Technology Plan Update
The Technology Planning Committee (TPC) revised our Plan and submitted it to the State of Minnesota in December, 2007. In April, 2008,
our revised Technology Plan was approved for the next three year cycle (2008-2011) by the State of Minnesota!
The TPC continues to work on updating our technology for the benefit of our students, teachers and families.
St. Augustine & St. Mary’s Cathedral School
Technology Plan
(Approved by TPC on 11-29-07)
I. Planning Needs Assessment
Organization Leadership and Technology Planning Committee
St. Augustine St. Mary’s Cathedral Elementary School (SA&SMCES) consists of a single school site supported by two parishes. St. Augustine Parish offices and SA&SMCES are housed in the same building. There is one computer lab and there are one to three computers with a variety of software in each classroom.
SA&SMCES’s technology leadership is under the direction of the school’s Media Specialist and the Technology Planning Committee (TPC) which includes the school principal. The Media Specialist provides support and information for staff and students regarding software, computer upgrades, and network access. The Media Specialist is responsible for support services for the school’s network.
The Technology Planning Committee (TPC) is composed of the Media Specialist, principal, one or two licensed teachers at SA&SMCES, parents with technical expertise, and, occasionally, other interested parties from the parish or community who are knowledgeable in computer/technology related fields. The TPC meets monthly during the school year. However, TPC members do assist the Media Specialist at other times as needed. The committee designates the tasks to be completed and creates a timeline of goals and outcomes. The TPC makes recommendations.
Technology personnel from Catholic Education Ministry (CEM) of The Diocese of St. Cloud offer technical support to the thirty-four schools in the diocese through their Consultant for Educational Technology and their network technician. We use CEM’s services frequently, especially with network issues. CEM provides inservices during the school year and summer technology workshops. CEM coordinates Technology Users Group (TUG) meetings. TUG members includes Media Specialists, Librarians, and Technology staff throughout the Diocese of St. Cloud.
Demographics of School:
We are a Catholic elementary school which serves parents and children who support our mission. As of 11-09-07 our school enrollment is 130 students in K-6. We have a preschool with approximately 20 students. Our school is located in the City of St. Cloud on the east side of the Mississippi River. We are a center city school which serves children in the neighborhood, as well as serving children who come from outside of the East Side neighborhood.
According to information which we received from the Area Planning Organization, (APO), the population* of the APO Planning Area is and is projected to be:
2000 Census 113,292
2003 Estimate 120,218
2030 Forecast 173,161
*These figures include numbers from the APO Planning Area: LeSauk Township, Sartell, Brockway Township, St. Joseph City and Township, St. Wendel, Rockville, St. Augusta, St. Cloud, Waite Park, Sauk Rapids City and Township, Minden Township, Haven Township, Watab Township.
The population is projected to expand in the area to the southeast of our school over a period of time. In general the population in the APO Planning Area is growing quickly. We are in the growth corridor which runs from St. Cloud to the Twin Cities to Rochester, Minnesota.
Other pertinent demographics:
- We are a retail center. Retail jobs generally are lower paying.
- St. Cloud State University is nearby. SCSU attracts faculty, staff, and their families to St. Cloud area. It is one of the area’s largest employers.
- Two additional post high school educational institutions in St. Cloud are the St. Cloud Technical College and the Model College of Hair Design.
- The St. Cloud Hospital is one of the area’s largest employers.
- More diverse populations are coming into The St. Cloud area.
Our enrollment is and will be affected by the cost of tuition, the state of the economy, types of jobs available, salaries of our school parents, and the kind of development which will occur in our service area.
Needs Assessment Method and Results:
The Media Specialist reviewed the previous technology plan completed and approved in June, 2006, by the Minnesota Department of Education and evaluated the progress made towards implementing that plan. Since we just updated our Plan a year ago we have made some progress in reaching our goals. Additionally, in the spring of 2007 we conducted two surveys: 1) parent and 2) teacher/staff. The parent survey pertained mainly to Internet and online services. The teacher/staff survey pertained in general to Information and Technology services and needs in our school.
Unmet goals regarding hardware: We have one, not two mobile computers. We do not have an overhead projection device. However, we do have use of the parish projection device. We did decide to put computers in each classroom and to upgrade the computer lab which negated the need for mobile computers at this time. Security system: We have not installed a firewall. We do have some security built into our G4 server and are not aware of any breaches. We did purchase one digital camera several years ago and replaced it in the fall of 2005. We have four network printers. (One is in the school office, two are in the Media Center on first floor, one is located in the Faculty Room on second floor.) We will need to replace our color network printer in the future.
