will we use this extra time to address

student needs, interventions, strategies, etc.?

Technology Support for the Curriculum Are there technology-based avenues for expanded support of our curriculum and

outcomes (ie. software, web-based materials and resources, etc.)? What are they?

Why have we been unable to address these prior to current research initiatives? Can we support those endeavors now? Who should research these options?

Technology-Based Professional Development Based on the research by the spring 2004 Elementary Tech Research Team, what

do the interpretations of the data dictate as to our current strengths and weaknesses in the area of TECC (technology professional development)?

How can we strengthen our infrastructure of collaborative learning, to better

support the faculty and staff of USD 313? What strategies have other district taken within this endeavor? How do those

strategies vary with district size, technology-base, and availability of funding? District and Building Web Sites

Are district web sites currently supporting school improvement efforts within the buildings they serve? If not, how can they better assist those buildings, students, and staff members?

What are the reactions of parents, patrons, staff and administration – in regard to our web sites? What are their recommendations for improvement/enhancement?

Are building administrators communicating on a regular basis with building web masters, to ensure that web sites are supportive to local efforts, needs, communication via the World Wide Web, etc.?

Are there expanded visions and needs for our district and building web sites, on both local and district-wide scales?

Are our web masters equipped with the proper technology and training to support those needs? If not, how can we assist them, to better support the needs of our buildings, staff, students, and patrons?

Student Leadership Programs in Technology

What past programs were instituted within the area of technology leadership

programs for students? What were the visions and goals of those programs? Are those programs still in existence? If not, why?

Are there district needs that dictate the creation of local student technology leadership programs? Where? And why? What are the benefits and visions of such programs? Can they be supported, consistently?

Consistent and Reliable Sources of Technology Funding

As with any school improvement initiatives, there are far more visions and dreams than support that can be provided. Best use of funds are essential, based

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upon proper research, development, implementation, support, follow-up, and evaluation.

Are current levels of technology funding appropriate to the technology initiatives currently underway within the district? If not, how can they be adjusted to

support to those endeavors? What future modifications must be made to support expanded/new initiatives that

are underway, or planned for the near future? How can we ensure proper

financial support for all technology-based initiatives within Buhler USD 313? It is the intention of Buhler USD 313 to continue with these (and other) curriculum

integration visions and strategies, while expanding our knowledge toward further enhancing the process. This will be accomplished through the design, delivery, and

analysis of data from technology use and integration assessments. 3b-1. Curriculum Integration Assessments

In our quest for the effective integration of technology, we must recognize specifically

what it is that we wish to achieve. With a shared vision of students being able to select technology tools to help themselves obtain information in a timely manner, analyze and synthesize the information, and to present it in a professional manner – we can begin to

address the issue of assessing our progress, toward corrective instruction and practice. Below are examples of current methods of qualitative/quantitative assessments of curriculum integration, what the results of that data are showing us, and how it is

affecting our curricular decision making. Although several of these assessments have been utilized in the past, they are annually evaluated and updated as necessary to ensure

maximum effectiveness. Examples of current methods of curriculum integration assessment:

* Technology integration assessment tools (such as Profiler, STaR, Taglit, EnGuage, and

other local and outside products/tools) that allow the independent and building/district assessments of curricular integration. * Local technology staff development evaluations and assessments, which provide

qualitative data and results concerning (but not limited to): multimedia-based projects, technology-enhanced thematic units (Units of Understanding), Internet integration staff development sessions, grade-level specific integration techniques and strategies, and

other school improvement initiatives – geared toward driving curricular decision making and support.

* Evaluation of lesson plans that incorporate the curricular integration of technology into the teaching and learning process. * Software specific assessments (Accelerated Reader, Accelerated Math, Academy of

Reading, etc.) that display quantifiable data within those content areas. * Local (and department/grade level) assessments and rubrics designed to assess the use

of technology. * Local authentic and performance assessments that specifically measure (via available rubrics) the impact of the integration of technology.

