Technology Plan Preparation Check-Off Page
The submitted plan has the following:
□ Cover Page
□ Technology Plan Preparation Check-Off Page
□ LEA Federal Grant Program Compliance Form
□ LEA Profile
□ Technology Planning Committee
□ Vision Statement
□ Needs Assessment
□ Goal 1
□ Goal 2
□ Goal 3
□ Goal 4
□ Goal 5
□ Goal 6
□ Goal 7
□ Technology Funding Sources and Costs
□ CIPA Certification
Signature of Authorized LEA Agent Date
Cover Page
EDUCATIONAL TECHNOLOGY PLAN – July 1, 2006-June 30, 2009
District/Agency: / Wallingford Public SchoolsDistrict Code: / 148
Technology Plan Contact: / Randall Backus
Phone: / 203-949-6552
Fax: / 203-949-6583
Email: /
Address: / 142 Hope Hill Road, Wallingford, CT 06492
Name of Superintendent: / Kenneth V. Henrici
Email: /
Signature of Superintendent: / Date:
Date Submitted to Board of Education: / June 26, 2006
Date Approved by Board of Education: / June 26, 2006
For RESC/SDE Use Only:
RESC Regional Reviewer: / Date:RESC Regional Recommendation for Approval: / Yes / No / Conditional / Date:
SDE Reviewer: / Date:
SDE Authorization approval: / Date:
LEA Federal Grant Program Compliance Form
Wallingford Public Schools
(Name of Local Education Agency (LEA), i.e. School District, Consortium or Charter School submitting this plan. If Consortium, list all members in the space below.)
Developing a comprehensive technology plan based on the educational goals of the school system will ensure that the most appropriate technologies are effectively infused into your instructional and/or administrative programs. Thorough planning also ensures that all parties have equitable access and achieve the greatest benefit from routine use of educational technology. The comprehensive technology plan should demonstrate clear targets for technology use, spell out desired goals for learners, create visions for future directions, build "buy-in" from stakeholders, and demonstrate to those who might provide funding that a district or charter holder is ready to act.
School Districts, Consortia or Charter Schools (LEAs) who apply for technology funding through any Federal grant program are required to have developed a comprehensive, three-year plan, which outlines how the agency intends to utilize and integrate educational technology.
The applying agency (check all that apply)
X is compliant with the provisions of the Children’s Internet Protection Act (CIPA). [Elementary and Secondary Education Act (ESEA) P.L. 107-110, Section 2441]
will be CIPA compliant by this date.
X has applied for E-Rate Funding for FY 2006.
The LEA’s comprehensive technology plan must be approved by the local board of education. (The plan must be approved by the local governing board before funds will be released.)
Date the plan was approved: June 19, 2006
OR
Date the plan is to be submitted for board approval:
Certified by:
______
Signature of Superintendent Date of Signature
Kenneth V. Henrici
Printed Name of Superintendent
LEA Profile
This information should provide a “snapshot” of your district and help planners and reviewers to understand areas of need. This information will also assist the State to establish priorities in the provision of resources to districts. The SDE is particularly interested in the capability that each LEA has to access resources that will be placed onto the Connecticut Education Network (CEN) and additionally, the capability of each district to access online versions of the CMT and CAPT.
LEA NAME: Wallingford Public Schools
If CMT and CAPT are administered online at some point in the future, certain testing conditions would be desirable at every school. Ideally these include the following:§ All of the students in each grade level have access to the state assessement at the same time,;
§ Students are grouped in clusters of no more than thirty and all have access to the assessementassessment at the same time (classrooms with only one or two computers would not be appropriate for testing),);
§ Students remain in their own school, ; and
§ The computers have high-speed internet access.
Your completion of the chart below will help the CSDE to better understand the state’s technical readiness for online testing.