Continuing goals on which we are making progress: Curriculum development, integrating technology into our curriculum, workshops/inservices to offer teachers support. Most importantly, we did adopt Information & Technology Standards in the Fall/2004. Keyboarding standards for each grade level were also adopted in the Fall/2004. Note: In the fall of 2005 we installed eMacs in the Computer Lab and moved the iMacs into classrooms. We moved the G3’s out of classrooms and gave them to families.
History: Our Technology Plan is a living document. The TPC has continued to update the 1997 Technology Plan orally, during monthly TPC meetings. The document was updated during the spring of 2006 and approved.
2006 process: In order to do a needs assessment to update and rewrite the Technology Plan a subcommittee of the TPC designed three survey tools: teacher, parent, and student. The teacher survey was a written document. The parent and student surveys are online using Survey Monkey. Survey questions were prepared by the Media Specialist, principal, and the TPC.
The critical components of our needs assessment surveys included asking questions about future needs for hardware, computer operating systems, software, technical assistance, curriculum, curriculum integration.
The key survey results are:
Teacher: More Macintosh computers in classrooms with Internet access; technology standards and curriculum; projection device for lesson presentation in lab; web page software; more web-based programs; printer on second floor; additional software, especially for K-1.
Parent: Expressed the desire to communicate via e-mail and web page with the school/teacher. Rated the following technology skills as “very important” or “important”: typing: 62%/38%; word processing: 50%/50%; Internet research: 56%/44%.
Student: Students in Grades 3-6 were able to take the online survey. 96% have computers at home. 90% have Internet access. Students rated Mavis Beacon, Number Munchers, Kid Pix, Appleworks, and Carmen Sandiego software highly. The most helpful online database for students is World Book Online. Students in Grades 3-6 recommended that we purchase more of the following types of software: drawing, puzzles/spacial games, games of logic (like chess), math. 75% of surveyed students believed that our computer equipment met their needs. (Note: In the fall of 2005 we installed eMacs in the Computer Lab and moved the iMacs into classrooms. We moved the G3’s out of classrooms and gave them to families.)
The TPC and the Media Specialist need to look at and address network issues, particularly the amount of time needed to manage and support our networks. It is becoming more and more apparent that we need to have more network support for our system. This support usually comes from CEM. We also use a private company for backup support. CEM is overworked and, as a result, cannot always meet needs in as timely a fashion as we would like. This issue is being addressed on a diocesan basis.
II: Vision, Goals, Objectives, and Strategies for Technology
Our school has adopted a Technology Philosophy, an Overall Mission and Technology Vision Statement, and Information and Technology Standards. Our school’s technology mission and vision is linked to the school’s overarching vision and mission statements. Our school mission statement says that we are a Christian school which seeks to create a catholic faith community that provides excellence in education and instills a commitment to service. The school philosophy flows from the school’s mission.
We provide our students with technology tools and strategies which enhance their abilities to learn, help them to become technologically literate, and encourage them to become responsible Christian citizens who are committed to service.
Technology Philosophy
(Adopted 12-16-03. Faculty reapproved 5-4-05.)
Technology will be used as an instrument for communication, a tool for learning, a way to gain access to resources and information, and as a means to present or reinforce curriculum. The use of technology will be integrated throughout the curriculum to help students become technologically literate, responsible Christian citizens.
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Overall Mission and Technology Vision Statement.
(Taken from the Technology Plan adopted 11-24-98. Faculty reapproved 5-4-05.)
Students and staff will use technology as an instrument for communication, a tool for learning, and for access to resources and information. The use of technology will be integrated throughout the curriculum to help students become responsible Christian citizens. Our technology goals are to:
- Support open-ended, continuous Technology Planning
- Foster and support a technology-literate staff and student population
- Encourage the development of critical thinking skills
- Review, revise, and implement a computer/technology curriculum
- School-wide electronic communication with and access to sources within and outside of our building
- Evaluate infrastructure and hardware options and develop a purchase plan and funding sources for infrastructure/hardware.
- Establish and follow an evaluation process for software.
