DISTRICT TECHNOLOGY PLAN

JULY 1, 2011 – JUNE 30, 2014

Superintendent:   Dr. Gerry Nolan

District Adopted: June 2011

Board Adopted: June 2011

Last Revision: 5/25/2011

Submitted by:  Chris Rule

Title:   Technology Director

Phone: 307-455-5546

Email: crule@fremont2.org


Table of Contents

District Mission Statement

District Technology Vision

Introduction

Review of Previous Technology Plan

Members and Partnership Involvement

Evaluation

Strengths and weaknesses of the 2007-2007 tech plan

Strengths

Weaknesses

Standardized Assessments

Local Performance Assessments

Surveys and Records

Policies and Procedures

Student, Teacher, and Administrator Standards

Curriculum Standards that Include Technology

Outside Evaluation

District Needs and Supporting Data

Alignments to School Improvement Plan

Equitability of Resources

Progress and Status from 2007-2009 tech Plan

Curriculum Integration

Change and growth from 2007-2009 tech plan

Strengths and weaknesses from 2007-2009 tech plan

Strengths

Weaknesses

Evaluation Ensuring Technology Integration

High-Need, High Poverty SCHOOLS

Technology Literacy

Definition:

Parent Involvement

Distance Education

OdysseyWare

VHS

Videoconferencing Technologies

High-Needs Students

Equitability of Resources

Curriculum Integration Action Plan

Review Dates:

Benchmarks & Indicators:

Correction Strategies:

Activity Evaluation:

ACTIVITIES:

I- Summer Training Sessions

II- Weekly Training Sessions

III- Embedded Professional Development

IV- Create Digital 21st Century Classrooms

Participant Objectives

Student Centered

Flexible progression with multi-path options

Media-rich, multi-sensory stimulation

Learner-constructed knowledge from multiple information sources and experiences

Collaborative work on authentic real-world projects

Professional Development

Change and growth from 2007-2009 tech plan

Strengths and weaknesses from 2007-2009 tech plan

Strengths

Weaknesses

Resource Access and Use

Technology Literacy as related to Professional Development

Technical support

Policies and Procedures

Alignment to Professional Development Plan

Professional Development Action Plan

Review Dates

Infrastructure and Connectivity

Change and growth from 2007-2009 tech plan

Strengths and weaknesses from 2007-2009 tech plan

Strengths

Weaknesses

Infrastructure and Connectivity

Technical Support

Replacement Plan

Review Dates:

Benchmarks/indicators:

Correction Strategies:

Activity Evaluation:

Appendix

Teacher Pre-Assessment 2010

Technology Realignment Plan 2010-2011**

District Technology Budget

Technology Skills Matrix

Kindergarten Technology Pacing Guide

First Grade Technology Pacing Guide

Second Grade Technology Pacing Guide

Third Grade Technology Pacing Guide

Fourth Grade Technology Pacing Guide

Fifth Grade Technology Pacing Guide

6-8th Grade Computer/Technology Standards of Learning

Basic Operations and Concepts

Social and Ethical Issues

Technology Research Tools

Problem-solving and Decision-making Tools

Technology Communication Tools

EMPLOYEE ACCEPTABLE USE OF TECHNOLOGY EDC-E

1.0 PURPOSE

2.0 ACCESS TO TECHNOLOGY EQUIPMENT AND SERVICES

3.0 ACCEPTABLE USE

4.0 PROPER USE AND CARE

5.0 PERSONAL RESPONSIBILITY

6.0 SECURITY AND PASSWORDS

7.0 PENALTIES FOR VIOLATIONS

8.0 EMPLOYEE ACKNOWLEDGEMENT

EMPLOYEE USE OF TECHNOLOGY EDC

Online/Internet Services

STUDENT INTERNET/SOFTWARE ACCEPTABLE USE AGREEMENT IJNDB-E

1.0  PURPOSE

2.0 GUIDELINES

Educational Purpose

Access to Online Materials

Safety Requirements

Unlawful, Unauthorized, and Inappropriate Uses and Activities

Inappropriate Language

Plagiarism and Copyright Infringement

System Security and Resource Limits

No Reasonable Expectation of Privacy

Vandalism

Violations of this Regulation

Responsibility for Damages

3.0 ACTION

STUDENT USE OF TECHNOLOGY AND INTERNET SAFETY IJNDB

Use of District Computers for Online Service/Internet Access


 

District Mission Statement

District Technology Vision

We envision a lifelong learning environment in which the tools of technology support teaching and learning in all areas, and serve as a catalyst for instructional reform. This will be accomplished by increasing technology literacy and integration.

Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions – as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome. The technology is a means to an end, not an end itself.

A student will become technology literate when they possess the ability to responsibly use appropriate technology to communicate; solve problems; and access, manage, integrate, and create information to improve learning in all subject areas and to acquire lifelong technology skills.

Introduction

Located in northwestern Wyoming at 6,940 feet in elevation, Dubois is a small, rural, mountain community. The town of Dubois is approximately 85 miles from the nearest largest cities of Riverton, Lander, and Jackson. The census of 2000 showed that there were 962 people living in Dubois.

Fremont County School District No.2 consists of three schools in two buildings. Dubois High School is located in the center of town and Dubois Elementary School and Dubois Middle School share one building northeast of the center of town. K-6 classrooms are self-contained with a First/Second Grade combined classroom. Grades 7-8 are departmentalized. The District’s current enrollment is 195 students, Kindergarten through the twelfth grade. The enrollment has continued to decline over the past five years. Of the total student enrollment, 32% are considered to be low SES. Dubois Elementary School and Dubois Middle School are both designated Title I schools.

 

The District shares staff between buildings for art, music, physical education, counseling, media specialist/librarian, instructional facilitator, resource officer, technology personnel and school nurse.

 

Because of the remoteness of the District, it has become increasingly more difficult to attract and retain staff. Distance Learning has become an important part of student education in Dubois. Staff has also benefited by distance learning though professional development opportunities.

 

The LightsOn after school program provides students with homework help, study time, and remediation. The CWC Outreach Center offers students opportunities to take general interest classes, computer classes, sports and fitness classes outside of school time and during the summer.

The district employs two full time technology staff members, the Technology Director and the Network Administrator.  The current Technology Director was hired in July 2010 and the Network Administrator was hired in January 2009.  The district has undergone major staff changes over the past three years making goal alignment, commitment and follow-through nearly impossible.  July 2010 brought a new High School Principal/Superintendent of Schools, Guidance Counselor, several teachers, and the Technology Director.

Technology Planning Committee 

The current technology committee was not part of the implementation of the 2007-2009 plan.  Almost all the members of the committee have been changed since the plan’s approval.  In anticipation of the new plan the technology committee has met together to discuss the requirements and the language of the plan.  

Review of Previous Technology Plan

The Technology Committee reviewed the current plan and noted that the greatest weakness of the plan is that the method of measuring its success was irrelevant or inapplicable to the current plan.  The assessments and markers mentioned could have been influenced by sun spots or any other phenomena in the universe.  Student improvement or lack of student improvement could not be tied to the technology plan.

Members and Partnership Involvement

District Technology Committee  
(members may change during cycle)

School/Department

Member

Role

Technology Plan Responsibilities

Dubois Recreation Board Member

Karen Chandler, Recreation Board Member

Advise/review Technology Planning through District Advisory meetings.

Assists in the planning, implementation and evaluation of goals.

Parents

William Phelps, Karen Chandler, Chris Rule, Katie Seabolt, Janet Lee

Trena Rule, Sara Phelps, Brian Seabolt

Advise/review Technology Planning through District Advisory meetings.

Assists in the planning, implementation and evaluation of goals.

Students

Trent Slagowski

Advise Technology Committee of Student needs

Assists in planning and implementation

Administrators

Larry Lewis- K-8 Principal, Marty Gale- Internship Administrator

Advise/review Technology Planning through District Advisory meetings.

Assists in the planning, implementation and evaluation of goals.

Librarians

Carolyn Gillette- Librarian

Advise/review Technology Planning through District Advisory meetings.

Assists in the planning, implementation and evaluation of goals.

Teachers

Janet Lee- 5th Grade, Ingrid Finn- HS Publications,

Advises on curriculum to meet ISTE standards for the 8th Grade

Assists in the planning, implementation and evaluation of goals.

District Technology Director

Chris Rule

Chair

Leads/facilitates creation, implementation, and evaluation of District Technology Plan.

Superintendent

Dr. Gerry Nolan

Advises on requirements for audit and accreditation needs.

