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Goddard USD 265 1 April 16, 2012; BOE approved May 14, 2012

GODDARD PUBLIC SCHOOLS

201 S MAIN, GODDARD, KS 67052

PHONE: 316.794.4000

www.goddardusd.com

USD 265 TECHNOLOGY PLAN

May 14, 2012

http://www.goddardusd.com/


Introduction

The Goddard Public Schools, USD 265, District Technology Plan is written so that it is aligned with the Technology Plan Certification Process for the state of Kansas. The certification process includes this challenge:

“Kansas school districts should examine their technology planning and classroom integration efforts in conjunction with their school improvement plans. i.e. How is the school district using and planning to use instructional technology to reach the goals defined in the schools’ individual improvement plans?” (2006).

The district’s Technology Planning Committee has considered this challenge in the planning efforts and sought the input from a variety of committees regarding the goals and objectives contained in the Goddard Public Schools, USD 265, District Technology Plan. In addition, the USD 265 District Technology Plan was aligned to the recently updated National Education Technology Plan (NETP) published by the US Department of Education in 2010. The national goals have been integrated into this plan, since it was felt that the NETP goals closely aligned with the opportunities and challenges for preparing students in and for the 21st Century. With this in mind, the following committees, groups, and individuals have contributed to the planning of the technology initiatives, which we see as an important part of the district’s improvement efforts. Their input and help has been invaluable and will continue to be as we move forward with a three-year comprehensive technology plan that supports the educational and administrative needs of the district.

District MTSS Committee Members: Name Position School/Business Rachelle Blue Language Arts Eisenhower High School Anne Heskett Language Arts Eisenhower High School Kari Vang Math Goddard High School Deborah Palmer Language Arts Goddard High School Theo Voth Alternative Education Goddard Academy Wayne Schardin Alternative Education Goddard Academy Katie Parks Language Arts Eisenhower Middle School Julie Campa Reading Eisenhower Middle School Cassie Banka Math Goddard Middle School Bobbie Cole Reading Goddard Middle School Erik Semrad Grade 5 Challenger Intermediate School Angie Mullen Grade 5 Challenger Intermediate School Karen Sippel At-Risk Reading Discovery Intermediate School Mark Kloefkorn Media Specialist Discovery Intermediate School Rebecca Hochstein Reading Apollo Elementary Jennifer Graber Grade 2 Apollo Elementary Patty Frame Reading Clark Davidson Elementary Dana Bridwell Grade 3 Amelia Earhart Elementary


Suzanne Sullivan Reading Amelia Earhart Elementary Jennifer Schrader Counselor Explorer Elementary Era Lilly Grade 4 Explorer Elementary Jean Marie Noller Grade 3 Explorer Elementary Denise Landau Reading Oak Street Elementary Valene Day Grade 3 Oak Street Elementary District PDC Committee Members: Name Position School/Business Rachelle Nally Media Specialist Eisenhower High School Jo Sandall Math Eisenhower High School Marcy Cross Business/Technology Goddard High School Dedria Crain Language Arts Goddard High School Wayne Schardin Alternative Education Goddard Academy Johnna Gosch-Cantwell Science Eisenhower Middle School Barb Letts Physical Education Goddard Middle School Sarah Gottschalk Grade 6 Challenger Intermediate School Mark Bieker Grade 6 (retired) Discovery Intermediate Carrie Klausmeyer Grade 2 Apollo Elementary Kari Scheer Grade 1 Apollo Elementary Deena Fowler Grade 1 Clark Davidson Elementary Carol Molz Grade 2 Clark Davidson Elementary Dana Bridwell Grade 3 Amelia Earhart Elementary Julie Baalmann Grade 2 Amelia Earhart Elementary Becky McReynolds Media Specialist Explorer Elementary Era Lilly Grade 4 Explorer Elementary Kim Jones Grade 3 Oak Street Elementary Rita Kerschen Grade 4 Oak Street Elementary District Career and Tech Education Advisory Committee Members: Name Position School/Business Doug Maxwell Financial Director Goddard Public Schools Tom Weppler Transportation Director Goddard Public Schools Steve Evers Head Mechanic Goddard Public Schools Carey Partin Kitchen Manager Eisenhower High School Jeanette Dalrymple Grade K Amelia Earhart Elementary Susan Damron Parents as Teacher Director Goddard Public Schools Russ Norris Owner – Automotive Services All American Automotive Laura Shank Design Illustrator BDM Performance Parts Michael James Bell Accountant Bell & Rhodes, PC Glen Chambers Programmer Boeing Jeff Gerken Systems Analyst Boeing Stan Busby Accountant Busby, Ford & Reimer, LLC Randy Ford Accountant Busby, Ford & Reimer, LLC Greg Reimer Accountant Busby, Ford & Reimer, LLC Dee Means Owner – Bakery Cake Stuff Janet Standifer Co-Owner – CARS Magazine CARS Magazine Kelley Williams Associate VP Friends University


Mardie Gardner Child Care Worker Home Day Care Deb Ferris Reporter/Anchor KAKE News Marc Kaplan Accountant Marc Kaplan CPA Jeremy Edwards Owner – Automotive Services Norris Collision Center Misty Stephens Child Care Director Scribbles & Giggles Day Care Daniel De Longe Sales and Marketing Director TKFast, Inc. Michael Reddick Restaurant Owner/Manager Tommy’s Restaurant / Lounge Quentin Lueninghoener Graphic Designer University of Nebraska-Lincoln Larry Walklin Broadcasting Journalism Professor University of Nebraska-Lincoln Chris Barkhurst IT Specialist USA-800 District Technology Planning Committee Members: Name Position School/Business Justin Henry Superintendent Goddard Public Schools Teresa San Martin Assistant Superintendent Goddard Public Schools Mitch Krueger Interim Technology Director Goddard Public Schools Mickie Nally Technology Specialist Goddard Public Schools Sara McDonald Board of Education member Goddard BOE Jeff Blubaugh Board of Education member Goddard BOE Kevin Lyerla Business Friends University Robert Vierthaler Business Meritrust Credit Union Scott Harder Social Studies Eisenhower High School Marcy Cross Business/Technology Goddard High School John Buckendorf Alternative Education Goddard Academy Doug Dick Technology Eisenhower Middle School Carrie Schrader Technology Goddard Middle School Jeff Hersh Principal Challenger Intermediate School Doug Mann Science Challenger Intermediate School Christy Wise Grade 6 Discovery Intermediate School Matt Cavanaugh Grade 4 Apollo Elementary Amy Wells Grade 1 Apollo Elementary Deb Jennings Grade 2 Clark Davidson Elementary Melissa Haney Grade 1 Amelia Earhart Elementary Kyle Johnson Physical Education Explorer Elementary Keith Gable Grade 4 Oak Street Elementary Technology Subcommittee Members: Technology Literacy Standards: Name Position School/Business Teresa San Martin Assistant Superintendent Goddard Public Schools Bill Kelley Principal Eisenhower High School Scott Harder Social Studies Eisenhower High School Rachel Nally Media Specialist Eisenhower High School Kristin Salazar Business/Technology Eisenhower High School Doug Bridwell Principal Goddard High School Courtney Ast Media Specialist Goddard High School Marcy Cross Business/Technology Goddard High School Amy O’Connor Business Goddard High School