Our school has adopted technology literacy standards which were prepared on a diocesan level. Individual schools are able to modify the grade level at which certain standards would apply to work with existing curriculum. Media specialists, librarians, technology coordinators, principals, and diocesan technology consultants participated in the process of developing the standards. We evaluated many standards, including ISTE, in designing our diocesan standards. Each grade level has its own standards. Listed immediately below are the general standards applying to K-6.
Information & Technology Standards with Performance Indicators
Revised Fall, 1995; Amended Fall, 1997
Modified by the Diocese of St. Cloud
Fall 2001; revision June, 2004
Adopted by SA&SMCES faculty and administration in 10/04.
Program Standards
- Be an efficient and effective life-long user of information and technology (understand where to go and how to find what is needed, be able to assess needs, and be able to determine best methods to meet needs).
- Be able to analyze and interpret information.
- Be able to contribute to the total media database.
- Show respect for resources, people, and procedures within the media center.
- Be receptive to and able to adjust to future media hardware and software developments.
- Become a life long reader.
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Parental Involvement and Communication (Schools)
We are moving towards using technology to a greater degree as a tool for communicating with our parents, families, and potential clients. Each room is the school has a telephone and all staff have voice mail available to facilitate communication with parents and other parties. SA&SMCES has a web site and each teacher has a web page. We use the web site and web pages to communicate with our families and with other interested parties. Our faculty and administrator received training on DreamWeaver for web design. Our web site contains policies, upcoming events, calendars, photographs, newsletters, assignments, etc. Teachers are moving towards including more information about what is happening in their classrooms. Parent volunteers assist in the Media Center (computer lab and library). The TPC has encouraged us to work towards going paperless since a parent survey in March, 2007, shows that 95% of our families have computers with Internet access.
The principal communicates with the School Board, Home & School officers, pastors, principal’s group, superintendent, and the Catholic Education Ministries via e-mail. The Media Specialist uses e-mail to communicate with the TPC (agendas, minutes, etc.), diocesan technology staff, and diocesan media, library, and technology staff.
Our school is using online assessments for students and parents in the form of surveys to update our technology plan. Results will be tabulated and needs assessed according to the input received.
Technology Integration with Curriculum and Instruction (schools)
At SA&SMCES classroom teachers determine what lessons are taught in the computer lab. They follow the Information & Technology Standards for their grade level. Classroom teachers teach in the lab, supported by the Media Specialist and Media Center volunteers. Teachers select the software or online resources that present, reinforce, or enhance the curricula. The Media Specialist offers support, suggestions for software and online options, and recommendations to the classroom teachers. The Media Specialist does the Internet training for students. The Media Specialist and/or Media Center volunteers do, at times, introduce software to students and teachers. ELM is bookmarked on user’s tool bars. The Media Specialist offers Grade 6 some basic training in its use.
We offer technological modalities (visual, auditory, tactile, kinesthetic) which facilitate children’s learning. We provide curricular materials in alternate format, such as books on CD/DVD/audio tape, to help students meet goals. Special services are offered through our partnership with the public school system (District 742). Title I services are offered onsite. Special Education, speech, and adaptive physical education are offered offsite.
Delivery of School Media Center/Library Services
Alexandria Researcher is the automated card catalog program we use to provide clients access to our library collection. It is the network version. We also have the Alexandria Researcher web-based piece which allows families to access our collection for viewing, and offers patrons the ability to place holds on books from offsite. We also provide remote access to the online database WorldBookOnline for our school families. We are using Accelerated Reader in a web-based format since December, 2005. We also purchased geeART16, an arts curriculum, in a web-based format.
Tools for Data-driven decision making
Teachers use the applications Accelerated Reader, STAR Reading, Mavis Beacon Teaches Typing, Numbers Undercover, and Micrograms applications to chart students progress and determine goals based on the data presented in the programs. Teachers also use Grade Quick to prepare grades for midterms and report cards. The Media Specialist uses Alexandria Researcher to prepare overdue notices, look at circulation data, and prepare inventory reports.
Technology for School Administrative Support
FilemakerPro is now in use in the school office. The Catholic Community School (CCS) system is also looking at purchasing a uniform administrative support program for all schools in CCS.
Federal Requirements
SA&SMCES does attempt to establish clear goals and a realistic strategy for using telecommunications and information technology to improve education.
Our goal is to be in compliance with standards in place for E-Rate, No Child Left Behind, and other applicable federal programs.
