ConVal School District 

Technology Plan 2001-2006
 

Connectivity Background

The ConVal School District successfully completed its first five-year plan in 2001. That plan focused on establishing an infrastructure to network the district, a base level of modern computers in every building, and a support system of personnel and to provide ongoing training. It is through the hard work of employees of the district, unwavering financial support of the community and a commitment by the school board and administration that this plan was so successfully completed.

The ConVal Network

The ConVal School District supports both a WAN and LANs in every building. Every classroom is networked throughout the 11 buildings of the district. In more specific terms, this is done with a combination of category 5 and fiber optic cabling. Each building has at least one server, with the high school having multiple servers and some buildings having servers exclusively for the administration and others for student use. Various platforms are used for flexibility and security purposes, Apple, Linux and Windows NT. Each building has hubs and switches with extra ports for continued growth.

The network and its servers are used for a variety of purposes. It is used for file serving student accounts, student data management, SPEDIS reports, purchasing, e-mail and web hosting as well as Internet access. There are also multiple media for accessing the Internet, including cable modems, 56K lines and a T-1 line. We also have a satellite dish at the high school, which is used to access special conferences.

E-mail and web hosting is done on a Linux server via the T-1 line. This enhances both performance and security while also taking advantage of the cost savings of open source software. Likewise the cost savings of using cable modems, through free access given through the local cable companies helps keeps costs manageable. Apple servers and Windows NT servers act as student files servers as well as library, budget software and student data managers. Filtering software is on the server or firewall for protection of students accessing the Internet. The ConVal School District has an Acceptable Use Policy and each school has an Acceptable Use Procedure, with the elementary schools sharing a common procedure. (Addendum A)

While additional uses for the network are evolving almost daily. The infrastructure, which is in place, makes it possible to continue growing in our ability to communicate effectively and expand access to resources for both students, staff and parents. For these reasons, maintenance and replacement costs for both the WAN and LAN are included in the yearly budget for technology costs. Additionally, a wireless, portable lab is included in this year's budget to make use of newer technologies.

The electrical needs to accommodate this technology have been attended to through the building program. Each elementary school has been either extensively remodeled or a new building has been erected within the last five years. The two middle schools were remodeled 10 years ago. The high school has had extensive work done to accommodate new technology, including adding an Applied Technology Center. A new phone system was also put into the high school, at which point each classroom was networked. The two middle schools also have new phone systems. New phone systems were part of the new construction at the elementary schools.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 

4. Technology research tools 

Students use technology to locate, evaluate, and collect information from a variety of sources. 

Students use technology tools to process data and report results. 

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 

5. Technology problem-solving and decision-making tools 

Students use technology resources for solving problems and making informed decisions. 

Students employ technology in the development of strategies for solving problems in the real world. 

This is in keeping with district goals for students who read: 

A ConVal student's education. 

Balances traditional knowledge and skills with innovative, real world applications. 

Fosters critical thinking and problem solving, both individual and collaborative. 

Draws the school, family and community together to instill responsibility, respect and citizenship. 

Inspires the development of strong, internal standards of quality.
 
 

Facilitate technology-enhanced experiences that address content standards and student technology standards. 

Use technology to support learner-centered strategies that address the diverse needs of students. 

Apply technology to develop students' higher order skills and creativity. 

Manage student learning activities in a technology-enhanced environment. 

4. Assessment and Evaluation - Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. 

Teachers: 

Apply technology in assessing student learning of subject matter using a variety of assessment techniques. 

Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. 

Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. 

5. Productivity and Professional Practice - Teachers use technology to enhance their productivity and professional practice. 

Teachers: 

Use technology resources to engage in ongoing professional development and lifelong learning. 

Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. 

Apply technology to increase productivity. 

Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. 

6. Social, ethical, legal, and human issues - Teachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. 

Teachers: 

Model and teach legal and ethical practice related to technology use. 

Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 

Identify and use technology resources that affirm diversity 

Promote safe and healthy use of technology resources. 

Facilitate equitable access to technology resources for all students. 

A survey was given to teachers in 1997 with a follow-up in 2000. The results of this supply the data for this growth beyond the rudimentary level of 39% of staff who participated in the survey classifying themselves as above average. Also of note was the number of teachers who wanted basic level training in 1997, 90%, versus only 29% in 2000. For more complete information on the results of the two surveys, refer to Table A. To that end and in keeping with both the mission statement of this plan and the Local Educational Improvement Plan of the ConVal School District that teachers also be life-long learners, the inclusion of Education Technology Foundations for teachers becomes a natural progression of development. (Addendum C)

TSSA Draft Framework, Standards, and Performance Indicators (v3.0)
for National Review and Feedback 

I. Leadership and Vision ­ Educational leaders inspire a shared vision for comprehensive integration of technology use and foster an environment and culture conducive to the realization of that vision.
Educational leaders: 

A. facilitate the shared development by all stakeholders of a vision for technology and widely communicate that vision.
B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.
C. foster and nurture a culture of responsible risk-taking that promotes continuous innovation with technology.
D. use data in making leadership decisions.
E. advocate for research-based effective practices in use of technology. 