Jim Burkhart Principal Goddard & Lakeside Academy John Buckendorff Alternative Education Goddard Academy Paul White Alternative Education Lakeside Academy Jerry Longabaugh Principal Eisenhower Middle School Doug Dick Technology Eisenhower Middle School Lisa Fouts Math Eisenhower Middle School Lisa Hogarth Principal Goddard Middle School Melissa Rindt Science/Social Studies Goddard Middle School Carrie Schrader Technology Goddard Middle School Jeff Hersh Principal Challenger Intermediate School Doug Mann Science Challenger Intermediate School Brad Zubke Grade 6 Challenger Intermediate School Ryan Jilka Principal Discovery Intermediate School Stephanie Ryan Science Discovery Intermediate School Christy Wise Grade 6 Discovery Intermediate School Kevin McKay Principal Apollo Elementary Matt Cavanaugh Grade 4 Apollo Elementary Amy Wells Grade 1 Apollo Elementary Mitzi Smith Principal Clark Davidson Elementary Jennifer Cole Grade 4 Clark Davidson Elementary Deb Jennings Grade 2 Clark Davidson Elementary Natalie Rust Principal Amelia Earhart Elementary Shanda Day Grade 4 Amelia Earhart Elementary Melissa Haney Grade 1 Amelia Earhart Elementary Don Howell Principal Explorer Elementary Rhonda Arlt Grade 2 Explorer Elementary Kyle Johnson Physical Education Explorer Elementary Ashley Miller Principal Oak Street Elementary Keith Gable Grade 4 Oak Street Elementary Andrea Trulove Grade 1 Oak Street Elementary Technology Subcommittee Members: Social Media (Facebook, Twitter): Name Position School/Business Justin Henry Superintendent Goddard Public Schools Teresa San Martin Assistant Superintendent Goddard Public Schools George Tignor Assistant Superintendent Goddard Public Schools Annette Singletary Community Relations Director Goddard Public Schools Mitch Krueger Interim Technology Director Goddard Public Schools Tom Weppler Transportation Director Goddard Public Schools Christie Radford Assistant Principal Eisenhower High School Susan Perkins Assistant Principal Goddard High School Greg Clamons Assistant Principal Eisenhower Middle School Sean Hollas Assistant Principal Goddard Middle School Jeff Hersh Principal Challenger Intermediate School Don Howell Principal Explorer Elementary Ashley Miller Principal Oak Street Elementary


Technology Subcommittee Members: Web-hosting and Calendaring: Name Position School/Business Justin Henry Superintendent Goddard Public Schools Teresa San Martin Assistant Superintendent Goddard Public Schools Annette Singletary Community Relations Director Goddard Public Schools Mitch Krueger Interim Technology Director Goddard Public Schools Nicole Gibbs Graphic Design Specialist/Webmaster Goddard Public Schools Bill Kelley Principal Eisenhower High School Curtis Conrad Assistant Principal Eisenhower High School Doug Bridwell Principal Goddard High School Tracy Giddens Assistant Principal Goddard High School Jerry Longabaugh Principal Eisenhower Middle School Greg Clamons Assistant Principal Eisenhower Middle School Lisa Hogarth Principal Goddard Middle School Sean Hollas Assistant Principal Goddard Middle School Jeff Hersh Principal Challenger Intermediate School Ryan Jilka Principal Discovery Intermediate School Kevin McKay Principal Apollo Elementary Mitzi Smith Principal Clark Davidson Elementary Natalie Rust Principal Amelia Earhart Elementary Don Howell Principal Explorer Elementary Ashley Miller Principal Oak Street Elementary

Goddard USD 265 District Summary of Progress

The last Goddard USD 265 Technology Plan was written for the 2009-10, 2010-11, and 2011-12 school years. During the past two years the district has experienced several changes in staffing positions including the Superintendent, Assistant Superintendent for Academic Affairs, Business Manager, Directors of Assessments, Transportation, and Food Service. For the 2011-2012 school year, five positions in the technology department were cut. In addition, the IT Services person resigned in November, 2011, and most recently, as of February, 2012, the Director of Technology resigned. The previous plan detailed a 1:1 computing initiative to be deployed for the 2011-2012 school year. After reviewing the most recent district technology plan, some goals were met, yet many were not met. As examples, an active district level technology committee was disbanned, as were the building level technology committees. As well, there was no deployment of a 1:1 initiative. Some of the technology plans were altered due to budget cuts and/or based on the opening of four new schools since the submission of the previous technology plan. However, as new facilities have been constructed or remodeled, networks and cabling have been installed and readied upon completion of the construction projects. Older buildings did receive upgrades or had networking and cabling replaced as needed. The rotation process for computers was extended from three years to five and six years.


Review of the tech plan was a priority to the new Assistant Superintendent of Academic Affairs, so reorganization of the tech department began immediately where job descriptions were reviewed and a plan was devised to work with fewer technical support people. The district technology planning committee was formed in September 2011, a technology audit on the current state of the district was conducted with building technology teams reestablished, an updated inventory of equipment and software was conducted. and an analysis of the network with an assessment report and capacity planner with results was conducted with partners, VMware and Alexander Open Systems. The district-wide technology planning committee includes two school board of education members, two business and industry members, parents, teachers, and administrators. A needs assessment has been conducted and subcommittees have been formed to help create the new three-year technology plan. The implementation of the plan has already begun with the formation of three subcommittees. The Technology Literacy Content Standards/21st Century skills alignment committee is updating student literacy skills. A social media committee, under the direction of the district’s Director of Public Relations, is in the process of submitting revised policy to include creation of social media such as facebook pages, twitter, district apps, etc. to the district’s Board of Education at the April 2012 meeting. The Technology Planning subcommittee, Webhosting and Calendaring, under the direction of the district’s Webmaster, is also making recommendations for a new web host and look to the district’s webpage, and is exploring the possibilities of having a district app created for Goddard USD 265 stakeholders. An implementation timeline of the goals and objectives has been included in this document under the evaluation sections for the purposes of monitoring progress on the district’s technology priorities. The next section will delineate the future plans for the district based on the needs assessment/strategic planning process.

Technology Needs Assessment

This section addresses the technology needs assessment process that is used to drive acquisition, upgrades/replacements and the deployment of technologies and resources necessary to support the educational and administrative needs of the district. Goddard has implemented a variety of processes and has involved a wide group of stakeholders with several district committees overlapping in membership to ensure that the educational and administrative technology needs of the district are recognized and met. Various data collection processes have been used, including a strategic planning process for planning and prioritizing needs, a needs assessment conducted through a staff survey tool to collect data related to the use of technology by staff and their professional development needs along with presentation preferences for learning. Several committee members have also conducted research gathering data from other districts and business/industry. In addition, building level technology teams have been reestablished with purpose and responsibility, and data/feedback from building and district inservices are used to implement and revise district instructional technology initiatives. An additional online survey is currently being conducted to gather information regarding student use of technology and implementation of technology literacy standards. Additional data will be collected from students electronically in an attempt to listen to the voice of students, within the last 3-4 weeks of school each year to determine ways to better address student needs, so altering instructional practices for the upcoming school year can be


addressed during summer academies and back to school inservices, as well as during staff development days throughout the year.