Maximum number of grade 4 students who could be accommodated under the above conditions /
240
Percentage of grade 4 students who could be accommodated under the above conditions (number accommodated/total number of grade 4 students) /49%
Maximum number of grade 6 students who could be accommodated under the above conditions /152
Percentage of grade 6 students who could be accommodated under the above conditions (number accommodated/total number of grade 6 students) /27%
Maximum number of grade 8 students who could be accommodated under these conditions /152
Percentage of grade 8 students who could be accommodated under the above conditions (number accommodated/total number of grade 8 students) /27%
Maximum number of grade 10 students who could be accommodated under the above conditions /260
Percentage of grade 10 students who could be accommodated under the above conditions (number accommodated/total number of grade 10 students) /45%
TECHNOLOGY PLANNING COMMITTEE
The Technology Planning Committee should represent all stakeholders. Development of the technology plan and implementation of the plan should enable parents, educators, students and community members to benefit from the investment in technology and all should have representation on the committee.
Member / Title / Constituency RepresentedRandall Backus / Director of IT / IT
William Baxter / Infotech Teacher / High Schools
Kristin Baltramaitis / Language Arts Teacher / Middle Schools
Wayne Aguiar / Parent / Elementary & middle school parent
Michael Simeone / Senior Vice President & CTO / Business Community
Sally Dastoli / K-12 Science Resource Teacher / Curriculum
Kristina Waldron / Infotech Teacher / Elementary Schools
Charlotte Robbins / Infotech Teacher / Elementary Schools
Kate O’Donnell / Infotech Teacher / Elementary Schools
Julie Hulten / Library/Media Specialist / High School Library/Media
Anne Mueller / Library/Media Specialist / Middle School Library Media
Pamela Andersen / Technology Coordinator / Adult Education
Richard Pizzonia / Principal / Elementary School Administration
Lisa Zolkiewicz-Ives / Music Teacher / Elementary School
Chris Hart / Principal / Elementary School Administration
Long-term role of the Committee:
o Write a description of the technology committee’s role in developing, implementing and evaluating the technology plan. This description should include how committee members were selected and the role each is expected to play. Tentative plans for scheduling meetings for the next school year should also be included.
o A separate committee was formed to develop the district’s technology plan. Members of the district’s existing Technology Advisory Committee were included in the Tech Planning Committee. In addition to those members, we solicited for volunteers from within the district, as well as parents and the general public (business community). From those who responded, the Technology Advisory Committee selected representatives from various levels and groups (elementary, middle and high schools; teachers, administrators and tech staff, etc) so that no one group had more representation than any other group.
o Meetings for the 2006/2007 school year will be scheduled in September, 2006 and the Technology Advisory Committee will meet a minimum of 5 times during the school year.
o Describe the evaluation strategies (e.g., interviews,questionnaires, classroom observations, teacher-driven action research projects, analysis of studentproducts or scores) that will be used to provide the dataneeded to address your evaluation questions.
o Surveys will be created. Technology Advisory Committee members will contact administrators, building principals and teachers to collect required information. Existing databases (student information systems, CMTReports, etc.) will be utilized.
o Create the LEA’s technology vision statement.
o See below
o Develop a technology needs assessment.
o See below
VISION STATEMENT
A vision statement expresses thoughts about what the LEA’s future technology rich educational environment will look like. It should be written in broad terms and guide the development of the technology plan.
Wallingford Public Schools believes that in order to be a life long learner in today’s changing world every student must develop and use technological skills efficiently, effectively and ethically. We will ensure that our learners will be able to interact successfully in a technological environment to achieve their personal, educational, and professional goals.
NEEDS ASSESSMENT
In this section you are to assess and describe your LEA’s current technology status in five categories: curriculum integration, professional development, equitable use of technology, infrastructure and telecommunications services and administrative needs.
Curriculum Integration
o Things to consider when evaluating your needs:
§ current curriculum strengths and weaknesses and the process used to determine these strengths and weaknesses;
§ how curriculum strategies are being aligned to state standards;
§ the current procedures for using technology to address any perceived curriculum weaknesses;
§ how teachers integrate technology into their lessons - including ways technology is presently used for entire classroom and for small group instruction; and
§ how students use technology - including ways students presently use technology for purposes beyond practice of skills.
Currently, there is a library media/ information technology scope and sequence which divide the objectives by staff member who is responsible for teaching the objective. There are objectives for the library media specialist, the information technology resource teacher, and the classroom teacher integrated in one scope and sequence. This facilitates the integration of the technology into the classroom teacher’s lessons.
This curriculum is revised periodically to align with state standards.
