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DISTRICT VISION, MISSION, AND TECHNOLOGY STATEMENT Vision Maximizing Learning Opportunities for All Mission The Byron School District will: • Accept and prepare all students for lifelong learning • Create and maintain a safe and caring learning environment • Coordinate the use of all district and community resources We Value: • • • • • • •

Student-centered education that maximizes an individual's potential Strong and visionary leadership that is committed to continuous improvement Responsibility and citizenship that develops honesty and integrity Faculty, staff and student collaborations that aid in accomplishing goals Data-driven decision making that leads to meaningful changes and improvements Timely response to all stakeholders' questions and concerns Quality school performance that reflects the needs and interests of students and stakeholders Technology

The District is responsible for preparing its students to be productive, contributing members of our society. This is done through effective, efficient, and meaningful instruction. Thus, describes the need for the effective use of technology in the district as a teaching and learning tool. Our students leave Byron to live and work in the 21st century. We are preparing them for a workplace and a home that is technologically oriented, which will demand workers and parents who use higher order thinking skills. Jobs and life in general will require people who can solve problems, understand complex terminology, communicate clearly, and make sense out of rapidly changing information. Life itself will demand higher levels of literacy in all areas. The Byron Public School District believes that technology exists as a very powerful and essential tool in the education process for both students and staff. Technology is not a separate curriculum, but needs to be integrated in instruction at every level. Specifically, we envision that technology is available and effectively supported for all students and staff:  To provide global access to information  To meet the curricular needs of all learners  To improve critical thinking skills and foster creativity  To provide a medium for expression and communication  To collect, assess, and share performance information  To improve the effectiveness of administrative tasks  To provide skills and proficiencies necessary for higher education, lifelong learning, and the21st century workforce


NEEDS ASSESSMENT TO MEET THE TECHNOLOGY VISION STATEMENT Technology must support the mission of the schools to meet the educational needs of all students within a rigorous and caring environment that empowers students to become competent, productive contributors to a democratic society in an ever-changing world. Discussions with regional and statewide organizations/committees, as well as hosting conversations with Byron’s district committees, technology teams, administrative teams, and other departments are conducted on regular basis. These conversations have helped guide the technology needs and goals of the district. Trend research from organizations such as The New Media Consortium’s yearly Horizon Report also help the district plan for future technologies. Finally, yearly technology assessments are used to measure the effectiveness of the implementation of technology throughout the district. Changes to the district needs are: • Online/blended learning • Cloud computing • Mobile devices/learning • Social media With the adoption of these technologies, Byron Public Schools needs to ensure it has adequate resources, support, and funding to successfully integrate into the students and teachers learning environment(s). Process to be used in the assessment • Minnesota Instructional Practices Survey • Teacher/Staff Technology Needs Document • Teacher Needs Assessment (using Google docs) • Baldrige Feedback Report - 2005, 2011 • Bears Professional Growth Academy Results (Numerous Measures) District Goal(s) Ensure the effective use of technology as a teaching and learning tool to prepare our students to be successful in a global society. Technology Goal identified: ISTE Admin Standards • • • • •

NETS A I. A, B NETS II. A NETS A III. C NETS A II. C, D NETS A V. B, C, D

All students will have engaging and empowering learning experiences in school that prepare them to be active, creative, knowledgeable and ethical participants in our global society. ISTE Teacher Standards • ISTE Student Standards NETS S I A, B, C, D • NETS S II A, B, C, D • NETS T I A, B, C, D • NETS S III A, B, C, D • NETS T II. A, B • NETS S IV A, B, C, D • NETS T IV. A, B, C • NETS S V A, B, C, D


Action

Timeline

All PK-12 teachers will develop learning courses/resources that are accessible 24/7. Increase the number of classrooms that require students to create content for audiences beyond their classroom. Develop/implement a digital citizen unit at each building appropriate to grade level.