Strategic Planning:

One of the processes used to make district wide technology decisions was strategic planning with the formation of a district wide technology planning committee. The district’s Technology Planning Committee, which began the planning process, includes district Board of Education members, business/industry, parents, teachers, tech staff, administrators, a special education teacher, and members from the building technology teams. As listed earlier, other groups and members have been involved in the planning process as well. A special K-12 teacher curriculum subcommittee (comprised of 26 teachers representing all buildings in the district) was formed specifically to help with the priority and strategic planning. The K-12 district administrators have been involved in the strategic planning process throughout the year, too. It is formally known as Appreciative Inquiry. Data is collected from the members where stories are shared about what has been working well and what their wishes are for the future. Each of the buildings prepared and shared a snapshot of what their building looked like in terms of the use of technology, technologies available, and desires for the next steps in using technology to promote student achievement and advance the knowledge of students on a world-wide basis for their future; they submitted this information in a template known as their Building Technology Profile, which was shared with the district’s Technology Planning Committee. Next the district’s Technology Planning Committee members were engaged in activities that involved the creation of their wishes/possibilities for the future direction of the district, for the staff, for the students, and for the community at large. The wishes/possibilities were discussed and then prioritized. Examples included are “Infrastructure for learning without limits” or “Mobile technology for all students that promotes content areas inside and outside the school walls”.

The district’s Technology Planning committee continued to meet and became familiar with the National Educational Technology Plan, which was used as the guide to address district goals. Subcommittees were formed and conducted research based on their area of focus. After having the subcommittees conduct research, the next step was to revisit the prioritized lists, revise, and form the wish lists into goals, and once again prioritizing by year the goals that needed to be of focus. Goals were written to address the five areas in the NETP: learning, assessments, teaching, infrastructure, and productivity. Those were integrated to fit the state’s plan for the Kansas submission. Subcommittees have been formed to begin work on the most pressing priorities, which is known as making a commitment to design the district’s destiny—implementing the plan. Examples of this include the review of the K-8 technology literacy standards/competencies, which had not been reviewed since 2000. A committee was formed to review existing technology acceptable use policies and make revisions to include social media usage and responsibilities for such usage for staff, to include but not be limited to twitter, facebook, etc). Another committee focused on the development of a better webhosting, webpage, and calendaring solution. By using the Appreciative Inquiry process for strategic planning, all participants were focused on the positive, were considered an equal, and had the opportunity to be involved and contribute, while determining the technological needs and


priorities for the district. They designed several action plans for Year One based on this process whether it be for acquisition, upgrade, replacement, or buy back/discarding of equipment, have committed to the implementation of the plan in support of the educational goals, are committed to equitable distribution of equipment and to the administrative needs of the district. The plan is written with measurable goals and objectives for the next three years and includes a timeline with actions to be measured basically in a checklist format.

Conducting Research by Gathering Data from Other Districts/Business:

Another process activated to help make technology decisions for the district involved strategically conducting research outside the district to become familiar with current trends in technology, in schools, and business/industry. Time elapsed between committee meetings so various groups and subcommittees could visit other school districts and businesses who had begun to implement some of the same priorities that we had discussed or wished to be priorities. This was done so there was greater understanding among the team members. An example was visiting the Andover, Clearwater, and Derby schools where a virtual desktop environment could be viewed; others visited businesses to review policy, security, cloud computing; some had phone conferences with districts out of state regarding the BYOD risks; others invited schools to come as a panel to discuss their usage of facebook, twitter, etc and reviewed their policies. An external audit was conducted by VMWare and Alexander Open Systems to determine network capacity.

Integrated Committees: Career and College Readiness Connections

During this same period of time a curriculum audit was being conducted to determine the potential for Career and Tech Ed classes with the creation of a 24-member business/industry advisory committee. It was determined that eight Career and Tech Ed pathways would be submitted for both high schools. Twenty-first Century skills were reviewed as well as those for the workforce in terms of the high demand, high skills, and high wages according to the Kansas Department of Labor’s occupational outlook 2018. All district teachers were involved in staff development sessions, becoming familiar with the Common Core State Standards (CCSS) where the emphasis was on determining what college and career readiness meant and a fuller understanding of the 21st Century student skills that go with college and career readiness. Understanding the impact of what college and career ready means and the infusion of it with the CCSS and the importance of students having the technological skills was determined to be a top priority and be integrated as one theme moving forward during the next three years.

Online Survey Shapes District Staff Development:

Another process used to determine technology related needs in the district included an online survey for employees. All employees have district email addresses, including the special education cooperative employees. In order to collect additional data on technology usage and preferred mediums for staff development, district employees participated in an online technology needs assessment (n=286). Members from the Professional Development


Curriculum Council (PDCC), the district’s Technology Planning Committee, the tech staff, the district’s CTE committee, and administrators worked together to create the online technology survey for staff. As an example, data showed that in the area of infusion of technology in teaching/online resources, the top three needs were to a) extend knowledge and support for usage of interactive whiteboards to increase students’ visual learning opportunities, b) provide more support on the technology resources that are provided with the current textbook series, and c) learn how to integrate social media into classroom learning. The data collected has influenced the structure of the professional development days, so staff have had outside experts in to review how to use interactive whiteboards, and then, teacher leaders have supported staff giving others within the district an opportunity to actually develop interactive lessons for their mimio/eno interactive boards. Staff was also asked in the survey, their preferred method for presentation and learning, so small, informal discussion groups were used during professional development time as they extended their knowledge on the use of the interactive boards. Staff will be asked to complete surveys that contain Likert scale and open-ended questions throughout the year so feedback and analysis of results can be ongoing. Classified staff now have focused and formal trainings to extend their technology skills. Examples include using MS Publisher with a district created, standardized template for building newsletters, varied levels of Skyward trainings (Basic, Intermediate, Advanced), which is the district’s student data management system, and trainings on how to use RevTrak, the credit card payment system. The PDCC committee is responsible for compiling and sharing the data with the other committees and providing feedback to staff.

Role of the Building Level Tech Teams:

Another process used to gather rich, relevant data to determine technological needs was to re-establish the building level tech teams. Each building has a building level tech team that is required to meet on a regular basis. Meeting dates, agendas and minutes are submitted electronically to the district office. The purpose of the building level tech team is to provide the support needed to the building and to have a successful instructional program. They are to plan and implement the technology initiatives that impact student achievement. They also address the staff development needs related to new technologies within their building. Two members from the building level tech team are also members of the district’s Technology Planning Committee.

The district’s Technology Planning Committee has committed to regular meetings throughout the year to assess progress on the three-year prioritized goals and tech plan. They are the body holding the subcommittees and building level tech teams accountable for their work, as well as the progress and implementation of the technology plan.

District Technology Goals and Objectives

This section addresses the goals and objectives in the areas of infrastructure, teaching, learning, assessment, and productivity, which are aligned to the US National Educational Technology


Plan (NETP, 2010). As well, this section addresses the requirements and goals set forth by the state of Kansas. In order to determine ideal performance levels, a means of assessing and monitoring progress for each of the areas is included. District Technology Infrastructure Goals/Objectives: Infrastructure Goal 1: (Required by the state of Kansas): District technology infrastructure, telecommunications, hardware, software, internet access, services and resources support the educational and administrative needs of the district. Known nationally as NETP (2010) Goal 4.1: Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school and NETP (2010) Goal 4.2 have at least one internet access device with appropriate software/resources for research, communication, multimedia content creation, and collaboration in/out of school. Objectives for 2012-2013:

Year 1: Goddard USD 265 will create a highly available, wireless network infrastructure publicly accessible for learning.

Year 1: Goddard USD 265 will upgrade classroom computer equipment, standard with Windows 7 and Microsoft Office 2010.