Technology is integrated by teachers in a variety of ways. Some teachers:
· create, modify, and print IEP’s using a district web pages through ACES for this purpose
· teach math/ language arts lessons in the computer lab using the LCD projector so that all students can see the teacher’s work at the same time
· visit a variety of websites for math/ language art skills to reinforce classroom teaching/ support students who had difficulty learning the lesson in the traditional way
· use AlphaSmart technology in small groups/ individually to assist student instruction
· teach appropriate research skills using web pages
· use Word and age appropriate software to teach writing
· use the network to save/ organize student work
· teach map skills using online atlases
· teach presentation skills using PowerPoint and other software
· increase student communication using the Internet/ blogging
· teach touch typing to increase student fluency in communication
· use online databases to gather information
Students use technology for many reasons, including:
· hone their math/ language arts skills using software/ web pages
· use AlphaSmarts technology to communicate
· research
· gather images for use in school projects
· find out about the world around them using the Internet
· read/ write
· save work
· use maps/ learn about maps
· present new learning
· communicate with others
Professional Development
o Things to consider when evaluating your needs:
§ the process the LEA uses for assessing the technology professional development needs of teachers, administrators, and non-certified staff;
§ the technology professional development activities that have been offered to teachers; and
§ how the effectiveness of the professional development activities will be assessed.
The Professional Development Committee sends periodic surveys to all staff members about what their needs are for professional development workshops in all areas, including technology.
There are many topics in technology that have been offered for professional development for teachers, including but not limited to Advanced Outlook, Advanced Word, Creating and Using Databases, Creating Animations, Creating Teacher Web Pages, Excel, Getting the Most Out of Your School Laptop, Introduction to PowerPoint, Introduction to Microsoft Publisher, Managing Your Computer and Files, Technology Integration with Student Webquests.
Equitable Use of Technology
o Things to consider when evaluating your needs:
§ the availability of technology to students and staff in the district –all students should have equal access to the technology;
§ The district has wired classrooms and developed a model to provide 2 computers in each classroom grades 1-12 and 1 computer in grade K. In addition, each school has computers in the library/media center and at least one computer lab at each school. Each teacher in the district and administrator has a laptop.
§ the amount of time available for the use of technology by students and staff; and
§ Computers are available to all students and staff on school days (185) during normal school hours, so 6 hrs 25 minutes per day minimum
§ a description of the types of assistive technology tools that are provided for students with disabilities where necessary/applicable.
§ Touch screens, interactive white boards, software specific to the disability (like Earobics for students with speech/ language difficulties), and Alpha Smarts.
Needs Assessment Middle School Level
- Curriculum Integration
- Curriculum is addressed by the various management teams and curriculum council.
- Also management teams and curriculum coordinators
- Minutes emailed system wide enable all to assess potential weaknesses.
- And e. web quests, research units, word processing, PowerPoint presentations, brochures, videos, presentations using LCD projectors, and Excel graphing.
- Professional development
- Provided at the district level
- Required building-based workshops have prevented middle school teachers from technology training.
- Equitable use of technology
- Middle schools have different equipment due to grants and PTO funding
- Moran—two classes have access to media center computers every period; one class has access to the computer lab when not being used for 6th grade classes. Two computers per classroom although currently 12 of 36 academic classrooms have only one. Limited LCD projectors, DVD players, camcorders available on first come basis. Although this equipment is sufficient for many days, there are times teachers are unable to integrate technology they way would like due to lack of equipment. Busing prevents students from using the computers after school.
- Alpha Smarts, fm systems for hearing impairments, readers for the blind, books on tape and cd, Solo software for reading and writing, talking calculators, talking pens, and Lottie kits.
- Infrastructure and Telecommunications
- Each middle school is currently connected to Sheehan High School via a point-to-point T1 for internet and network connectivity.
- Network connections are a mixture of hubs and switches.
- Each middle school has servers on site for internet proxy, student storage, staff/administrative storage and applications.
- Administrative Needs
- Administration uses SASI to record student information and Munis for purchasing. School checking account maintained with Quicken. Faculty uses Class XP used for computerized grade reporting.
- Some training has been provided for SASI and Munis.
The following matrix may be used to determine the extent technology is available to staff.