Ongoing

Increase the number of collaborative classroom projects by using technology PK-12. •

Senior Leaders, Teachers Senior Leaders, Teachers Director of I&L Technology, Principals, Teachers Teachers Amended Day, JITT PGA

Fall 2011 (4th grade)

Senior Leaders, Teachers, Tech/Media Staff JITT, PGA

Google Sites training

Ongoing

Provide an effective referral and evaluation process to identify the assistive technology needs of students with disabilities. Provide consultative and technical services to ensure that high quality assistive technology is available and functioning for students with such needs. Gather, synthesize and disseminate information about assistive technology options to all schools.

Senior Leaders, Teachers PLC, Amended Day

Bloom’s taxonomy, Connectivism, Social Constructivism 21st Century Learning Framework

Develop and Implement an Assistive Technology plan. •

Ongoing

Roll out Google Apps to Elementary Students (Walled Garden) Roll out Phase 2 of Google Apps (Picasa, Blogger, etc.)

Increase inquiry/problem/project based instruction through the use of effective technology to promote creativity and critical thinking in our classrooms. •

Spring 2012

With Byron students

• On a global scale Increase the use of Google Apps in the Byron School District. •

Ongoing

Persons Responsible Evaluation

Spring 2012

Assistive Tech small group Coordinated MDE webinars’f2f meetings

• • • •

• • •

MDE Instructional practices survey # of Teachers certified in Moodle # of online/hybrid courses # of students taking OLL courses from BPS teachers AUP policy update Completed Assistive Tech Plan Attendance, PGA, JITT


Schools and educators will create a 21st century learning environment which uses technology to measure student outcomes and provide immediate and meaningful feedback for continuous improvement.

Technology Goal identified:

ISTE Admin Standards •

ISTE Teacher Standards •

NETS A IV. A, B, D

NETS T II. C, D

Action

Timeline

Expand the use of technology as formative & summative assessment tools to improve learning as well as improve the quality/quantity/timeliness of feedback for all learners. • • • •

Ongoing, starting Fall 2011

Clickers/Poll technology Online quizzes/tests SAS? Project based learning

Ongoing, starting Fall 2011

Adequately measure learner outcomes Consider all learning styles Requires deep critical thinking

Explore and share new models including gaming, simulations, e-portfolios Expand iCue (Data Warehouse) to the classroom. Train teachers how to use iCue

Differentiation Training

JITT DOTT PGA Amended Day

• • •

Senior Leaders, Teachers

MDE Instructional Practices Survey Google Site, PLC –ELO Ties DW feedback survey DOTT participation Differentiation Training participation

JITT DOTT PLC PGA Amended Day

Senior Leaders, Teachers

Investigate, develop and implement new student formative and summative assessments that: • • •

Persons Responsible Evaluation

Fall 2011 ongoing

Senior Leaders, Data Coach, Teachers Amended Day PLC DOTT PGA

District Goals Continuous improvement practices will be integrated throughout the Byron School District. Administrators and educators will be supported with technology that Technology Goal identified:

ISTE Admin Standards

connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. ISTE Teacher Standards

NETS A II. E

NETS T III. B

NETS A III. A, B

NETS T V A, B, C, D

Action Expand district sponsored learning opportunities for teachers. Including Webinars, Self-paced online courses, Fully OL classes, PLCs, and Blended learning environments. F2F Facilitated online delivery – On demand, repeatable, differentiated

Timeline

Persons Responsible Evaluation

Ongoing

Director of I&L Technology

Spring 2012

Media/Tech staff & Teachers

Attendance, Surveys


Leverage social technologies to create communities of practice for educators to connect with educators not only in Byron, but on a global scale. (Twitter, Facebook, Classroom 2.0 Ning) Develop and implement a Personal Learning Plan for every student to better understand their needs and to begin to individualize instruction.

Ongoing

Senior Leaders, Teachers, Students

2012-2015

Explore and expand opportunities by collaborating with regional and statewide networks. (SEMNET)

Ongoing

Provide training opportunities and demonstrations of effective uses of assistive technology. Build internal capacity for teachers in the area of online instruction.

Ongoing

Administrators, Teachers, RTI teams, Students Director of I&L Technology, Superintendent Assistive Technology Team, Teachers Director of I&L Technology, Teachers, Administrators

Ongoing

Facilitating Online Learning - 36 hour certification

Technology Goal identified:

Students and educators will have access to a comprehensive 21st century technology infrastructure and support system.