II. Learning and Teaching ­ Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.
Educational leaders: 

A. identify, evaluate, and encourage use of appropriate technologies to enhance and support curriculum and instruction that lead to high levels of student achievement.
B. facilitate and support collaborative technology-enriched learning environments that are conducive to innovation for improved learning.
C. provide for student-centered learning environments that use technology to meet the individual and diverse needs of learners.
D. facilitate the use of technologies to support and enhance instructional methods that enhance higher-level thinking, decision-making, and problem-solving skills.
E. assure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology. 

Productivity and Professional Practice ­ Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.
Educational leaders: 

A. use technology to enhance the efficiency of organizational improvement.
B. model the routine, intentional, and effective use of technology.
C. engage in sustained, job-related professional learning using technology resources..
D. employ technology for communication and collaboration among peers, staff, parents, and the larger community.
E. create and participate in a district-wide learning community that stimulates, nurtures, and supports faculty and staff in using technology for improved productivity 

Support, Management, and Operations ­ Educational leaders provide direction to integrate technology tools into productive learning and administrative systems.
Educational leaders: 

A. ensure compatibility of technologies through development, implementation, and monitoring of policies and guidelines.
B. allocate financial and human resources to ensure full implementation of the technology plan.
C. integrate strategic plans, technology plans, other improvement plans, and policies to align efforts and leverage resources.
D. implement procedures to drive continuous system improvements and to support technology replacement cycles.
E. implement an effective data reporting and retrieval system that is easy to use and that is of immediate value to stakeholders. 

Assessment and Evaluation ­ Educational leaders use technology to facilitate a comprehensive system of effective assessment and evaluation.
Educational leaders: 

A. use technology in collecting and analyzing data, interpreting results, and communicating findings to improve instructional practice and student learning.
B. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions.
C. use technology to assess and evaluate managerial and operational systems.
D. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.
E. publish positive technology evaluation results to stimulate improved learning, collaboration, communications, productivity, and technology integration. 

Social, Legal, and Ethical Issues ­ Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.
Educational leaders: 

A. ensure equity of access to technology resources that enable and empower all learners and educators.
B. identify, communicate, model, and enforce positive social, legal, and ethical practices to promote responsible use of technology.
C. promote and enforce security and online safety related to the use of technology.
D. promote and enforce environmentally safe and healthy practices in the use of technology.
E. participate in the development of policies that clearly assign ownership of intellectual property developed with district resources.

Enhancing and expanding communication, interaction, and collaboration 

Researching - accessing information and processing data 

Publishing and sharing information 

Increasing productivity 

Supporting their creativity and self-expression 

Aiding in problem solving and decision making 

At the same time they will experience the power and limitations of newer forms of technology. 

NH Frameworks Science Curriculum Standards include the use of technology in much the same way: 

Proficiencies by Grade 6 

Use technology to explore events in nature, e.g. telescopes, microscopes, computer probes. (6) 

Use technology to capture information on film, tape, etc.(6) 

Use a calculator to determine other important quantitative values from data, using proper units, e.g. speed, density, area, volume, etc. 

Compile and display classroom data on a computer. 

Use technology to share data with classmates or other groups of students. 

Proficiencies by Grade 10 

Store data in an appropriate technological device. 

Manipulate data on a database, e.g. rearranging, sorting, selecting, using a spreadsheet. 

Analyze data graphically with technological assistance, e.g. graphing calculator. 

Communicate data through an electronic medium, e.g. camera, tape recorder, computer modem. 

Language Arts 

The ConVal Language Arts Committee is in its infancy and the NH Frameworks speaks very little of the uses of technology. It states that the online computer has been compared to the invention of the printing press in its ability to bring the greatest level of information to the masses since the printing press. This very true and also coincides with our goal to use technology for communication in an efficient and effective way. 

The ability to communicate is essential in all aspects of our student’s lives. The expression of ideas and the ability to share information has never had more power or avenues then it does today. All of the means of communication that technology offers needs to be part of the ConVal student’s education. The combination of knowing the best vehicle for expressing oneself and how to properly and clearly address the intended audience is a most the most powerful set of skills we can provide our students. It will serve them well in all areas of concentration. 