Leads/facilitates district initiatives

Evaluation

Progress Report From 2007-2009 Tech Plan

The District has made significant improvement over the past three years despite high turnover

in the Technology Department. Several grants have been secured over the past three years

including a Title IID Competitive EETT and an ARRA Stimulus Title IID grant. These grants

have directly impacted the four focus areas outlined in the previous tech plan:

  1. Access
  2. Connectivity
  3. Staff Development
  4. Curriculum Integration

However, these focus areas did not have clearly defined or measurable goals and, as such,

it’s difficult to indicate any progress. The Technology Director has recommended starting

fresh and coming up with some measurable and specific goals for the future, based upon

current needs.

Strengths and weaknesses of the 2007-2007 tech plan

Strengths

Weaknesses

The Technology Committee reviewed the current plan and noted that the greatest weakness of the plan is that the method of measuring its success was irrelevant or inapplicable to the current plan.  The assessments and markers mentioned could have been influenced sun spots or any other phenomena in the universe.  Student improvement or lack of student improvement could not be tied to the technology plan.

The ultimate measure of success within the Technology Plan is an increase in student

performance. Through the School Improvement Process, student performance data on District

Assessments, PAWS and MAP is evaluated and reviewed each year. During the process of

annual review of the District Technology Plan in the fall of each school year, the following

indicators will be used to measure the success of the Technology Plan:

Standardized Assessments

Local Performance Assessments

Surveys and Records

Policies and Procedures

Student, Teacher, and Administrator Standards

Curriculum Standards that Include Technology

Outside Evaluation

Enhancing Education Through Technology (Title II D) Program Goals 

Primary Goal#1:  Improve student achievement through the use of technology in elementary and secondary schools (Section 2402 (b)(1))

  • Develop a Technology standard matrix for grades K - 8.
  • Implement the Technology matrix grades K - 8.
  • The Technology Facilitator will work with individual teachers to help them build technology skills outlined in the Technology matrix.
  • The technology team will provide the technology necessary for classroom integration of the technology matrix.

Program Goal #2:  Technology Literacy – ensuring that every student is technologically literate by the time the student finishes the eighth grade regardless of student’s race, ethnicity, gender, family income, geographic location or disability. (Section 2402 (b)(2)(A))

  • Show the students what is required through the Technology matrix
  • The Technology Facilitator will work with individual teachers to help them build technology skills outlined in the Technology matrix.
  • Each grade level teacher will assess each students technology literacy in comparison to the Technology matrix each year.
  • 8th Grade Assessments - Infosource Simplek12 will be used to assess technology literacy.

Program Goal #3:  Effective integration of technology resources and systems - encourage effective integration of technology resources and systems with teacher training and curriculum development to establish research – based instructional methods that may be widely implemented as best practices by state educational agencies and local agencies. (Section 2402 (b)(2)(B))

  • The Technology Facilitator will work with individual teachers to help them build technology skills outlined in the Technology matrix.
  • Each classroom will be provided a laminated copy of the Technology matrix so that teachers can see and check off the skills their class needs as they do them.
  • The Technology Team will provide year round technology trainings.
  • The Technology Team will hold “Tech Tip Tuesday” events every Tuesday to help teachers with questions about integration
  • The Technology Team will provide training on an individual need and request.

District Needs and Supporting Data

Alignments to School Improvement Plan 

The ultimate measure of success within the Technology Plan is an increase in student

performance. Through the School Improvement Process, student performance data on District

Assessments, PAWS and MAP is evaluated and reviewed each year. During the process of

annual review of the District Technology Plan in the fall of each school year, the following

indicators have been used to measure the success of the Technology Plan:

The image below is our School Improvement plan.

Equitability of Resources  

The District Needs Assessment process conducted each January-February for the upcoming year, identifies technology needs throughout the District. An online form is used for all District Needs and then all technology needs are pulled out. Included on the Needs Assessment Form is a section to complete for each need that relates it to the District Curriculum. Various budgets are considered for funding technology needs; General Fund, Technology Plan Budget, Title VIB, Title IIA, Title IID. This process ensures that all students including those at-risk, those with special needs, and those on IEP’s have equal access to technology tools in the classroom.