ISTE Admin Standards • •

NETS A II. A NETS A IV. E

NETS AV. A

Action Monitor the use of bandwidth and make changes as needed to keep up with demand as schools increase Internet-based services and applications. Move client-service based applications to Internet web browser interfaces (or cloud) when possible. •

Timeline

Persons Responsible

Summer 2012-

Director of I&L Technology

Spring 2012

Director of I&L Technology, Technology Support

Encourage all curricular software to be web-cloud based.

Evaluation •

• • •

Develop preview procedure - ensure content is accessible on a multitude of devices including mobile devices. Provide the technical and human infrastructure necessary to support real, blended, and virtual learning environments. • • •

Innovation coaches in each building (pk included) Upgrade current wireless system with latest technology Support tools that can access the user’s computer – anytime, anywhere Network consulting.

Ongoing

Director of I&L Technology, Technology Support, Senior Leaders

• •

Wireless Infrastructure Upgrade (Summer 2012) Cloud Project Helpdesk system Fall 2011 Bears Insider Feedback Survey Helpdesk feedback reports Mobile Device Pilot - Feedback Mobile Device Training Logs


Centralize and strengthen support services. • •

Director of I&L Technology, Technology Support

Fall 2011 – develop plans accordingly

Senior Leaders, Technology Support

Fall 2011

Senior Leaders

Ongoing

Senior Leader, Teacher Leaders

Fall 2011

Senior Leaders, “Bears Insider”

Implement as centralized support ticket system Investigate and implement a remote desktop support system

• Investigate asset management technologies Ensure that every student and educator has access to at least one Internet enabled device with appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in school. •

Winter 2011

Investigate and expand the use of mobile devices as learning tools

Personal Learning Device pilots – implementation -best practices Ensure all classrooms are designed with high quality 21st century technologies. •

Update PK and Special Ed Classrooms with Projectors, sound systems, and interactive whiteboard when appropriate

Explore opportunities for implementing IWB and/or tablet technologies in HS classrooms Redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. • • •

Virtual Desktop Technology\ Video conferencing technologies Virtual Field Trips

• Innovation Teams Investigate and implement knowledge/talent management systems to effectively share and expand innovations across the district. • Investigate a systemic way to track professional development including learning and sharing • Investigate a systemic way for staff to share what they have learned

District Goal(s) Increase communication between staff, students, and community. The district, schools, and educators will improve communication Technology Goal identified: ISTE for Administrators •

NETS A III. C

between students, teachers, administrators, parents and the community through the effective use of today’s technology. ISTE for Teachers •

NETS T III. C

NETS T IV. D


Action

Timeline

Provide digital resources to educate our parents and communities on the ethical and safe use of emerging technologies used by our students. Explore and increase the use of social media (Twitter, Facebook, Youtube) as a communication tool for the Byron Public School’s parents, students, and community. Monitor and promote effective use of Infinite Campus and its parent portals K-12.

Spring 2012

Persons Responsible Evaluation Senior Leaders, Teachers

Ongoing

Senior Leaders, Teachers

Ongoing

Technology Director, Principals

Below is a summary of the 2012-15 tech plan goals as they align to district aims and goals.

Training Logs, Web Hits Possibly


TECHNOLOGY INFRASTRUCTURE, POLICIES, MANAGEMENT, AND SUPPORT

Telecommunications The Northeast Service Cooperative provides the district with a 100mb (up/down) dedicated fiber connection to the Internet. In 2008, the district was instrumental in forming SEMNET, a telecom collaborative that was formed to seek cooperative pricing for telecommunications as well as other shared technology services. The demands continue to climb as the district integrates cloud based systems, including Google Apps for Education, and as classrooms integrate technology into their classrooms. The district has been doubling their Internet Bandwidth almost every year and this is a major consideration when planning for future bandwidth. This graph shows the increased bandwidth from November 2010 to October 2011.