Year 1: Goddard USD 265 will create a standard for equipment and applications purchased by outside organizations, ensuring they will align with needs to meet common core standards.

Year 1: Goddard USD 265 will create a “Bring Your Own Device” (BYOD) infrastructure.

Year 1: Goddard USD 265 will enhance the BYOD through secure open wireless access, and at increased wireless density for robustness.

Year 1: Goddard USD 265 will provide access to district owned devices, ensuring students are not excluded from the BYOD learning experiences.

Year 1: Goddard USD 265 will research and use mobile applications and technology that best supports the curriculum and aligning to common core standards based on evidence-based research.

Year 1: Goddard USD 265 will create a collaborative environment that encourages shared resources for teachers and allows cross-curricular teaching, such as shared lessons.

Year 1: Goddard USD 265 will begin the process of introducing the use of mobile technology to staff for classroom and administrative use.

Objectives for 2013-2014:

Year 2: Goddard USD 265 will create a collaborative environment through social media.

Year 2: Goddard USD 265 will create a common collaboration method, promoting the discussion of applications that are meaningful for the education environment,


while simultaneously promoting uniformity and collaboration among/between schools and grade levels in teaching methods.

Year 2: Goddard USD 265 will increase the help desk availability to users of mobile technology.


Year 3: Goddard USD 265 will create a public cloud environment for greater flexibility and increased availability.

Year 3: Goddard USD 265 will continue to increase the availability of wireless, extending it to the community.

Infrastructure Goal 2: NETP Goal 4.3: Support the development/use of open educational resources. Objectives for 2012-2013:

Year 1: Goddard USD 265 will research and use social learning environments that support curriculum.

Year 1: • Goddard USD 265 will offer opportunities for parents to become involved in use of mobile educational resources.

Year 1: • Goddard USD 265 will create a common collaboration method, which encourages shared resources for teachers and allows for cross-curricular teaching, promotes the discussion of applications that are meaningful for the education environment, while simultaneously promoting uniformity and collaboration among/between schools and grade levels in teaching methods.

Year 1: Goddard USD 265 will provide curriculum and rubrics online in a secured, digitally accessible format, both on and off campus.


Year 2: Goddard USD 265 will create a collaborative environment through social media.

Year 2: Goddard USD 265 will continue to create a common collaboration method, which encourages shared resources for teachers and allows for cross-curricular teaching, promotes the discussion of applications that are meaningful for the education environment, while simultaneously promoting uniformity and collaboration among/between schools and grade levels in teaching methods.

Year 2: Goddard USD 265 will increase the help desk availability to users of mobile technology.


Year 3: Goddard USD 265 will create a public cloud environment for greater flexibility and increased availability.

Year 3: Goddard USD 265 will increase its availability of wireless, extending it to the community.


Infrastructure Goal 3: NETP Goal 4.4: Build capacity for evolving infrastructure for learning—i.e. from in-house to in-the-cloud for greater efficiency and flexibility. Objectives for 2012-2013:

Year 1: Goddard USD 265 will create a virtualized server environment and an upgraded storage environment decreasing costs and increasing availability.



Year 1: Goddard USD 265 will create a BYOD infrastructure.

Year 1: Goddard USD 265 will provide a BYOD environment through secure open wireless access and increased wireless density for robustness.

Year 1: Goddard USD 265 will provide access to district owned devices, ensuring students are not excluded from the BYOD learning experiences

Year 1: Goddard USD 265 will use mobile applications and technology supporting the curriculum and aligning to common core standards.

Year 1: Goddard USD 265 will create a collaborative environment that encourages shared resources for teachers and allows cross-curricular teaching, such as shared lessons.

Year 1: Goddard USD 265 will introduce mobile technology to staff and administrators.

Year 1: Goddard USD 265 will leverage emerging new technology.


Year 2: Goddard USD 265 will continue to build upon mobile technology.

Year 2: Goddard USD 265 will begin to work toward an “End-to-end education”.


Year 3: Goddard USD 265 will be in a Virtual desktop environment to deliver the same learning experience on all BYOD devices.

Year 3: Goddard USD 265 will create a public cloud environment for greater flexibility and increased availability of wireless, extending to the community.

Infrastructure Goal 4: NETP Goals 4.5 and 4.6: Goal 4.5: Develop and use interoperability standards for content, data, and Goal 4.6: for financial data.


Year 1: Goddard USD 265 will address the needs and provide a more appropriate Web hosting solution.




Year 1: Goddard USD 265 will create a BYOD infrastructure, with secure open wireless access, and increased wireless density for robustness.

Year 1: Goddard USD 265 will provide access to district owned devices, ensuring students are not excluded from the BYOD learning experiences.

Year 1: Goddard USD 265 will update to a modernized financial data system for business office functions.


Year 2: Goddard USD 265 will increase its help desk availability to users of mobile technology.

Year 2: Goddard USD 265 will begin to work toward an “End-to-end education”.


Year 3: Goddard USD 265 will create a public cloud environment for greater flexibility and increased availability of wireless, and extending it to the community.

Infrastructure Goals/Objectives Narrative Description: This section provides a narrative detailing how the district will leverage support for the administrative and educational needs of the district. Goal One is the required state of Kansas goal but has been aligned to the National goals as determined in the NETP Section Four, Infrastructure—Access and Enable, which calls for districts to plan, so all students and educators will have access to a comprehensive infrastructure for learning when and where they need it by 2015. To meet the educational needs of the district and align with the Technology Plan and goals, we will accomplish the following: Infrastructure Goal 1: State of Kansas-- District technology infrastructure, telecommunications, hardware, software, internet access, services and resources support the educational and administrative needs of the district. NETP Goal 4.1 and NETP Goal 4.2: NETP (2010) Goal 4.1: Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school and NETP (2010) Goal 4.2 have at least one internet access device with appropriate software/resources for research, communication, multimedia content creation, and collaboration in/out of school. As it is the mission of Goddard USD 265 to “educate students for lifelong success”, we will ensure that students and educators have the access and resources required to adequately accomplish these goals. We will continue to enhance our learning environment both on and away from campus through an upgraded, more robust wireless infrastructure. In successive years we will extend access to community to further benefit education through broadband access to the Internet and a robust wireless infrastructure for software resources needed to further research, communication, multimedia content creation, and collaboration for educational enhancement. Some of these technologies will be partially funded through the use of e-rate funds. Internet access funds at a pre-discounted amount of $165,346.32 were applied