Progress and Status from 2007-2009 tech Plan 

The District has made significant improvement over the past three years despite high turnover in the Technology Department.  Several grants have been secured over the past three years including a Title IID Competitive EETT and an ARRA Stimulus Title IID grant.  These grants have directly impacted the four focus areas outlined in the previous tech plan:

  1. Access
  2. Connectivity
  3. Staff Development
  4. Curriculum Integration

 

However these focus areas did not have clearly defined and measurable goals and as such  it’s difficult to indicate any progress.  The Technology Director has recommended starting fresh and coming up with some measurable and specific goals for the future, based upon current needs.

 

The District Technology Committee meets throughout each school year. Membership on the committee consists of parents, teachers, support staff, board members, business representatives, community members and school administrators.

 

The committee is developing a process for Formal Annual Review of the District Technology Plan. All Committee members and Partners will be included in the review process. This has been a desire since the revision in 2003 but has never been accomplished due to high staff turnover. Most plan review occurs between January and April each year. This is the time period that Needs Assessments are collected and the Budget Process begins.

 

Each spring the Technology Committee will reports to the School Board on the status of technology in the District. The report includes:

 

Technology Budgets requests are presented at District Budget meetings starting in April of each year. Two budgets are requested each year. One budget covers the District Technology Plan. The second is for District Maintenance, Support and Repair.

 

Staff turnover, declining enrollment, and shrinking budgets are forcing the Technology Committee to do some significant realignment to meet goals.


 Primary Goal  


 Goal #2


Goal #3


Curriculum Integration 

Change and growth from 2007-2009 tech plan

Goals were not outlined. The previous plan discussed what the school offered and how they assessed technology for students. The previous plan did not lay out how teachers would integrate new technology into the classroom. As such there was no growth, at least none that could be measured or attributed to educational technology integration.

Strengths and weaknesses from 2007-2009 tech plan

Strengths

Weaknesses

Evaluation Ensuring Technology Integration

The Technology Facilitator does classroom observation to ensure technology is integrated into the classroom to enhance the educational curriculum.  The Facilitator then reports to the technology committee.  This info is then analyzed on what works and what doesn’t.

Teachers and students need to be proficient  in technology skills. The technology matrix is being implemented to provide a pacing guide for teachers to give students a technology foundation to build upon. Teachers are integrating new software and tools to increase technology literacy and 21st century skills. This is being evaluated by Infosource.  

High-Need, High Poverty SCHOOLS

The Special Education Team ensures that students with special needs are identified and given needed technology tools. Individual Education Plans (IEP’s) identify the technology tools needed by each individual special needs student. These tools may include but are not limited to:

 

FM audio enhancement systems are available in all K8 classrooms and in core classrooms at the High School. All District Special Education classrooms have computers. Dragon Dictate software systems are available for the K8 and HS special education students. Accelerated Reader is being used in all of the grade levels K-8. Touch screens have been made available when needed.  Classroom lectures are being recorded and made available to students on iPods when needed.

Technology Literacy

Definition:

A user will become technology literate when they possess the ability to responsibly use appropriate technology to communicate; solve problems; and access, manage, integrate, and create information to improve learning in all subject areas and to acquire lifelong technology skills.

A technology matrix is being created to ensure that teachers know what their student should learn in their respective grades.  The matrix is being embedded into each classroom so that students will gain age appropriate skills. The matrix was created as a pacing guide for the teachers. Teachers will know what skills to implement using certain programs throughout the year. The matrix is concise and broken down by each semester for ease of use.

Parent Involvement

Parents are informed of their student’s progress toward meeting educational standards on standards report cards or standards reports depending on the student’s grade level. Parents have access to their students power school profile to keep up to date with their student’s grades, assignments, graduation plan tracking, and and other information.  

The district is going to look into using a curriculum based report card in PowerSchool.  This would include technology curriculum standards to be reported on as well.

PowerSchool is widely accessed by both students and parents for grade and attendance reports.  The following picture show statistical data in the time frame from August 25, 2010 to May 25, 2011.

 

These numbers show that more than half the students K-12 grades have been accessed and that over 85% of parents are setup to receive emailed progress reports via PowerSchool.  This service allows parents to quickly monitor and check the progress of their children and increases parent involvement in the schools.

Distance Education

The geographical isolation of Fremont County School District #2 requires that all our students and staff have online research materials constantly available. The District also relies on Distance Learning through the WEN to deliver needed courses and curriculum to students. HS Students are also taking online classes such as Spanish, German, and Virtual High School offerings.