Byron’s Director of Information and Learning Technology maintains the district network and servers. Byron also seeks IT consultants in the event of specialized projects or advanced networking. In 2009, the district adopted Google Apps for Education and all district staff, as well as students grades 4-12, email addresses and access to the applications. To ensure safe and ethical use the Internet Use Policy has been signed by all staff and students. In Dec 2011, the district installed and implemented a helpdesk ticket report system. Prior to this installation, tech staff received tech requests in multiple ways making it very difficult to prioritize and keep track of issues. There was really no way to know (besides verbally) what tech requests were happening in each building, and how they were being resolved. With the implementation of the district helpdesk, the district has the ability to see a snapshot of what support services we are providing in each


building – including solutions. This is very beneficial as our record keeping of these solutions are just as valuable to rapidly share information with each other. The system is synched with our Active Directory – and all staff can view the process of their tickets – as well as the resolution. If/when needed technicians can escalate tickets to other techs. Everything revolving around the initial ticket request is documented including email exchanges, notes, solutions, etc. Below are two sample reports available within the system.


District Hardware The district’s current student to computer ratio is approximately 3:1. Even though many classrooms are equipped with computers for students to use (up to four), the majority of Byron students get their computer access in: • Byron High School – 5 (30) computer labs, 1 (35 computers) Media Center, and 3 wireless mobile labs (30, 18, 20) • Byron Middle School – 3 (37, 37, 27) computer labs, 1 (20) Media Center, 2 mobile labs (15, 15) • Byron Elementary School – 1 (30) computer lab, 1 (27) mobile lab, 1 (30) media center The district has made a decision to standardize in the Windows (PC) platform. All district staff and students use Microsoft Office 2010 for their software productivity tools. The average student computer age is around 2.5 years old. All teachers/administrators have laptops that were purchased in July 2011. This last laptop purchase was the 4th refresh since 2002. In the fall of 2011, Byron High School amended its mobile device policy to allow student owned mobile devices (PLDs personal learning devices) within the district. School leaders recognized that SMART Phones, iPod touches, etc. are very powerful tools, and could be used to support student learning. Technology Policies and Internet Safety The following District technology policies and guidelines, which meet CIPA requirements, are currently in place: • 480 Information Technology Policy and Use Guidelines • 524 Internet Acceptable Use Policy • 514 Bully Prohibition Policy Student Internet Safety Training is provided to all Byron Public Schools. The table below indicates where the education is currently provided. Elementary School Middle School High School K-4 Technology/Media Den Time Curriculum – Tech English classrooms & beginning Curriculum Applications of the year classroom presentation Technical Support Technology support for the District consists of one director of information and learning technology, a technology specialist II, an information systems technician, and a high school media specialist. One technology support staff is located in each district building and may be called to assist in other buildings as needed. The technology staff takes advantage of staff development dollars provided by the district to attend workshops and conferences to address their needs and the needs of the district’s stakeholders. Besides attending face to face sessions, the technology staff is encouraged to be self-learners and subscribe to online forums, webinars, blogs, podcasts, social networks, and Twitter. Web 2.0 technologies have created many opportunities for learning from all areas of the globe and it is very important for technology staff to acquire these skills and to promote others (teachers, staff, students, and community) to learn this way. The technology staff subscribes to the ideology that we are all life long learners. This assures proficient use of technology to support the development of life long learning skills and process skills such as: flexibility, adaptability, critical thinking, problem solving and collaboration, which are essential to success in our rapidly changing information age.