for on form 471, and a funding commitment request of $82,673.16. Other monies will be planned for and budgeted in the general fund, the general supplemental, and the district’s capital outlay fund. Infrastructure Goal 2: NETP Goal 4.3: Support the development/use of open educational resources. Encouraging the use of open educational resources for instruction to enhance and improve student learning, both in the classroom and off campus to align to State and National Technology plans, related to education will be of the utmost importance during the next three years. Not only is technology changing at a rapid rate with mobile devices becoming much for available and affordable, but the district’s curriculum and assessments are in transition as the district moves toward implementation of the Common Core State Standards (CCSS) and work from the Smarter Balanced Assessment Consortium (SBAC) becomes more complete for the state’s next generation of tests. The tools will work in tandem with the goals set forth in the infrastructure and access section of this plan and will be leveraged to support the common core standards and assessments. When possible the district will use the distance learning network (IDL), which is connected through Kan-Ed connections in the Goddard and Eisenhower High Schools. Some of these technologies will be partially funded through the use of erate funds. Internet access funds at a pre-discounted amount of $165,346.32 were applied for on form 471, and a funding commitment request of $82,673.16. At the same time, some of the Kan-Ed services have been cut, therefore, the search to replace items such as the World Book Encyclopedia will be reviewed under this goal. Other monies will be budgeted for as noted above in the district’s general fund, supplemental general, and capital outlay. Infrastructure Goal 3: NETP Goal 4.4: Build capacity for evolving infrastructure for learning—i.e. from in-house to in the cloud for greater efficiency and flexibility. Building an infrastructure with the capacity to support an ever evolving learning environment and keeping the infrastructure efficient and flexible is an ongoing process. Moving toward the BYOD model is a paradigm shift that has a lot of flexibility and offers many motivating opportunities for students that have not been available to them until now. We will leverage eRate funds for some of these services. Some of these technologies will be partially funded through the use of e-rate funds. Internet access funds at a pre-discounted amount of $165,346.32 were applied for on form 471, and a funding commitment request of $82,673.16. Other monies will be budgeted for as noted above in the district’s general fund, supplemental general, and capital outlay. Infrastructure Goal 4: NETP Goals 4.5 and 4.6: Goal 4.5: Develop and use interoperability standards for content, data, and Goal 4.6: for financial data. Development of and the need for interoperability related to educational content, student created data, and financial data is a priority as we move forward. Evolving the infrastructure into a flexible, efficient tool allowing access to resources of all types requires the need for


robust new technologies. Some of these technologies will be partially funded through the use of e-rate funds. Internet access funds at a pre-discounted amount of $165,346.32 were applied for on form 471, and a funding commitment request of $82,673.16. E-rate funds will also be used to partially fund a web hosting solution, which was applied for on form 471 in the amount of $7,719.00 pre-discount and a funding commitment request of $3,859.50. In addition, two of the district’s biggest difficulties at present include the financial application package that crashes frequently, dating back to 1997, and having outgrown the capacity of the current webpage package. Other than Erate monies, the district is in the process of setting up budgets for technology so resources can be purchased from building budgets to support the individual building tech plans from the general fund, as well as building a technology budget within the general fund for district technical support. The district’s supplemental general fund and the capital outlay funds will also be used to purchase equipment, and then a "technology student fee and instructional fee" will help cover costs for student usage of online/web-based subscriptions. In addition, partnerships and parent-teacher organizations and fund raisers also help by supporting the purchase of innovative and newly emerging technologies. In the past, technology was a part of bond money. Evaluating District Technology Infrastructure Goals and Objectives: This section identifies how the Goddard School District will measure the successful completion of Infrastructure goals and objectives. The means for assessing and monitoring progress for the Infrastructure goals, including the NETP Section 4 goals with indicators for each objective has been established. Most of the monitoring has been created in the form of a checklist, but not to be limited to the checklist, and is to be monitored as to the progress made at the regular District-wide Technology Planning Committee quarterly meetings. In addition, the various processes mentioned to gather data will continue to be in effect such as the strategic planning, the online surveys, the building level tech teams, etc.

Goddard USD 265 Tech Plan Monitoring of Goals for 2012-2015

Description of Specific Actions to Support 21st Century Teaching and

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Infrastructure: Goals 4.1 and 4.2 Year 1

Upgrade wireless infrastructure

for high capacity. Verify through

benchmark tests.

Create a public broadcasted

SSID.


Create a private non-broadcasted

SSID.

Ensure all workstations, laptops,

administrative, and support staff

machines are at a consistent

software version, with

appropriate patches and updates

installed.

Create a list of suggested

equipment that will be best suited

for Goddard’s wireless network

connectivity

o Create a standard list of

equipment that will support the

curriculum needs to align with

State and National Technology

Plan standards and goals

o Provide district owned devices

on carts or other secured storage

even possibly as a check out

system similar to the library

check out of books with

equipment

o Establish approved mobile

applications and web-based sites

that best support the curriculum

aligned to CCSS based on

evidence-based research

o Set up volume licensing

o Create blogs as a method to

collaborate between schools and

teachers, noting what works best

o Share lessons between teachers

through a common repository

o Purchase of mobile devices for

classroom and administrative use

o Purchase applications that

support the educational needs of

students and will enhance the

learning process.


Infrastructure--Goal 4.1 and 4.2 Year 2

o Use of tools, such as Face

Time and Skype for virtual face-

to-face collaboration

o Use MyBigCampus through

Lightspeed Systems for a

collaborative platform for

teachers


Lightspeed Systems as a delivery

method for safe social media for

students

o Share appropriate lessons and

activities

o Use internal blogs, discussion

boards, and a collective database

on mobile applications

o Ongoing research and testing

of new applications for the

instructional environment






o Technology facilitator or

instructional coach to find

appropriate applications, develop

lessons, and share with teaching

staff

o Technology library containing

how-to videos for students and

teachers on common topics

Infrastructure--Goal 4.1 and 4.2 Year 3

o Upgrade wireless

infrastructure for high capacity.

Verify through benchmark tests.


o Create a public broadcasted

SSID

o Offer online options that

support the curriculum

o Upgrade wireless

infrastructure for high capacity,

verified through benchmark tests

o Add additional outdoor

wireless access points

Infrastructure--Goal 4.3: Year 1

o Implement My Big Campus as

a social learning environment that

supports the curriculum.

o Use of web-based content

through Edmodo, classroom 2.0,

and supporting online resources

o Use My Big Campus content

as the vehicle to offer

opportunities for parents to

become involved in the use of

mobile educational resources.

o Create public access






Share lessons between teachers


o Share appropriate lessons and

activities integrating technology

and 21st century skills

o Use internal blogs, discussion

boards, and a collective database

on mobile applications




(including the replacement for

KanEd’s World Book


Encyclopedia).


o Use of tools, such as FaceTime

and Skype for virtual face-to-face

collaboration


Lightspeed Systems for a

collaborative platform for

teachers


Lightspeed Systems as a delivery

method for safe social media for

students

o Through the use of internal

blogs, discussion boards, and a

collective database on mobile

applications











staff





o Upgrade wireless




SSID







Create a virtualized server

environment and an upgraded

storage environment decreasing

costs and increasing availability

o Upgrade wireless




SSID

o Create a private non-

broadcasted SSID

o Ensure all workstations,

laptops, administrative, and

support staff machines are at a

consistent software version, with


installed.



or some type of check out system

for equipment to students like the

library system

o Establish approved

applications process

o Set up volume licensing






o Purchase of mobile devices for

classroom use

o Purchase applications that

support the educational needs of

students and will enhance the


learning process.


o Additional mobile devices

o Add additional educational

applications for staff and students

o Leverage the cloud

environment for online learning

opportunities


Leverage upgraded technologies

from previous years

Create virtual desktop images for

delivery to desktop ensuring

same user experience with

mobility

Continue to monitor and upgrade

wireless infrastructure for high

capacity. Verify through

benchmark tests.