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* Internet monitoring software (charts and quantitative data) that allow us to track and synthesize the types and format of the activity our students are demonstrating while on

the web. * Computer lab usage records, which monitor the type of use our current labs are being

checked out and utilized for. * Individual and building testing results (both local and state) that measure student success within the content areas that are a focus of curricular integration.

* The QPA school improvement process/plans, as related to our individual building goals, which have technology as a strategy toward increased student achievement.

Impact of the data/results: Over the past several years, the data/results from these (and other) curriculum integration assessments have established strong baseline data

displaying information about where we were, are, and need to be. Through individual and group assessments (such as Profiler, STaR, Taglit, EnGuage, and others), Buhler USD 313 has made significant progress toward raising the level of awareness and abilities as

related to technology productivity and skills. Knowing that we cannot begin to integrate without having the skills to operate, the district has had a focus on this aspect of

educational technology use for several years. Regardless of the fact that students and staff learn in different ways and at different rates, this supports our beliefs that all students and staff CAN indeed learn. And are. While these types of issues, topics, and training will

always be in demand, we are now seeing that our students and staff have the strength in the skills required to move to a higher level of technology use, specifically integration, and then leadership. Thus, there has been and will be an increased need for more

integration-based technology professional development for the staff of USD 313 in the years to come. Qualitative data results from the 2004 school year are showing us that

more regular staff development dates and collaborative meeting times are needed to devote sharing the successful lessons, projects, and integration strategies currently in use within our district (but which seem to be isolated rather than available to everyone). This

collaborative effort could be made possible in traditional face-to-face activities, and even in an online, anytime/anywhere format. Additionally, while integration activities, lessons,

and projects are expanding and enhancing the learning process, there is an indication that more of an effort needs to be made within the area of online researching methods, strategies, and techniques. While qualitative data results of current Internet-based

research activity displays an increased level of research-based inquiries, it does not show an increase within all areas that the district would like to see utilized (local resources and agencies, specific universities and archives, etc.). Thus, we must begin to explore

methods to enhance the use of these resources and materials. Administrative evaluation of lessons that are incorporating technology are expanding the way the district views and

integrates technology into the curricula, providing authentic learning opportunities for our staff (and thus our students). Certified staff evaluations of our local/grade/departmental level assessments and rubrics are linking connectivity between

technology and established benchmarks. This is further heightening awareness levels, and use of technology in the integration process. Local and state assessments, as well as

software specific assessments, are showing quantifiable data results that show connectivity between the curriculum and the integration of technology. Although this is very difficult to assess, and is open to varying levels of interpretation (as technology is

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but one school improvement initiative and strategy), we feel optimistic that the curricular integration of technology is providing us valid data that is allowing us to drive many of

our curricular-based decisions.

3c. Professional Development – Teachers and Administrators Background: In the summer of 1997, a K-12 Technology Staff Development Team was

formed, representative of the Staff Development Council, District Technology Team, Elementary Technology Research Team, Secondary Technology Research Team, Keyboarding Task Force, and Administration. The goal for the team, during the next

calendar year, was to create a collaborative product to supplement and make connections between the Staff Development Council Handbook, Strategic Priorities, and individual

building action plans, by facilitating the development of teachers’ instructional skills and to increase the impact of technology on student outcomes.

This goal was accomplished by providing models and support for effective and on-going technology staff development. Using this framework, teachers can examine a classroom

activity, think about how to integrate technology to support the learning outcomes, and then explore its impact on each of the components. These models can easily be replicated or modified to meet the needs of individual teachers, buildings, grade levels, or other

groups, and will help educators to create their own staff development programs. This is the basis for the technology staff development philosophy and principles, shown below.

Philosophy and Underlying Principles: Technology staff development offerings are based on the following principles…

* Participants learn by doing. * Activities are relevant to the participants’ educational roles.

* Leaders model appropriate instructional strategies. * Schedules include time for reflection and collaboration.