Life long learners are: • Responsible for their own learning • Skilled in accessing & processing information • Confident in using technological tools • Able to solve complex problems alone or collaboratively • Capable of being creative and innovative • Able to communicate locally, nationally, and world-wide Processes for Technology Training: • Practice with hardware/software with available coaching • Participate in focused in-service provided by area experts in the field of technology • Attend district sponsored technology classes • Access information from a variety of sources including on-line services • Share developing skills with students and colleagues • Do peer coaching with other staff • Subscribe to online forums, webinars, blogs, podcasts, and vodcasts Replacement Schedule The district developed its replacement cycle in 2004. District computers were are ranked according to their level of importance. The machines that are considered for replacement are administrative machines (4 yr), servers (4-5 yrs), teacher laptops (3-4 yrs), computer labs (5 yr), district networking hardware (5 yr) and projectors (4 yr). Equitable Access for Assistive Needs Students with disabilities are afforded the same technology consideration and access as that of their nondisabled peers. In 2011, the District Assistive Technology (AT) committee was developed in partnership with the Minnesota Department of Education to learn about the assistive technology process and develop a plan for the district to meet the needs of its students. This AT team consists of the superintendent, special education coordinator, director of information and learning technology, special education teachers from each building and a regional assistive technology specialist. District Systems Byron School District uses rSchool’s Web portals to communicate with staff, parents, students and the community. Portals have been built for the district, high school, middle school, elementary school, and are being developed for community education. Each teacher maintains a home page so that parents and students can access current classroom information and assignments. Currently, one hundred percent of district teachers have an active Web site. Each building office also maintains an up to date calendar of events and weekly or daily announcements. The district also hosts parent community websites like PTO and the Byron Alumni website. Stakeholders from these groups are trained to update and keep those sites current. The district website allows community members to find newsletter information, daily announcements, access to student portals, assignments, board minutes and agendas, and other public information about our schools and classrooms. In 2009, the district migrated from its old student information system to Infinite Campus. Infinite Campus is 100% web based and provides an excellent portal to district students/parents to keep them up


to date with grades, attendance, immunizations, transcripts, and assessments. It also provides improved access to information to support building and classroom goals. The district has been exploring online learning opportunities since 2008. In 2010, the district installed its own Moodle Server. This server has been used to support 24-7 access to teacher-developed curriculum to support student learning. The district also uses it to support learning and provide training resources for district staff. In the fall of 2011, the district integrated a data warehouse called TIES iCue. The data warehouse eliminated the amount of time needed to crunch numbers and now provides a plethora of understandable and usable information anywhere from individual student data to building or district level information. TIES iCue is synched with the district’s student information system so new lenses of data (like discipline, attendance, grades) can be compared directly with student achievement. With iCue, the district will also begin to utilize student personal learning plans (PLPs) to track progress monitoring within the Response to Intervention (RTI) assessment system. SMART ESS, an online business management tool also available to district employees, is used to track payroll, benefits, time and attendance, emergency contacts, and income tax related information. District employees also use SMART ESS to make purchase requests and look up previous purchases and approvals. Senior leaders use SMART Finance system to track, approve, and manage budgets, spending, procurement, accounting, and employee expense reimbursements. District office personnel use SMART HR system for all employee- related information tracking. Central to communications is Google Apps for Education (GAFE). The email system allows users (staff and students grades 4-12) to easily access their email anytime, anywhere, and from any device. Google Docs allow real time collaboration on documents, presentations, and websites. In 2011, the high school English department decided to implement ePortfolios for every high school student. This will be instrumental when measuring student learning and their progress through high school. Other district systems are listed in the table below. Data System

Contents (Target Information Group: S= Stakeholders, W=Workforce, P=Partners, V=Vendors, C=Collaborators, SP=Suppliers)

ASP Hosted Cloud

Provider

Web based?

Backup Disk to Disk – D2D Offsite - OS

Windows Active Directory (AD) Infinite Campus (SIS)

Gives access to domain resources; contains the computer and user login directory for the district (W)

Hosted

BPS

No

Nightly D2D

One stop portal system that contains course/schedule management, grade book, attendance, discipline, health, census/demographic information for all students preK-12 (S, W )

Hosted

Infinite Campus, BPS

Yes

Nightly - OS

i-Cue Data Warehouse

Data from multiple application systems providing current-year and longitudinal reports for analysis of school’s educational programs; also provides student personal learning plans (W)

ASP

TIES

Yes

Nightly - OS

SMART Finance

Remote service providing tracing and management of BPS financial business (W)

ASP

Region V

No

Nightly - OS

SMART HR

Remote service providing human resource information including payroll, leave, insurance and retirement (W)