III. Policies and Procedures
All students have equitable access to technology. Individual classes come to the computer lab two to three times/week for 30 minute periods. Teachers may schedule additional times as needed. Classes come to the library one time/week for a 30 minute period. Additionally, students may check out books during open periods in the library and before and after school at their teachers’ and parents’ discretion.
Each classroom has at least one computer. Most classrooms have two computers. The school is wired and each room has Internet access and access to our school network. All classrooms have access to STAR Reading on our network. We are using Accelerated Reader in a web-based format since December, 2005.
The School Board adopted The Acceptable Use Policy(AUP) several years ago. Parents and students read and sign the Acceptable Use Policy which guides Internet usage at school. Students receive Internet training from the Media Specialist after parents and students have signed the AUP and before students may go online. Internet training, courtesy, and safety is included in the training. (*AUP is attached.) We are evaluating whether we can incorporate our AUP into the Parent Handbook, thereby streamlining that process. We now use online resources as part of our curricula and, therefore, cannot not have students go online.
Because of our AUP and the training required, we have greatly reduced the possibility of accessing inappropriate sites accidentally. We bookmark age appropriate search engines and web sites on each computer on our network. We strongly suggest that teachers bookmark sites, or ask us to bookmark sites in the computer lab, in order to avoid surfing which can lead to inappropriate sites.
While we have not had need for a filter yet, this might change as the experience and skill of our students increases. We are beginning to research and evaluate filter and firewall options to give us additional Internet security.
ADA Compliance: We use headsets on computers. Macintosh computers also offer other options (voice, keyboard, etc.) to help make technology ADA compliant. Our school web site is ADA compliant.
IV. Technology Infrastructure, Management, and Support
Telecommunications Capacity
Our Norstar telephone system is about ten years old as of April, 2007. We are currently equipped for eight lines and four DID lines. The school uses three lines of the eight (251-2376, 251-2415, 258-2515). The parish uses four lines of the eight (251-8335: main office, 251-0781: information line, 253-3703: line 2, 252-6042: faith formation). Two DID lines are shared with the parish. These provide direct-in service to each individual telephone. Therefore, we have seven out of eight lines in use and two of the four DID lines.
We have a total capacity of 56 telephones on our system. The parish shares these telephones with us. Forty-three telephones are in use (school and parish). Each telephone has StarTalk Flash voicemail available.
Our telecommunications advisor believes that our system is adequate for current and future needs. Replacement parts are available or can be procured. However, we are checking to see if our Norstar Series M telephone system is compatible with new Internet (IP) telecommunications technology.
Basic Technology Infrastructure
We are a Apple Macintosh-based system. This includes our server. The only exception to this is our school office which is PC-based. We have two Communications Rooms: original (Com Room 1) and new addition (Com Room 2). Com Room 1 has 10/100 switching hubs. There are three 10/100 switching hubs in Com Room 2. Grade 6 has one small hub. The original portion of our school is wired with Category 5 wire. The new addition contains Category 5e wire.
Each classroom has four drops: two for data, two for telephone. The Media Center (Library and Computer Lab) has fifty-six (56) drops for data and six (6) drops for telephone. The School Office, including the principal’s office, has ten (10) drops for data plus nine (9) drops for telephones. The Music Room and the Title I/Tutoring Room both have four (4) drops: two for data, two for telephone. The Work Room has two telephone drops. The Large Conference Room has four drops: two for data and two for telephone.
All classrooms, the Faculty Room, and the Title I Room have Cable TV wiring for one connection. The Media Center has two ports for Cable TV.
We have Digital Subscriber Line (DSL) service from Qwest which provides us 7.0 megabytes down and 896K up. Qwest is our Internet Service Provider (ISP) also. Our internet service was upgraded from 1.5 to 7.0 MB on 11-1-07 and is now adequate for our current needs and, hopefully, for the next four years. However, we will evaluate our Internet connectivity needs annually and upgrade as needed.
Our Internet connected computer-to-student ratio is 1:2.36 (55 computers on our network in K-6 and 130 students). The average age of our computers is 4.43 years. (25 computers are 2.25 years old; 30 computers are approximately 6.25 years old.) The information presented is for student and teacher use. It does not include office computers which are PC based. We will need to upgrade classroom computers within the next one to two years. That will bring the avearge age of our computers down. All of the computers (100%) which teachers and students use have Internet access. Of the computers accessible to students and to teachers 28 are located in the computer lab, 6 in the library. One computer in the library is used to serve up the Alexandria Library system. The remaining computers are in classrooms.