SSID





Infrastructure--Goals 4.5 and 4.6: Year 1

o Research and recommend a

more elaborate Web hosting

solution that addresses the needs

of various stakeholder groups

(i.e. teachers, athletic directors,

patron requests, administrator

needs, and Civil Rights Office,

etc.).


o Creation of outward facing

staff pages as a communication

tool for staff, students, and

parents

o Creation of a consolidated

district calendar

o Create a common repository

for Board of Education

documents for public

accessibility

o Upgrade wireless


Verify through benchmark tests


SSID

o Create a private non-

broadcasted SSID

o Ensure all workstations,

laptops, administrative, and

support staff machines are at a

consistent software version, with


installed.



or check equipment through a

library type system

o Integration of data into

existing business processes

o Student fee information is

automatically synchronized with

new system and student

information system

o Time keeping and payroll

functions are integrated features

o Incorporated inventory control

system for fixed assets







staff




o Leverage the cloud

environment for online learning

opportunities

o Seamlessly combine content

and technology offering

customized solutions to students


o Continue to monitor and

upgrade wireless infrastructure

for high capacity. Verify through

benchmark tests.


SSID




District Technology Curriculum Integration Goals/Objectives: This section outlines the District Goals and Objectives related to Curriculum Integration--specifically, how the district will leverage technology to support the teaching and learning mission of the district. Curriculum Integration Goal 1: (State of Kansas) Increase student achievement through the

effective use of technology.


By 2014 (or if state waiver is accepted, by 2019 or prior to that date based on ESEA

reauthorization) all Goddard USD 265 students will be proficient by meeting or

exceeding the AYP reading and math goals by effectively using available technologies

and web-based and/or district owned software applications (i.e. Successmaker,

Accelerated Math/Reading, A+ Curriculum, Read Naturally, Read 180, age and content

appropriate apps, Blackboard, KanEd) to advance their reading and math skills.

Curriculum Integration Goal 2: (State of Kansas) Ensure that students are technology literate

by the end of the 8th grade.

Objective:

By the end of 8th grade, all Goddard USD 265 students will be proficient by meeting or

exceeding the technology literacy skills* that enable a student to act responsibly while

using technology to communicate, solve problems, and access, manage, integrate,

evaluate, and create information to improve his/her learning in all subject areas and to

acquire the lifelong knowledge and skills needed in the 21st century (*as defined by the

State Educational Technology Directors Association (SETDA) in 2002).

Curriculum Integration Goal 3: (NETP Goals 1.1, 1.2 and 1.4) Progress is being made toward

fully integrating technology into the curriculum.


By 2013, K-8 teachers will embed formal keyboarding practice time into the curriculum.

By 2013, Goddard USD 265 will introduce mobile technology to staff and administrators.


By 2013, Goddard USD 265 staff will use mobile applications and technology that best

supports the curriculum and aligns to the common core state standards that is based on

best practice (evidence-based research).

By 2013, Goddard USD 265 will leverage emerging new technology.


By 2014, the staff will review the current (2000) K-12 technology literacy content

standards, revise, and update.

By 2014, high school teachers will promote deeper understanding of complex ideas and

problem solving opportunities through the effective use of technology for the approved

Career and Technology Ed (CTE) pathways.

By 2014, staff will differentiate and individualize instruction with technology elements

integrated into the instruction that yield meaningful and engaged learning for all

students.

By 2014, Goddard USD 265 will continue to build upon mobile technology.


By 2015, staff will use technology to support meaningful and engaged learning for all

students.

By 2015, teachers will adapt their teaching styles to become a better guide for students

to be 21st Century learners.

Curriculum Integration Goal 4: (NETP Goal 1.3) Provide educational learning opportunities and experiences that are available anytime and anywhere.


By 2013, Goddard USD 265 will provide a BYOD environment through secure open wireless access and increased wireless density.

By 2013, Goddard USD 265 will provide curriculum and rubrics online in a secured, digitally accessible format, both on and off campus.

By 2013, Goddard USD 265 will create a common, collaborative environment that encourages shared resources for teachers and allows cross-curricular teaching, such as shared lessons.


By 2014, district administrators and teachers will use social media, websites, and apps to communicate with students, parents, patrons, and other stakeholders.



By 2015, Goddard USD 265 will increase the help desk availability to users of mobile technology.

By 2015, Goddard USD 265 will create an infrastructure with “hot spots” so all students have internet access throughout the district and community.

By 2015, Goddard USD 265 will provide curricular resources so middle and secondary students have access to online (web-based) textbooks, online library resources in all content areas.

By 2015, Goddard USD 265 will begin to work toward an “End-to-end education”. Curriculum Integration Goal 5: (NETP Goals 2.1, 2.2, 2.4 and 2.5) Goal 2.1 Develop and implement assessments that give timely and actionable feedback about student learning to improve achievement and instructional practices; Goal 2. 4: Using Universal Design for learning measures that enable the appropriate/best accommodations for students, as well as, Goal 2.2 Use technology to improve assessment materials and process for both formative and summative uses, and Goal 2.5 without compromising student privacy. Objectives for 2012-2013:

By 2013, Goddard USD 265 will provide staff, students and parents with access to the student data management system (grades and assessment information) in the form as a mobile app.


By 2014, Goddard USD 265 will review practices and policy to ensure privacy and information protection.


By 2015, teachers will create formative assessments aligned to the CCSS.

By 2015, teachers will use online assessments with technological tools (mimios, clickers, apps, phones, etc.) that give immediate feedback to students and teachers for both formative and summative assessments.

By 2015, Goddard USD 265 will create a student online portfolio system that carries through grades K-12.

Curriculum Integration Goal 6: (NETP Goal 2.3) Goal 2.3: Conduct research and development that explores how simulations, collaboration environments, virtual worlds, games, and cognitive tutors can be used to engage/motivate while assessing complex skills. Objectives for 2013-2014:


By 2014, high school teachers will promote deeper understanding of complex ideas and problem

solving opportunities through the effective use of technology for the approved Career and

Technology Ed (CTE) pathways.


By 2015, Goddard USD 265 will create a collaborative environment and method for sharing

curricular materials, resources and assessments among staff and buildings.

By 2015, teachers will create performance based assessments and rubrics that will allow

students to access most recent apps to demonstrate learning (publishing tools, etc).

Curriculum Integration Goals/Objectives Narrative Description: The district will meet the Curriculum Integration goals and objectives outlined above in a natural and logical sequence that has been detailed in the district’s CCSS transition timeline document. The focus calls for the effective use and integration of curriculum, instruction, technology, and assessments over the next three years when the CCSS are fully implemented in the classroom and the formal assessments begin in 2014-2015. At the same time, the district is still held accountable for the 2003 state curriculum standards and the 2001 NCLB AYP student achievement goals. Annually, the district meets/exceeds the required 2001 NCLB AYP performance indicators and meets the state’s Standards of Excellence, as well. The most recent data, Spring 2011, shows that 95.6 % of the students (2530/2647) were proficient or higher in Reading, where the state targeted goal for expected achievement was 86%. For math, the state targeted goal in 2011 for expected achievement was 82.3% and Goddard had 95.1% of the students (2518/2641) proficient or higher in Math. Having high quality instructional understanding (through professional development) with processes in place such as MTSS and the integration of high-quality instructional technologies available for student use is an integral part to the attainment of the achievement goals and objectives for Goddard USD 265. In terms of addressing Curriculum Integration Goal 1, multiple applications help guide and enhance instruction that are specifically designed to address reading/language acquisition skills and deficits in math that will continue. Goals for students and skill levels are established for each student through the MTSS and SIT Improvement plans at the building level. The integration of the technology skills is determined at the building level in the building tech plan by the tech team and the PDC, which operates at both the building and district levels. The two major assessment and curriculum courseware applications used by the district are Successmaker (elementary K-6) and A+ Anywhere Learning System (secondary 7-12). Successmaker, by Pearson Learning, affords students a highly individualized, engaging, and motivational supplement in the areas of reading and math. A+ LS courseware consists of an extensive core curriculum content supported by an instructional management system and is delivered via the Internet; it is also used for credit recovery in the summer, or for elective credit (i.e. Health 10) facilitated by certified teachers. Other applications used to increase student achievement include, but are not limited to Study Island, Accelerated Reading and Math programs by Renaissance Learning, and Lexia. The DIBELS, AimsWeb, and Read Naturally