OdysseyWare

OddysseyWare has been purchased by the District to provide online curriculum for credit recovery and remediation. OdysseyWare is a revolutionary web-based learning management system that features a media-rich curriculum for elementary, middle, and high school students. Administrative and teaching tools give schools the solutions and flexibility they need to individualize instruction and manage student data. Automatic grading and lesson planning provide time-saving tools for teachers, allowing them to spend more time interacting with students to enrich their learning experiences. Administrators are also pleased with the positive budgetary impact of implementing this innovative technology-based curriculum as a customized solution.

The real focus and startup of OdysseyWare will occur during the 2011-2012 school year.  However, several students struggling in the classroom were given the opportunity to do some remediation and credit recovery using OdysseyWare at the end of the 2010-2011 school year.  This was a very small population percentage of the High School at less than 5%.  In the 2011-2012 school year we expect over 10% of all Middle and High School students will use OdysseyWare for either enrichment, remediation, credit recovery, or pleasure.

VHS

Virtual High School, a leader in online education and professional development, has proven in its fourteen-year history that their collaborative is committed to quality course design, online education standards and pedagogy, student assessment, teacher professional development, and teacher certification.

The High School offered 16 VHS classes for the 2010-2011 school year servicing over 25% of the High School students with at least one online class.  

Seven of the 16 Virtual High School classes also counted toward the Hathaway scholarship.

Videoconferencing Technologies

The school uses both WDE provided videoconferencing equipment as well as units purchased from other grants to provide our students with connectivity to the outside world.  These units are used on a nearly daily basis.  This upcoming year it is being planned to have our students take a Spanish class based out of Arkansas through our video units.  In addition, many of our kindergarten to eighth grade students participate in completely interactive virtual field trips.  We have allotted budgetary means to purchase such events from CILC.  

The Center for Interactive Learning and Collaboration (CILC), established in 1994 as a not-for-profit, specializing in the access to applications and the utilization of video conferencing for live interactive content and professional development, as well as web based collaborative learning environments for K-20 education. CILC provides consulting expertise in videoconferencing, integration, problem based learning projects, school-community partnerships and effective techniques for the delivery and development of quality programs.

In the 2010-2011 school year 100% of students attended at least one video conference event and over 50% of students (specifically in grades 1, 2, 3, 6, 7, & 8) attended two or more virtual field trips as a distance education enrichment piece.

High-Needs Students

The Technology Team is committed to the integration of technology with High-need students.  What technology used and how it is incorporated is fitted to the specific needs of each individual student.  The Technology Team investigates the needs and does appropriate research to meet the need.  Examples of such use have been iPad apps to help with motor skills, touch screens, and speech recognition applications.

Equitability of Resources

The District Needs Assessment process conducted each January-February for the upcoming year, identifies technology needs throughout the District. An online form is used for all District Needs and then all technology needs are pulled out. Included on the Needs Assessment Form is a section to complete for each need that relates it to the District Curriculum. Various budgets are considered for funding technology needs; General Fund, Technology Plan Budget, Title VIB, Title IIA, Title IID. This process ensures that all students including those at-risk, those with special needs, and those on IEP’s have equal access to technology tools in the classroom.

Student to Computer Ratio

As outlined by the Technology Realignment Plan below, our student to computer ratio is approximately 6 students to every 5 computers (see Appendix - Technology Realignment Plan 2010-2011)

Alignment to School Improvement Plan

The ultimate measure of success within the Technology Plan is an increase in student

performance. Through the School Improvement Process, student performance data on District

Assessments, PAWS and MAP is evaluated and reviewed each year. During the process of

annual review of the District Technology Plan in the fall of each school year, the following

indicators have been used to measure the success of the Technology Plan:

The image below is the School Improvement plan.

Alignment to District Professional Development Plan

Our District’s Staff Development Plan is designed through the Curriculum Committee with input from the administration and staff. The Curriculum Committee is also guided by both the District’s annual needs assessment results and by the District’s Mission statement which is to provide innovative educational leadership and progressive educational programs to develop the unique potential of each individual. The needs assessment process encompasses determining need based on student performance data, the NCA improvement plan, and other input gathered in the form of climate surveys from students, parents, and community stakeholders; input from staff and administrative team (teachers, administrators, guidance counselors, curriculum committees, etc.), Curriculum Director, Instructional Facilitator, and Board of Trustees. The staff is then trained in the chosen interventions/best practices which are applied district-wide.  This also includes technology staff development.