ASP

Region V

No

Nightly - OS

Google Apps for Education

Service provides collaborative document sharing, information building websites for all BPS staff and students grades 4-12 (S, W, P, V, C, SP)

Cloud

Google

Yes

Nightly - OS


Moodle

Learning management system that houses blended and online course delivery as well as staff development opportunities (S, W)

Hosted

BPS

Yes

Nightly – D2D, OS

School Messenger

Mass messaging service for communicating timely information to parents, staff, and stakeholders (S, W)

ASP

School Messenger

Yes

Nightly - OS

QSP

Point of Sales service for the tracking and managing of school lunch accounts. Web-based parent portal available to see purchases and account balance (S, W)

Hosted

BPS, Region 1

No

Nightly - D2D, OS

WEB Helpdesk

Helpdesk ticket tracking system to manage technology support requests (W)

Hosted

BPS

Yes

Nightly - D2D

rSchool Web Portal

District website/portal management system (S, W, P, V, C, SP)

ASP

rSchool

Yes

Nightly - OS

rSchool Facility Scheduler

Facility scheduling system for district rooms and assets. Also used for sharing athletic schedules in regional conference (S, W, P, C, SP)

ASP

rSchool

Yes

Nightly - OS

Aesop

Automated sub calling program (W, SP)

ASP

Aseop

Yes

Nightly - OS

Applitrack

Web-based access to position vacancies for current and prospective employees (E)

ASP

Applitrack

Yes

Nightly - OS

The Bears Insider

District Intranet site for all staff related information (W)

ASP

NING.com

Yes

Nightly - OS

Employee SMART Systems Portal Assessments

Provides staff paystub information, as well as time off, Tax information. Also provides staff to make requests for purchase (W)

ASP

Region V

Yes

n/a – integrated with SMART apps

A collection of online and external data sources that facilitate the collection of timely and accurate data on student achievement (S, E, C, SP)

ASP Blend Paper

Web-based system application for completion of state IEP forms (E)

ASP

Yes Yes Yes No Yes

Nightly - OS

SPED Forms

NWEA, AIMSWeb, MCA ACT SPED forms

Nightly - OS


EDUCATIONAL DEVELOPMENT AND STAFF TRAINING The Byron Schools, in compliance with the Minnesota Department of Education, will provide the resources necessary to integrate the appropriate technology applications into all curricular areas. As technology training is planned and approved, it will be guided by the district's technology assessment and the district technology needs survey. The district technology assessment is a measurement of what teachers know related to the ISTE standards, while the needs survey is a measure of what teachers feel they (and their students) need to be productive in their classrooms. Technology staff development may occur in several ways. As strongly recommended by the Minnesota Department of Education a mentoring and peer coaching system will be developed to enhance staff collaboration in the sharing of technological expertise. Secondly, our staff is encouraged to write grants for the application of best practice methods in the area of technology. Grants may be used for any purpose determined acceptable by the District Staff Development Committee. Technology staff development will be promoted through attendance at district sponsored workshops and conferences. Technology skills will be continually monitored on an annual basis through the district’s technology assessment. Bears Professional Growth Academy Bears Professional Growth Academy is district-sponsored summer workshops provided over several days in the summer. Online offerings are also provided and have proven to be successful when facing busy summer schedules. The majority of the sessions are facilitated by Byron staff. However, the district will also seek experts outside of the district when necessary. While technology sessions are generally a popular subject during the academy, the district also has incorporated non-technology sessions. The purpose of the academy is to align employee learning to district goals. A Call for Presenters is sent out to all staff as well as a short survey for staff to request sessions. All presenters are given a stipend for presenting. Classes must meet a minimum of ten registrations to be offered. After the sessions are done, staff that attend can receive payment by accomplishing one of two things. They must develop a peer reviewed lesson plan that incorporates what they have learned from the sessions. They can also create a personal learning plan that showcases samples of what they have learned. In 2009, the PGA budget was nearly cut in half due to the district budget difficulties in economic times. The director of information and learning technology is responsible for organizing the offerings and techs provide support during sessions. Below is data collected over the course of five years. Below is the historical data from PGA. 2007