programs have progress monitoring components that help with critical reading skills and fundamental math concepts, which help the MTSS and data analysis process in making individual student gains. Other programs, many of which, are web-based, yet provide acquisition of language skills for our ELL students and low achievers include Reading A-Z, and a wide-variety of apps (i.e. Reading: PBS Kids, Adventure Books, JibJab Books: Phonics Development: Phonics Vowels, ABC Alphabet, Flash English, Fun Rhyming, Word Family, Sight Words, etc.). We will begin the process of realigning all of our technological supported courseware and curriculum, so it matches the CCSS in the Spring of 2012 and will continue over the next three years. Curriculum Integration Goal 2 ensures that students are technology literate by the end of the 8th grade. The current K-12 curriculum, from 2000, is undergoing review and will be completed for implementation during the 2012-2013 school year. The state’s Library Media and Technology standards, the state’s CTE Computer Applications course competencies, and the NETS standards are being used as the guide to ensure high quality standards are developed for the district. Student competency checklists will be completed for students in grades K-8, which include keyboarding/typing proficiency standards, and will be sent home in the form of a standards based report card at the end of each school year. In addition, courses will be taught throughout the CTE pathways, teaching the critical technological skills specific to each pathway; the application level courses are designed to ensure that students regularly make use of current and emerging technology in the learning process (i.e. computerized accounting software). Curriculum Integration Goal 3 states that progress will be made toward fully integrating technology into the curriculum. The Blackboard Course Management application is now available to teachers and students at the middle and high school levels, which enables teachers to utilize an assortment of online tools for enhancing the teaching and learning process for students. We will continue to offer varied levels of implementation training and set teacher expectations of its use. We will continue to use Discovery Education’s Video-on-Demand subscription to support instruction K-12 district-wide so students have as many visuals for understanding concepts as possible. We will continue to use the KanEd applications, including Test Builder as we realign the curriculum and assessments to the CCSS. We will also research and find a replacement for lost KanEd services such as the World Book Encyclopedia. 2011- 2012 was the first implementation year for the K-12 math adoption, where a six year online curriculum support consisting of e-textbooks, online videos, and online student management and student resources were purchased to help the student with additional practice and flexibility in learning. As staff continue to use differentiated instruction, individualized instruction through the effective use of technology helps address meaningful and engaged learning for all students. To that end, staff will adapt their teaching styles to become better guides and models for students to be 21st Century learners. Goddard will leverage emerging new technology, and the staff will be expected to use mobile technology and applications that best support the curriculum and assessments with a focus on those that align to the common core state standards that will fulfill the evidence-based research criteria.


In order to accomplish Curriculum Integration Goal 4, our infrastructure will be upgraded to and provide a BYOD environment through secure open wireless access and increased wireless density, so we can accommodate educational learning opportunities and experiences that are available anytime and anywhere. The district wants to create a common, collaborative environment that encourages shared resources for teachers and allows cross-curricular teaching. The district also wants to offer the curriculum, rubrics, and assessments online in a secured, digitally accessible format both on and off campus, so as a part of the CCSS transition and implementation process a repository will be established for resources and materials to be shared district wide between teachers and among buildings. Also included in this goal is the ability to share social media sites and create a district app so as to offer other ways to communicate with parents, patrons, and students. Facebook and twitter accounts will be set up as noted in the building tech plans. In addition to the new K-12 math adoption of online curricular resources, by 2015, we hope to provide online curricular resources to secondary students in all content areas as a way to enhance the curriculum options and provide flexibility in learning times for students. Curriculum Integration Goal 5 ensures that we can provide timely feedback to students and parents regarding assessment data and the progress monitoring so instructional action can occur. Formative assessments will be created that are aligned to the CCSS. The use of technology (i.e. mimios/enos, phones, clickers, app software, etc.) will help enhance the feedback process both for the student and teacher. Currently most of the classrooms (over 90% at the elementary with less than 70% at the secondary level) have some type of interactive board, slates with projectors, clickers, or application software (such as Splashtop) to help with meeting the immediate feedback necessary for instructional changes to occur. The goal is to have this type of immediate feedback for formative assessment use in all classrooms on a regular, ongoing basis. Curriculum Integration Goal 6 will be the catalyst for preparing teachers and students for the acquisition of 21st Century skills. The CCSS calls for rigor and relevance at an unprecedented high level of cognitive demand. The creation of a collaborative environment for teachers, not only for sharing what works, but as a repository for resources, will help expedite the access to and creation of new materials, rubrics, and assessments. The goal is to really get to the promotion of deeper understanding of complex ideas and problem solving opportunities through the effective use of technology. The creation of the BYOD environment and access to CCSS resources at the appropriate cognitive demand levels will allow for the application skills being sought in the CTE pathways, and for higher order thinking where we can assess complex skills through technology. Evaluating District Technology Curriculum Integration Goals and Objectives: There are several measures and data sources that the district will use to monitor performance for assessing the curriculum integration goals. Data sources/measures include, but are not limited to, the staff online survey, feedback from student achievement and projects, alteration in teacher instruction, implementation of best practices, and feedback from professional


development. Our district looks forward to the challenge as we transition to the new CCSS and the next generation of assessments. We feel the baseline data from this will have an impact not only for us as a district, but when compared at the state and national levels. In the meantime, the following timeline and means used to determine the effective use of technology in teaching and learning addresses each of the curriculum goals and is noted below:



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Curriculum Integration Goal 1: Increase Student Achievement

Continue meeting or exceeding the states AYP goals

Evaluate the quality of web-based/online software programs that are research-based and proven to be effective in helping students achieve and make progress toward learning goals

Curriculum Integration Goal 2: Technology Literate by the end of 8th grade

Revise the current 2000 technology literacy standards and documents used in the district for K-12

Create competency checklists for grades K-7 that are standards based

Send the technology competency checklists home as a part of the end of year reporting and report card (K-7)

Use the state's "Computer Applications" course competency checklist from the Career and Tech Ed (CTE) pathways as the measuring stick for determining proficiency for all 8th grade students


Students meet the Technology Literacy Standards found in the CTE "Computer Applications" course of study by the end of the 8th grade, and send a copy of the Computer Applications competency checklist home as part of the end of course reporting

Computer Integration Goal 3: (NETP Goals 1.1, 1.2 and 1.4) Progress made toward fully integrating technology into the curriculum

Keyboarding formal instruction and practice time will be built into every K-6 teachers' schedule

Student keyboarding reports/progress will be communicated with parents (from the Keyboard programs, which are used through KanED services or district owned software)

Mobile applications for mobile devices will be reviewed for appropriate alignment with the CCSS curriculum as well as best fit within the MTSS Tiers

Establish an "approved rubric/set of standards" for apps---to include usage, identification, and process for downloading/purchasing of such

Purchased mobile devices for teacher and classroom use

Attend technology related conferences/webinars related to apps and content areas, plus those that expand online opportunities