Social Studies 

As with Language Arts, the ConVal Social Studies Committee has just begun its curriculum work. The NH Frameworks addresses technology in Social Studies as a topic for review and analysis as relates to modern society. Like Language Arts, the use of computer technology can be a very powerful tool for research, simulation, dynamic presentation and communication. The study of Geography would be particularly enhanced by direct communication with people living in the areas being studied. These areas of integrating technology into the study of Social Studies should be addressed through the Social Studies Committee. 

Art and Music 

 The impact of technology on the Arts cannot be understated. Technology is a medium that needs to be learned by artists of a variety of specialties if their education is to be complete. Music composition and arranginment has been revolutionized by the use of technology. The ability to hear the rhythmic and harmonic progressions immediately gives the musician the freedom to work without needing a band or orchestra to preview his work.Understanding the ability to transform an idea into a completed project in both the specific and the general sense brings the focus back to the idea, the artists vision of what she wants for an end result. In some instances technology allows the artist to participate more fully in the process. 

The Arts framework has not been approved by the State Board of Education. 

Software 

Currently the district holds site licenses for Office ’97. Virus protection software is an item which needs to be updated every year and should be budgeted for accordingly.** As the inventory list is developed it is possible that there would be other places where a savings could be realized through broader license purchases. In some instances, because of the size of the smaller elementary schools, a site license could be purchase that would cover multiple buildings. 

Repairs 

All requests for repairs need to be reported to the central office via the district technology director. It will be his responsibility to determine which jobs will be outsourced. Individual buildings should not outsource repairs independently. An inventory of parts has been centrally established. It is also the responsibility of the district person to determine which systems merit the expense of repairs. 

Maintenance, Replacements and Upgrades - Infrastructure

The ConVal district network is comprised of a series of networking equipment such as routers, hubs, servers, switches and cabling. In order to maintain speed, functionality and reliability this infrastructure needs to be monitored and upgraded. This is the responsibility of the district technology director. 

Based on the current number of systems in the district, the need for additional technical support is apparent. This need will be addressed with this plan. 

Systems and Peripherals 

The life expectancy for desktop systems is five years both from a reliability standpoint as well as usability. During the course of that time period it is expected that upgrades are needed to increase the performance and functionality of these systems. Upgrading equipment is strongly encouraged so that systems can be kept at a maximum level of usability. By delaying upgrades for too long a period of time the equipment's effectiveness as well as its lifespan becomes limited. It ceases to be cost effective to upgrade a system after it is outdated. 

Redistribution Plan 

As part of individual school technology plans, once a system has been determined to be past its maximum usefulness, alternative functions should be sought. Word processing, for example requires a less robust system than multimedia software. As such, lower level, older systems can be grouped as a writing center. This is especially true at the high school level where high end systems exist in the Applied Technology Center. While a system which was originally purchased for graphic design or CAD can become outdated for such functions, they will still be at a maximum usability level in a writing lab or as a research station in the library or in an open lab situation. 

The situation at the lower grades is similar, however they do not have high-end systems as such. It is more a case of older versus newer systems. In this instance, upgrading is particularly important in order to increase the length of time a systems is considered usable. It is also recommended that redistribution happens within buildings to avoid low end systems being shipped to lower grade levels. Elementary level software is graphically intensive and thereby requires systems capable of multimedia functionality.
 

Budget

The ConVal School District has voted in favor of warrant articles for five consecutive years in support of establishing an infrastructure and a base level of technology. It is clear that money needs to be allocated in the budget every year to maintain that infrastructure and that it is fully support by the community. To that end it is anticipated that a sum of $100,000 will be allocated for that purpose in the operating budget.

In the original technology plan money was distributed to schools in an alternating basis determined by the both the level of need in the building and the condition of the building itself. By the end of 2003 the ConVal Building Program will be complete meaning that all buildings throughout the district will have been either reconstructed or newly built. The distribution of funds for technology coincided with new building construction. The maintenance and upgrading of technology will maintain that same schedule. This also dovetails with our 5-year maintenance renewal and maintenance plan.

At this point in time every school in the district is networked, meaning there is Internet access throughout as well as a district level network for the accessing files and server software. For instance, SPEDIS files are both created and stored through the ConVal District network, giving access to both the appropriate central office personnel and special education teachers. Bearing this in mind, the ConVal District has achieved a level of technology, which now needs to be maintained and not developed.

The need for enhancements will always exist in this rapidly changing area. Keeping abreast of how new technology will benefit the district will be an essential part of the budgeting process. Additionally, money will continue to be sought through alternative sources such as grants, gifts and any programs, which help us to acquire new technology.

The budgeted funds will be used for upgrades, new technology, new software and software upgrades and professional development.