2008

Total 531 PGA Attendees (Byron Employees)

92

87

85

83

86

+3

Total Teachers PGA Attendees

57

67

63

61

68

+7

Total Projects/Personal Learning

12

11

8

2

1

-1 +5

Total Teacher Lesson Plans Total District Hours % of District attending PGA {bus drivers not included]} % of Teachers Attending PGA

2009

2010

2011

Total

9

8

6

4

9

856.5

962

1215.5

1129

840

-289

52%

49%

46%

41.5%

45.5%

+4

54%

63%

60%

58%

60%

+2


Just-In-Time Training The district also sponsors Just-In-Time training in each of the three buildings. The information systems manager and technology specialists dedicate a full day of technology training support of teacher/staff questions on software, hardware, or technology integration in the classroom. A teacher can drop by any time during the scheduled JITT days and ask questions about anything regarding technology. Additionally, the tech team will also sponsor demonstrations of new technology during this time. In 2012, the director of information and learning technology made her Wednesdays available to all teachers using the book.me calendar system. This allows teachers to freely schedule time with her to assist them in the integration of technology in their classrooms. This provides an opportunity for more individualized assistance. It also serves as an opportunity for the district to recognize and observe innovative ways teachers are using technology in their classrooms. Amended Days During the start of the 2011-12 school year, the district implemented eight Amended days throughout the school year. On these days, students are dismissed early and all district employees (besides bus drivers) use the time for staff development opportunities as well as strengthening the five C’s. 1. Continuous Improvement 2. Communication 3. Collaboration 4. Consistency 5. Curriculum Technology training is offered during these days. What makes this day unique is EVERY employee subgroup is expected to participate. Innovation Fair In 2012, the district will hold its first Innovation Fair. This has been designed to be short sessions (2030 min) during an Amended Day. Employees are sought out to showcase innovative ways they are supporting learning and teaching, safety, or improving work processes. Many of the presentations are showcased by using technology innovatively. The district will also invite partners and collaborators (like PTO, ZED, IBM, etc.) to participate and learn from us. Screencast – Rapid Learning Screencasting tools make it possible to rapidly distribute tutorials and/or new information by recording and narrating videos. Tools like Jing, Youtube, and screencast-o-matic are examples of tools that are readily available. Personal Learning Networks One of the goals of this tech plan is to encourage staff to use social media to develop personal learning networks (PLNs). PLNs are defined as an online collection of people staff can engage and exchange information with. Examples of social media tools include Twitter, Facebook, Youtube, Wikis, Linked in, Pinterest, Classroom 2.0 Ning, and Elluminate webinars to name a few. Learning can happen at any time and it is important to recognize some of the best learning isn’t scheduled. Connecting our educators and administrators to these new mediums will open their eyes to new possibilities right NOW instead of waiting for the next workshop.


BUDGET FOR TECHNOLOGY Currently, Byron maintains a three to one student computer ratio. To maintain this ratio, criteria for replacement will be placed according to the age of the computer and its defined replacement rate. District computers were ranked according to their level of importance. The machines that are considered for replacement are administrative machines (4 yr), servers (4-5 yrs), teacher laptops (3-4 yrs), and computer labs (5 yr). Also to be considered in the replacement cycle for the next five years are the district switches, routers, and access points. The funding sources for technology continue to be: • • •

• • •

District 531 General Fund E-Rate Telecommunications Aid (currently working on building a regional consortium in SE MN) IBM Matching Grant IBM Volunteer Grants District Staff Development Funds

The following template reflects our proposed technology budget for 2013-2015. These items have been listed by Uniform Financial Accounting and Reporting Standards (UFARS) Object Codes. UFARS OBJECT CODE 300

400

500

TOTALS

CATEGORY

ITEM(S) DESCRIPTION

FY2013

FY2014

FY2015

Communications (telephone, Internet access) Technology Staff Development Purchased Technology Services (i.e., maintenance) Supplies and Materials (computer software, etc. both instructional and non-instructional) Capital Expenditures (technology equipment)

Telephone, Long Distance, Cell, Internet Access, 100mb Collaborative WAN Bears Professional Growth Academy

$88445

$88445

$88445

$15000

$15000

$15000

Maintenance, Antivirus, rSchool, Spam Service, United Streaming, Email Archive, Filter, Campus, Helpdesk, etc.