Curriculum Integration Action Plan

Review Dates:

Each spring the Technology Committee will report to the School Board on the status of technology in the District. The report includes:

Benchmarks & Indicators:

Technology is a key component in a standards-based classroom. Therefore Fremont County School District #2 has embedded technology into district standards and district assessments (WHERE is this?  we need to attach in appendix). The District believes that the effective use of technology will aide in improving student achievement.

 

The District Assessment Plan requires all students including those with special needs and those at-risk to have multiple opportunities to demonstrate proficiency on standards. All students in FCSD#2 are required to take district assessments aligned to standards. Our Body of Evidence and District Assessment Plan have syllabus, unit plans, and matrices to document this alignment in both instruction and assessment through a course-based approach.

Most standards and benchmarks use technology as a tool to assist students in the acquisition of the skills and knowledge needed to demonstrate proficiency on standards. The state and district has identified standards that have a heavy emphasis on technology and embedded those in language arts, science, social studies, fine arts, and health (LA3, SC8, SS7, FA5, HE4). These standards are covered in kindergarten through twelfth grade in required courses and documented in our BOE and K-12 unit plans. All students in the district have multiple instruction and assessment opportunities for each standard.

Correction Strategies:

The District collects all district assessments given K-12 and completes a disaggregation report for each assessment. These reports along with PAWS results and MAP results to compile a building and district profile of how well our students are meeting technology standards in our school improvement process. This process with help determine the impact of technology on student learning.

Activity Evaluation:

The district’s enrichment and remediation process will apply to the technology standards. Parents are informed of their student’s progress toward meeting standards on standards report cards or standards reports depending on the student’s grade level. The Curriculum Committee initially reviewed all unit plans for inclusion of technology and alignment of all standards in both instruction and assessments. The NCA Sight Based Council reviews data submitted from all committees to review our successes in impacting student achievement.

Goal

Technology tools and instruction must be made available to all students including those with special needs and those at-risk for curriculum integration to succeed and have a positive impact on student learning.

Program Objectives

Technology Mapping Committees K-12

  • Tie technology instruction to classroom units
  • Develop grade level outcomes for technology skills to ensure that all 8th grade students are technology literate
  • Develop keyboarding goals for all grade levels
  • Integration of technology in classroom instruction

Indicators

  1. Typing Pal Online keyboarding program
  2. EIC program at MS level – proven model to increase student  achievement using technology as tools in the classroom in all curricular areas
  3. Continue to collect information of specific technology used at each grade level
  4. Technology Mapping Committee outcomes
  1. Grade level outcomes for technology skills
  2. Keyboarding goals for all grade levels
  1. Continue to collect information on specific technology tools used at each grade level

Target (Baseline)

Fall 2011- Technology Matrix Committee formed – K8 Staff

Winter 2011 - Technology Matrix Committee Formed - HS Staff

Curriculum Based Report Cards in PowerSchool

Target

Fall 2011

  • Keyboarding grade level outcomes determined for K8
  • Technology matrix integrated into classroom curriculum and grade level outcomes determined at the K8 level
  • Tech Literacy will be measured with either K to the 8th Power or Infosource.

Spring 2012

  • Student Proficiency tests developed for grades K-8 based on grade level outcomes for each grade.

Target

Fall 2011

  • HS Technology Matrix Committee Formed
  • Technology Matrix integrated into classroom curriculum and grade level outcomes determined at HS level
  • Keyboarding grade level outcomes determined for the HS

Technology Instructor and Facilitator hired to teach K-12 technology classes – using results from the Technology Matrix.

Fall 2013

  • Start using PowerSchool Curriculum Based Report Card Features with WY educational standards and ISTE NET-S Standards.