* Leaders and other participants provide on-going support. The Buhler USD 313 Technology Staff Development Model: The research-based Buhler

technology staff development model illustrates that all three facets of technology professional development (awareness and productivity/skills, integration techniques and strategies, and technology leadership) are critical toward creating on-going, job-

embedded, effective technology staff development opportunities. Educators constantly move between the facets of the model (usually depicted by a “spirograph”- looking curve

that connectively links all three facets), while gaining the skills, integration strategies, and leadership necessary for success in the classroom. In the next three paragraphs, we will attempt to briefly define each of these three facets within the Buhler technology staff

development model.

Awareness and Productivity/Skills Professional Development -- These staff development opportunities help educators understand the benefits of specific tools and how to use them in their classroom. These can be hardware and/or software oriented. Learners at

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this level are exploring technology and developing foundational skills but have not yet developed sufficient expertise to integrate the skills in their professional work.

Integration Techniques and Strategies -- These staff development opportunities provide

educators hands-on experience with a process for the curriculum integration of technology. These incorporate many of the skills established in the “awareness and productivity/skills” staff development facet. Learners at this level select and apply

appropriate technology to successfully complete tasks. Technology is integrated into existing practice.

Technology Leadership -- These staff development opportunities, products, and services address the needs of educators who are creating staff development programs within their

schools or throughout the district. These key leaders help to develop integration models that all teachers can apply in the classrooms. Learners at this level share new knowledge through proactive modeling, peer coaching, and mentoring. Technology is a catalyst for

significant changes in learning practice.

Belief Statements: Based upon this model for technology professional development, the team established seven belief statements. Within our model, meaningful technology staff development…

… must be a district priority and will take time, planning, and a group commitment for success.

… will supplement and enrich curriculum. … provides assessment of staff needs for district, building, and individual improvement.

… provides opportunities for teachers to improve on individual goals. … will be presented in a variety of teaching styles, while recognizing and embracing diversity.

… may need to be presented in a variety of formats, including: district, building, grade level, curricular areas, small group, and individual.

… creates an initial product/strategy, enhanced through practice for classroom implementation, leading to reflection and revision of the product.

Technology Integration Specialists: With the philosophy, principles, model, and beliefs in hand, the time had come to recognize leaders within the technology staff development arena (ie. the Technology Leadership facet of the model). Initially through the award of a

TLCF grant, and now funded through local budgets, Technology Integration Specialists were created. These classroom teachers are guided by detailed job descriptions,

supplemental schedules and funding, and represent a diversity of grade levels, departments, and school improvement teams K-12. Essentially, these individuals are the technology leaders who assess, plan, design, create, deliver, follow-up, and evaluate the

on-going, technology-based professional development within and for Buhler USD 313 (teachers, administrators, and classified personnel), while supporting student learning

with a focus on learning outcomes and the goals and objectives of our building action plans.

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Technology Peer Coaching and Mentoring: As we move forward with results-based staff development, we are also using peer coaching as an avenue for reflective staff

development. Technology coaching and mentoring (for all new staff members) is an on-going relationship built on trust and positive support that strives to better the educational

experience and environment of teachers and other educators/staff members. Recognized important components of our technology peer coaching and mentoring model include:

* Technology Peer Coaching builds on – trust, positive feedback, acceptance, a safe environment, and flexibility.

* Technology Peer Coaching strives for – increased effective teaching and integration of technology, growth, interaction, realization of personal potential, self-awareness.

* Technology Peer Coaching utilizes – modeling, sharing, feedback, options, research, practice, observing, motivation, knowledge of strategies.

TECC (Technology Enhanced Collaborative Connections): Currently, over 50 different topics for technology-based staff development sessions have been created and offered

during the past several school years (often offered repeatedly), which are open to all employees of Buhler USD 313. These sessions are based upon the data from staff surveys and other assessment strategies, designed to assess needs in various areas. The sessions

are presented in a variety of formats, meeting the needs of grade levels, departments, buildings, specific goals and objectives, as well as at the district level. TECC sessions focus on productivity and skills, but an increasing amount each year are focusing on the

second facet – the curriculum integration of technology. Thus, connections are being made with the staff, the curriculum, and technology as we establish links between

sessions such as “Internet – Level I” (learning to use the Internet at a skills level) and “Integrating the Internet into the Fourth Grade Curriculum” (integration techniques and strategies to support curriculum and building goals).