We have an equipment replacement schedule in our Technology Plan which we are working to meet. (See Timeline attachments.) We evaluate our equipment needs each year during TPC meetings. We recommend replacement as needed while staying within tight budgets. For example, we replaced our server and backup system in August, 2004. We updated our computer lab from iMacs to eMacs in September, 2005. We then moved our iMacs into classrooms. We will have a replacement schedule in place in this update of our Technology Plan.
We have the Macintosh platform throughout the school including our G4 server. However, the school office and the principal’s office are PC based.
We purchased an Apple MacBook Pro portable computer in the spring of 2007. We have two older donated Macintosh laptops in the Grade 6 classroom. We have word processing software on them and other basic software which came with the laptops. One of the laptops has Accelerated Reader and STAR Reading on it. At this time we do not have any additional handheld PDA devices or tablets.
The Media Specialist is the main technology support staff. The Media Specialist installs software, updates, and troubleshoots computer, software, and network problems. The Media Specialist creates user folders and does backups of data and systems. The computer and network infrastructure is managed with support from CEM (their Consultant for Educational Technology and their network technician). CEM staff especially supports us when we are installing a new server or installing network software. Our TPC supports us also. However, they are volunteers and their time is limited. Technology support and the time needed to manage a network is always challenging. We need to determine how to continue to administer the system with budget limitations.
The Media Specialist attends summer workshops and inservices to gain knowledge. CEM offers many of these workshops. Prior to the installation of Accelerated Reader and STAR Reading the school provided training through Renaissance Learning on the software. Later, RenLearn tech support assisted in setting up the network via telephone with annual contract renewal. Alexandria Researcher library automation software offered in person training for a few hours and tech support via telephone with annual contract renewal. CEM staff offer valuable telephone support and occasional technology related visits and onsite inservices. The Technology Users Group, a diocesan technology group composed of media, technology, and library staff, meets a few times each year for presentations and to exchange ideas. On the job training has been the norm for the Media Specialist. The Media Specialist, in turn, trains teachers and volunteers. The Media Specialist would benefit from additional training in installing network software.
While technology staff has not been trained to support assistive and accessible technologies, we are willing to accomodate users as needed. The staff is willing to be trained when a need exists. We are familiar with techniques for enlarging screen size and adjusting volume levels.
The following are challenges we face in trying to maintain and/or upgrade our technology infrastructure: 1) Adequate staff support, 2) funding for hardware, software, and tech support, 3) inservice time for tech support, 4) network software installation, and 5) teacher training time. We need to upgrade software which does not function well on OS X. These things take time and cost money.
V. Role of School Media Center (Schools)
St. Augustine & St. Mary’s Cathedral School has a Media Center which includes a library and a computer lab. The Media Specialist is the author of the Technology Plan and, along with the Technology Planning Committee, is updating the current Technology Plan.
Individual classes in Grades K-3 come to the Media Center three times per week: one thirty minute library class and two thirty minute lab classes. Individual classes in Grades 4-6 come to the Media Center four times per week: one thirty minute library class and three thirty minute lab classes. The Media Specialist uses the library time to instruct students in library and reference skills according to the adopted Information and Technology Standards. Students have time to check out books. The Media Specialist and/or volunteers also read to the students. New books are introduced. Students may come at additional scheduled times to check out library books with teacher approval. Teachers are expected to teach classes in the computer lab according to the adopted Information and Technology Standards. The Media Specialist and volunteers assist teachers as needed.
The Media Specialist communicates with teachers and receives requests from them for subject areas to be covered in the lab and in their classrooms. The Media Specialist tries to locate appropriate materials pertinent to teacher and student requests. We also have “Request Forms” available which teachers may fill out requesting information, print and non-print, for classroom and lab use. The Media Specialist, when requested, presents new software to students and teachers during lab time and recommends appropriate software to teachers for class use. The Media Specialist has, in the past, trained all students on proper Internet usage. The Media Specialist works with students in Grade 6 to create a multimedia product relating to their research papers.