Use of apps that are focused on "higher order thinking" skills, simulations, programs that involve problem solving and critical thinking skills

Review of student projects/assignments for 21st century skills --ex: innovation (i.e. begin an app club)


Curriculum Integration Goal 4: (NETP Goal 1.3) Provide educational learning opportunities anywhere, anytime

Curriculum available online and digitally accessible

Blogs and shared lessons online

BYOD environment evident

Student online resources available with blended learning opportunities

Creation of hot spots

Experience the cloud environment

Curriculum Integration Goal 5: (NETP Goals 2.1, 2.2, 2.4, and 2.5) Assessments--both formative and summative uses: Developing, implementing, providing immediate feedback, progress monitoring

without compromising student privacy

Activate and implement the student data management (Skyward) app; communicate and monitor usage

Create formative assessments aligned to CCSS

Use technology tools (mimios, clickers, apps, phones, etc) for immediate formative assessment feedback

Assessment teams in each building refine their process to support the testing process and PLC time is used to analyze state assessment summative data and formative assessment to impact instructional changes

Data usage from Blackboard, Discovery Ed, and KanEd will be evaluated

Provide a K-12 student portfolio

Policy and practice in place that ensures privacy and information protection

Curriculum Integration Goal 6: (NETP Goal 2.3) Research and Development:

Staff development for collaborative sharing understanding the cognitive demand and for reading and math


in the CCSS

Implement a sharing online environment of resources and materials

Teacher lessons on usage of simulations, collaboration environments for students, virtual worlds, games and cognitive tutors

Student projects and performance assessments with rubrics

District Technology Professional Development Goals/Objectives: Professional Development Goal 1: (State of Kansas) Improve the capacity of teachers to

integrate technology effectively into the curriculum and instruction. (NETP Goal 3.1: Expand

opportunities for teachers to have access to technology-based content, resources and tools

where and when they need them; and NETP Goal 3.4: Provide educators with professional

learning experiences powered by technology to increase their digital literacy and enable them

to create compelling assignments for students that improve learning, assessment, and

instructional practices).

Objectives:

By 2013, all building level technology plans will include results based staff development goals based on building and district-wide PDC goals.

As an ongoing goal through 2015, all Goddard USD 265 staff will be given time and support during district inservices and curriculum work days for furthering their knowledge and understanding of the CCSS, providing lesson development and technology integration time for alignment to the CCSS, adjustments as needed to improve the MTSS process that directly impact the student’s learning skills, as well as collaboration time to increase the staff’s technology integration skills. In addition, a portion of that time will be set aside to reflect on the progress of their building technology priorities established in the building tech plans.

Professional Development Goal 2: (State of Kansas) Encourage effective integration of

technology through teacher training and curriculum development to establish replicable best

practices. (NETP Goal 3.2: Leverage social networking technologies and platforms to create

communities of practice; NETP Goal 3.3: Use technology to provide all learners with online


access to effective teaching and better learning opportunities; and NETP Goal 3.5: Develop a

teaching force skilled in online instruction).

Objectives:

By 2015, all Goddard USD 265 staff will have adapted their teaching styles and skills to deliver instruction where students are highly engaged in the use of 21st Century Skills (Innovation, Technology, Communication, Higher-order thinking, and Creativity).

By 2015, the Goddard USD 265 staff will have the capacity to teach and provide all students with access to effective teaching and learning opportunities online.

By 2015, the Goddard USD 265 staff will use social networking technologies and a collaborative online platform to create online sharing within and across schools.

Professional Development Goal 3: Improve the capacity of classified staff to effectively use technology to fulfill their duties. Objectives:

The Goddard USD 265 classified staff will continue to receive training and support in the use of technology as it relates to their job description.

District Technology Professional Development Narrative: Measurable objectives for each goal have been established. Objectives identified are integrated into building-level school improvement plans/MTSS and technology building plans to improve student learning. The district has defined and operationalized 21st Century Teaching and Learning for both students and staff to mean innovation, creativity, technology usage and awareness and use of technology trends such as mobile technology, and problem solving. The goal is to bring all committees together for the purpose of supporting all staff both individually and in collaborative teams with the technology, so they are connected to data, content, resources, expertise, and learning experiences that enable them to be a more effective teacher for all students. The district provides technology professional development, both embedded within the curriculum development and as direct technology instruction which is leveled, based on teacher readiness—beginner, advanced, expert (i.e. social media opportunities, Blackboard, enVision Math online components). The staff development that occurs throughout the year provides for on-going professional support system throughout the year, which includes instructional technology coaching and mentoring of teachers. Technology professional development includes multiple strategies, incentives including IDP points as applied to student learning activities in the classroom, and various resources including a wide array of tools, both physically in the classroom and online. The district’s PDC committee and the professional development plan is evaluated for progress and is revised to reflect the needs of staff based on MTSS needs, technology needs, curriculum and assessment needs of both staff and students.


Evaluating Technology Professional Development: Technology professional development is evaluated using a variety of strategies (ranging from online staff surveys, to evaluations of and feedback from inservices to reflections from PLCs that are collected monthly, direction from the building tech teams and district PDC members) where both qualitative and quantitative data is collected. The data is used to drive the decision making process to improve student learning as well as to inform future planning. The building technology teams and the district PDC committees work together to create the evaluation tools and provide feedback to staff. The following data sources are means for evaluating the technology professional development, but again, not limited to these due to the various strategies used to gather data:



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Technology Professional Development Goal 1: Improve capacity of teachers to integrate technology effectively (NETP Goal 3.1: Expand opportunities for teachers to have access to technology-based content, resources and tools where and when they need them; NETP Goal 3.4: Provide educators with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling assignments for students that improve learning, assessment, and

instructional practices; NETP Goal 3.5: Develop a teaching force skilled in online instruction).

Results-based staff development goals in the building level tech plans and evidence of progress (continue to use impact level as defined by state/PDC).

Data regarding training opportunities and attendance is kept by the Asst Supt of Academic Affairs--certificates of attendance at workshops, webinars are distributed to staff as well.

Data usage reports from creating a collaborative, communication method for sharing of resources.

PDC surveys and professional development evaluations are conducted regularly as well as at formal intervals with the collection of data through an online survey.


Inservice agendas are created based on building and district PDC goals with time dedicated in district professional development and curriculum work days that show technology integration and collaboration time, shared tools be used, etc.

Technology Professional Development Goal 2: Effective Integration of Technology using Best Practices (NETP Goal 3.2 Leverage social networking technologies and platforms to create

communities of practice (within and across schools, with in-service planning, online opportunities, with educational institutions, and professional organizations).and 3.3 use technology to provide all

learners with online access to effective teaching and better learning opportunities)

Research best practices for using mobile technology, online opportunities for self and students, social media, the cloud, open internet access and use of those to implement and model best practices.

Student graduation follow up surveys---value of classes and numbers of students in job-related fields based on course pathways.

Student feedback from surveys, surveys/walkthroughs denoting levels of student engagement.

Student performance assessment and projects (judged on 21st century skills).

Leverage collaborative, communication method and train staff on its use, data usage reports.

Attendance at workshops, webinars with application in the classroom.

Policy and practice in place that ensures privacy and information protection.

Technology Professional Development Goal 3: Improve capacity of classified staff

Trainings as determined by classified and administration (i.e. Revtrak for taking credit cards during student enrollment, MS


Publisher for school newsletter, etc)

Trainings as determined by feedback from classified at trainings and online surveys for further development and impact.

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