WebTECC (Web-based TECC Staff Development): The 2002-2003 year was a

developmental year for Buhler, through the creation of web-based technology staff development modules, implemented in the fall of 2003. Currently, four modules have been created are now in use -- ranging from PowerPoint, to navigating the Internet, to

online help for Accelerated Reader, and electronic mail. These modules are productivity and skills based, and provide staff members the opportunity to learn anytime/anywhere, and to supplement the regular TECC sessions presented in a face-to-face format.

Other Staff Development Opportunities: In addition to TECC and WebTECC, there are

other multiple technology-based staff development opportunities and programs currently underway, or in planning, for the staff of Buhler USD 313. Nearly 100% of district administrators have enrolled and completed the Kal-Tech program, the leadership

academy for Kansas superintendents and principals. Several staff members have also taken advantage of the Macromedia University Online program, to obtain skills within

several Macromedia products that we were unable to provide local staff development for. These “other” opportunities (beyond TECC and WebTECC) are evaluated, planned for, and supported as specific technology needs arise.

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Resources: Additional resources are available, and in planning, to support the growing

needs of the staff. At a planning and design stage is a web-based, educational resource page for all teachers, administrators, and staff members that provides links to curriculum,

technology, school improvement and other educational-based resources, organizations, and programs. Local integration and productivity models are available within buildings, and are planned for future availability on the web. Reading materials and other forms of

resources are also available through technology leaders, and the District Technology Coordinator.

Technology Learning Center (TLC): A new and positive step forward has been taken since the submission of the last District Technology Plan (during the fall of 2002), toward

the creation of a Technology Learning Center (TLC Lab) at a one-classroom grade school within the district that had closed 20 years ago and was used only for storage. The TLC Lab is centralized (geographically) within the district, and devoted completely to the

professional development of the staff and patrons of Buhler USD 313, in essence… a technologically enhanced learning environment. The establishment of the TLC Lab

displays a dedication to empowering our staff, students, patrons, and the curricula of USD 313 with the power of effective technology integration.

Since the creation of the TLC, scores of professional development sessions for the administration, faculty, and staff have been presented by a large diversity of staff members on topics ranging from software/hardware training to online assessment

professional development. In addition, each year well over a dozen Community Technology Nights are presented in an evening format to the parents/patrons of Buhler

USD 313. Each month brings a different theme (eg. word processing, spreadsheets, digital media, electronic mail, etc.), with multiple sessions/levels presented. The Community Technology Nights have been an excellent strategy to expand technology-

based opportunities to our parents and patrons, while making collaborative connections between parents and staff as to the educational technologies available within their

schools. Alignment with Standards: To ensure that our local technology professional

development visions and activities are in alignment with state and national programs, Technology Integration Specialists and the District Technology Coordinator align all professional development sessions with ISTE NETS (National Educational Technology

Standards) for teachers and administrators. NETS for Teachers and the PT3 Program (Preparing Tomorrow’s Teachers to use Technology) of the U.S. Department of

Education, and TSSA (Technology Standards for School Administrators) provide additional resources and vision toward developing a local consensus of what teachers and administrators need to know about the educational uses of technology that facilitate

school improvement.

Incentives: In the realm of educational change as related to technology, Buhler USD 313 recognizes that incentives are a critical component in that change process. Beyond the professional drive to improve upon personal and professional skills and strategies, the

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district provides professional development points toward re-certification at knowledge, implementation, and impact levels. Essentially, educators have the ability to recognize

and support professional development needs, and move through all facets of the technology learning model (obtaining skills, integration, and growth/leadership), while

earning professional development points during all phases of learning. Assessments: Although it will be addressed specifically in Section 3c-1 (Technology

Professional Development Assessment), the professional development needs of the staff are addressed through local and outside strategies (local surveys – both qualitative and quantitative, Profiler, STaR, Taglit, EnGuage, etc.). The evaluation of the activities and

resources are obtained in a similar fashion, through local evaluations and follow-up strategies by both attendees and presenters.