Our school adopted Information and Technology Standards with Performance Indicators for K-6 in Fall, 2004. These include:
Program Standards
Course abilities:
1) Apply abilities to media
2) Read, write, speak, and listen for many purposes
3) Develop life-long enjoyment and appreciation of reading
Subject/Course Content:
1) Research and Inquiry Skills
2) Appropriate Use of Resources
3) Technology Skills
Many subcategories follow under the above sections.
Our school has increased actual funding for hardware and software in the school’s budget while line items for books and periodicals was reduced. The funds for technology are generally part of the school budget. Occasionally, technology funds are raised through special drives/requests asking for money for technology. For example, we did an Adopt-a-Computer fundraiser at the request of the TPC in 2005 which was very successful. However, the Media Assistant position was cut in 2005 due to shrinking enrollment and a resulting reduction in funds.
Currently, volunteers provide 30-35 hours/week of service in the Media Center. The Media Specialist recruits additional volunteers to address our needs. Additionally, The TPC is also composed of volunteers.
Our school works with CEM through the Diocese of St. Cloud for media and technology support. CEM provides classes offsite and inservice training onsite. These classes are available for all school staff. CEM provides two or three annual meetings for librarians, media specialists, and computer instructors in the Diocese of St. Cloud. Frequently there are presenters at these meetings. We also discuss issues of concern, accomplishments, and we troubleshoot problems and offer support to each other. Additionally, we communicate via e-mail. Telephone and e-mail technology support is available through CEM. Central Minnesota Library Exchange (CMLE) is also a support for the Media Specialist and our school.
VI. Staff Development and Training
Staff development takes place in three ways:
1. Faculty and staff sign up for classes offsite.
2. Faculty and staff take inservices onsite.
3. Informal training during classroom lab time.
Our school works with CEM through the Diocese of St. Cloud for media and technology support. CEM provides classes offsite and inservice training onsite, as requested. These classes are available for all school staff. The majority of the offsite classes take place in June and August. Teachers take classes voluntarily and, frequently, at their own cost. Teachers and staff avail themselves of other offsite classes also. Onsite classes are arranged by the Media Specialist and may be taught by the Media Specialist or by an appropriate party. Informal training occurs in the computer lab during classroom time. In that case the teacher requests assistance or the Media Specialist suggests introducing/demonstrating a piece of software.
Teachers teach their own computer classes. This encourages them to integrate technology into their curricula. For example, if they are teaching graphing we have graphing software. Teachers use the Internet to expand available resources, locate pertinent information, and to connect it with their curricula. Our Information and Technology Standards provide the guidelines and expectations for each grade level.
Our school adopted Information and Technology Standards with Performance Indicators for K-6 in Fall, 2004. We took into consideration the nationally based standards such as the International Society for Technology in Education (ISTE). Our standards include:
Program Standards
Course abilities:
1) Apply abilities to media
2) Read, write, speak, and listen for many purposes
3) Develop life-long enjoyment and appreciation of reading
Subject/Course Content:
1) Research and Inquiry Skills
2) Appropriate Use of Resources
3) Technology Skills
Many subcategories follow under the above sections.
School staff training is an ongoing process. Our staff is motivated by the possibilities that technology offers. Staff’s comfort level and experience has improved dramatically over the past seven years. More experienced technology users help the less experienced. There is a balancing act between what is a reasonable job expectation and what is feasible in light of existing job requirements. We need to continue to listen to staff needs and requests and do what is possible to use technology to make their jobs easier.
We have assessed staff on the effectiveness of training using evaluation forms, surveys, and verbal discussion. We can informally evaluate results of some training by viewing the product, such as classroom web pages. However, we may need to develop a more formal process of evaluation.
Administrators use technology effectively (computers, telephones, etc.) in their daily work. Our administrator communicates through newsletters and e-mail which are prepared on computers. A long term goal would be to have administrative software which would allow teachers to prepare and send attendance records, lunch counts, and other daily items to the school office using technology.
The challenges our school experiences in providing sufficient staff development activities deal with time and monetary constraints. It could be valuable to provide monthly technology sessions, formal or informal, which give staff the opportunity to learn about new software, explore more fully existing software, and present web-based software that would support their work with students.
VII. Budget for Technology (See attachment.)
SA&SMCES has line items (hardware and software) for technological needs in our budget. These line items also pay for diocesan technical support. The budget contains another category for inservices and workshops for technical staff and teachers. The budget will vary depending on monetary resources available and needs. As with all schools, technology decisions are driven by the operating budget.