$86500

$86500

$86500

HS, ES, MS, Technology Building Budgets

$39000

$39000

$39000

Hardware replacement plan

217,365

$183900

183000

$446310

$412845

$411345


EVALUATION PROCESS The superintendent of the Byron School District along with the district technology staff, reviews progress of the technology plan annually. This group will provide formative and summative reports to the District Technology Committee and School Board of District 531. The success of the district’s technology plan can be measured in a number of ways: • The completion of annual objectives determined by the District Technology Committee • The success of students on state tests • The ability to complete accurate and timely reporting to the state District information is dispensed on the district Web page, the local newspaper and TV station as well as with frequent mailings by each of the principals of the district to staff and parents of students. All staff are members of the district e-mail list and information is also provided in this manner. Ongoing monitoring of the technology plan will provide a way of identifying which elements of the program are being implemented successfully and which are not. STEP 1: Monitor the implementation The specific tasks include: • Implement the monitoring component of the evaluation plan. • Use checklists, classroom observation forms, and surveys to determine to what degree the program is being implemented. • Compare the rate of implementation to the original timeline. • Determine why things were and were not done. • Summarize and act upon the findings. STEP 2: Determine the Impact The specific tasks include : • Implement the assessment component of the evaluation plan. • Determine which factors contributed to successful outcomes. • Be alert to unanticipated outcomes. • Summarize the findings for the staff, decision makers, and general public. • Furnish appropriate recognition. STEP 3: Communicate Successes/ Accomplishments Following each year of implementation of the action plan, the successes and accomplishments should be communicated to the broader school community. This dissemination of information process can be mutually beneficial in that as schools communicate with others to adapt or adopt features of the various programs, all involved may gain insight that could help with revision and promotion of the action plan for subsequent years. The specific tasks include: • Identify local dissemination vehicles. • Prepare materials and presentations that describe the successes and accomplishments. • Plan for collaborations with other schools that are making similar efforts. STEP 4: Broaden the Dissemination Process Both teachers and administrators can benefit from the dissemination process. When teachers and administrators write journal articles and/or give presentations at conferences, they gain confidence in their abilities and pride in their accomplishments. And as other teachers and administrators learn about


how a school has implemented or restructured an existing technology program, they gain new ideas and enhance their own visions of successful schools. The specific tasks include: • Identify professional meetings that might welcome a contribution in the form of an article or a presentation about the school’s technology program. • Identify publications that might be interested in an article about the school’s efforts to integrate technology. • Encourage colleagues to prepare articles and presentations. • Seek dissemination resources from state and federal programs. • Support and reward all the dissemination efforts. STEP 5: Assess the Current Vision An action plan, whether it belongs to the central office, a school, or the Board of Education, is designed to give direction for a relatively long period of time. Nevertheless, the ongoing planning process itself is what keeps the program strong and on target. The process is a way of living with and adapting to change. Periodically, the developers of an action plan should step back from day-to-day implementation and evaluation to take a critical view of the objectives set forth in the action plan. What is recorded in the plan has implications for further planning. For example, did achieving the objectives for a particular year actually move the group toward realizing the vision statements? A good action plan must be renewed and modified with the increased understanding and knowledge that comes with time and experience. To keep the action plans dynamic and responsive to the changing needs, each school, as well as the District Technology Committee, must review and update the vision statements, the goals and objectives, plans, and policies. The specific tasks include: • Determine whether the vision is being realized. • Decide if the vision is still appropriate. • Continue the planning process. • Continue to inform, educate, and motivate staff and colleagues. • Continue to cultivate support groups across the community. • Continue to seek resources. • Continue to monitor success. • Continue to review the vision.

Byron Public Schools 2012-15 Technology Plan  

Byron Public Schools 2012-15 Technology Plan

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