Impact: Through the creation of the K-12 Technology Staff Development Team; the goals, philosophy, principles, model, and facets within the plan; the creation of

technology leaders/staff developers (Technology Integration Specialists); coaching strategies; TECC, WebTECC, and other professional development opportunities and

programs; the additional resources provided outside traditional sessions; the creation of the TLC Lab (Technology Learning Center for USD 313); the alignment of our technology staff development with local staff development plans and standards for

teachers and administrators; and the survey of needs and assessments of effectiveness – we feel that Buhler USD 313 is providing multiple strategies, incentives and resources to support the building level, research-based professional development needs of our staff,

making a direct impact on the school improvement plans and student learning activities, goals, and objectives within the classroom and buildings of our district.

3c-1. Technology Professional Development Assessment

Online/Outside Assessments: Since the first major, district-wide, educational technology initiatives in 1997, the technology professional development activities and resources

within Buhler USD 313 have shifted from a focus on “staff wants” to “student needs,” as well as the impact these activities have on school improvement plans, goals, and objectives. Online and outside assessments are used to provide annual and trend

qualitative data, gauging the effectiveness of these learning opportunities. Additionally, these assessments provide the vision for the expansion and enhancement of future and existing professional development sessions.

Local Assessments: Local pre/post-school year surveys, session evaluations, and follow-

up activities by both the staff attending the sessions and the presenters, provide qualitative and quantitative data and results as to any improvements/growth to address within our model and initiatives. Plans are being established to move most of these

assessment procedures to the web, to provide an easier method to obtain the data, as well as to synthesize the results therein. Since the fall of 2002, the community is becoming

involved in this process, by providing feedback through evaluations of the Community Technology Nights, which are scheduled from October through May of each academic year.

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Specifically, the follow-up activities and assessments provide us a different foundation of

data, compared to evaluations following the actual staff development activity. The post-activity evaluations provide us an assessment on the topic, delivery, and effectiveness of

the staff development, while follow-up activities allow us to assess the classroom learning activities that are conducted as a result of the professional development (ie. implementation and impact). This is a relatively new focus for USD 313, and will

continue to be enhanced and modified as we progress through these assessment procedures.

Review and Summary: Therefore, the technology professional development cadre feels that we are currently assessing and evaluating our professional development activities not

only with multiple strategies, but with effective methodologies. The data and results are showing us that our model of technology professional development is working. The Technology Integration Specialists are making a profound impact on the way technology

is addressed and viewed as a learning tool within USD 313, while aligning those advancements with school improvement plans and initiatives. Our TECC sessions are

research-based, aligned with local/state/national goals, and supportive to our staff in both productivity/skills, and the integration component of our model.

While the awareness, productivity, and skills of our staff have grown to increased levels over the past several years, the level of classroom technology integration is slowly, but continually, expanding as the staff is now learning to select and apply available and

appropriate educational technologies to successfully complete classroom activities and supplement their teaching. Although we are certainly not at the level that we hope to be

(district-wide among all staff), more staff members than ever are charting new pathways within their classrooms while actively engaging students with supportive educational technologies and resources.

However, our results are showing us an increased need for online activities, which we

have been addressing in the past few years (developmentally). We look forward to implementing those products during the coming years, while assessing their effectiveness. Additionally, and although there is current classroom follow-up (ie.

classroom implementation and impact, beyond the delivery of TECC sessions), results are verifying that we need further enhancement of this assessment phase and component. The existing assessments we currently employ are simply not yet at the level we wish to

achieve, and are unable to provide us data and results at the depths we hope to reach. This will call for an increased and expanded focus on assessing the overall impact of the

professional development sessions we are currently offering, perhaps involving building technology specialists at greater levels, and building administrators as well.