We have and will utilize other sources of funding to meet our needs. These sources include grants, bequests, fundraisers, and generous contributions from our families and parishioners. During the past year a “Sponsor-a-Computer” fundraiser provided approximately $8000 for technology. This helped to pay for 26 eMacs in our Computer Lab. Another option may be to institute a per pupil technology fee in the future.
VIII. Implementation Plan (See attached four timelines.)
Goals:
1. Continue to update software in Computer Lab.
a. Purchase software that runs natively in OS X. Concentrate especially on software for K-1.
b. Continue to evaluate the purchase of online software.
2. Research the need for feasibility of a firewall.
3. Research the need for feasibility of a filter.
4. Budget/Fundraise for replacement needs. (Network color printer, server, classroom computers, etc.)
5. Evaluate the need for a projection device, such as an LCD panel.
6. Research and evaluate the need for additional laptop(s) and portable PDA’s in school.
7. Wire the gym, cafeteria, and church for network/Internet access. (This would enable us to automate the Lunch Program.)
8. Evaluate the benefit of purchasing a portable DVD player.
9. Staff training:
a. Establish staff guidelines and expectations for Technology & Information Media competencies.
b. Provide additional onsite technology workshops. (e.g.: PowerPoint)
c. Develop a more formal process of evaluation.
d. Build in time during the school year for the Media Specialist to attend pertinent technology meetings and workshops.
e. Establish staff guidelines and expectations for Internet usage.
f. The Media Specialist would benefit from additional training in installing network software.
10. Survey teachers, parents, and students periodically on technology needs.
11. Continue to upgrade and maintain our web site and web pages. Keep current.
12. Work with the TPC to evaluate, suggest, support, and implement the Technology Plan.
13. Continue to work with students to give them access to and understanding of existing and future technologies.
14. Evaluate the feasibility of incorporating our AUP into the Parent Handbook.
IX. Evaluation Plan
The TPC meets monthly. It is a standing committee with representatives from all stake holders. One of its major responsibilities is to evaluate our progress in implementing the Technology Plan for SA&SMCES. Our current plan was adopted in 2006 and the TPC has continued to evaluate, analyze, implement, suggest, and update the plan. It is a living document. The TPC formally reviews the Technology Plan annually. However, the TPC informally reviews our Plan and goals at each meeting.
The Media Specialist acts as staff for and is a member of the TPC. Minutes are recorded, prepared, and distributed to the TPC and the School Board. It is the responsibility of the Media Specialist to review and evaluate progress towards implementation of the Technology Plan. Methods used include watching student progress, and listening to teacher, administration, and parent comments. The Media Specialist flags goals in the Plan which need to be implemented or modified. The Media Specialists presents suggestions and recommendations to the TPC.
We have used surveys, both hard copies and online (surveymonkey via our web site), to evaluate our status and to solicit suggestions and opinions. We have surveyed teachers, students, and parents. (See “I. Needs Assessment” above.) Questions asked will pertain to, but not be limited to, the following areas:
1. Services needed and wanted by teachers, parents, students.
2. Software requests.
3. Training.
4. Safety.
5. Communication tools.
6. Gaps in services and/or materials.
We have implemented every goal of our 1998 Plan with very few exceptions. We are on target with the approved 2006 Technology Plan. One unmet goal regarding hardware is: We have not yet purchased an overhead projection device. However, we do have use of the parish projection device. Security system: We have not installed a firewall. We do have some security built into our G4 server and are not aware of any breaches.
Continuing goals on which we are making progress: Curriculum development, integrating technology into our curriculum, workshops/inservices to offer teachers support. Most importantly, we did adopt Information & Technology Standards in the Fall/2004. Keyboarding standards for each grade level were also adopted in the Fall/2004. Note: In the fall of 2005 we installed eMacs in the Computer Lab and moved the iMacs into classrooms. We also purchased one MacBook Pro portable computer in 2006 with the help of two grants: Benton County and Catholic Aid.
The evaluation strategy for this Technology Plan will continue to follow our current strategy: TPC monthly reviews; TPC recommendations to School Board; parent/teacher/student surveys as needed; Media Specialist review, evaluation, and recommendation to TPC, administration, and school board. TPC minutes will document our process and progress.
Appendix
A. Acceptable Use Policy (attached)
B. Budget Template (attached)
C. Timelines (attached)
1. 2007-2008
2. 2009
3. 2010
4. 2011