Measurement Tool(s)

  • Typing Pal Network software for keyboarding
  • Assessment tools (proficiency tests) for determining grade level outcome progress of all students
  • Technology Instructor and Facilitator hired to teach K-12 technology classes – using results from the Technology Matrix.
  • Classroom Observation

Person responsible

Technology Matrix Committees

K-12 District Staff

Technology Department

Budget

$20,000.00

Funding Source

General Fund and Title IID Fund

ACTIVITIES:

I- Summer Training Sessions

  1. The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology (Wenglinsky, 1998; Rosen & Weil, 1995). Wenglinsky (cited in Archer, 1998) found that teachers who had received professional development with computers during the last five years were more likely to use computers in effective ways than those who had not participated in such training.
  2. Teachers will better learn to use the tools, equipment and programs that are currently in their classrooms. Teachers will participate in summer training sessions. The sessions will focus on the incorporation of math, science, language arts and social studies into the curriculum for all district teachers. The training will concentrate on interactive white boards, response systems, one to one computing, document cameras and programs that are currently in the classrooms.
  3. Small groups and one on one sessions will be the focus of teaching for these training sessions. Infosource will assess teacher’s technology literacy before the training sessions begin. The information gathered from this assessment is where the content of the training sessions will focus. Assessing the weaknesses of the teachers and skill building based on that information would allow teachers to use their knowledge in the classroom.
  4. Summer training sessions will be set up for late July early August 2011. Two week long half-day sessions will give teachers the opportunity to take up to 20 hours of professional development. This professional development will be offered to K-12 teachers and aides.  Follow up of this training will be tied to activity #2: an embedded technology curriculum facilitator will meet with teachers bi-weekly during the school year to continue professional development and follow through.
  5. Students who are exposed to technology during their daily schedule will increase their technology literacy. As teachers receive professional development they will align the skills that they have learned to be part of their everyday curriculum.

II- Weekly Training Sessions

  1. Sustained and intensive professional development is more likely to have an impact, as reported by teachers, than is shorter professional development, according to the ASCD (2003, July 22). Teachers will have to opportunity to participate in weekly training sessions during the year on site in Dubois. This will allow teachers recurring times to reflect on their needs and goals.
  2. Weekly sessions will focus on the needs of the teachers. Small group and one on one training sessions will be set up once a week to reinforce and cover technology integration into daily curricula. Math, science, language arts and social studies will be the primary focus of instruction. The use of tools, equipment and programs will tie into the core subject areas being taught.
  3. Professional development for effective technology use can come in a variety of forms, such as mentoring, modeling, ongoing workshops, special courses, structured observations, and summer institutes (David, 1996; Guhlin, 1996). The technology curriculum facilitator will monitor teaching practices during to school day to evaluate teaching instruction. The evaluation will focus on how technology is being tied into the daily curriculum. This information will be the focus of training instruction.
  4. Training will occur twice a week after school for one hour. Training sessions will start the first week of school and continue until the end of December 2011. Based on the current district schedule this will allow for 36 hours of instruction. Teachers will be encouraged to attend one weekly session. All certified and classified staff members will be encouraged to attend.  When possible, PTSB credit will be offered for these classes.

III- Embedded Professional Development

  1. Successful instructors using technology are described as facilitating a learner-centered class management structure and achieving a qualitatively improved depth and scope of student learning (Cuban 2001; Ertmer 1999). A technology curriculum facilitator would work to ensure that all faculty and students display high levels of technology literacy, supporting implementation, management and effective usage of the technology rubric.
  2. The facilitator would work one on one with teachers and observe instructional practices. The facilitator would organize weekly training sessions with various technology instructors and online sessions. Evaluation of teachers and their pedagogical skills would be done during observation time; training sessions would be based on weaknesses in instructional practices. Facilitator would concentrate on presentation, questionnaire, feedback, strategy training, aligning with curriculum and modification of classroom activities.
  3. Bi-weekly meetings will be set up with individual teachers to assess their needs and concerns. Weekly training sessions would be set up to allow teachers to participate in ongoing professional development. Evaluations of teachers would occur during weekly observation time. Concentration would focus on instructors building skills to increase effective technology integration in the classroom.
  4. This follow up activity would begin 8/11 and continue through 12/11. Each teacher would receive approximately 28 hours of training time, in addition to approximately 5 hours one on one meeting time. In addition to small group training and one on one training teachers would have individual access to online professional development.

IV- Create Digital 21st Century Classrooms

  1. Curriculum-based professional development "must be intimately tied to the actual tools teachers use" (Schmidt, 2002). Current computer labs would be upgraded with digital tools identical to those found in the classrooms. Teachers need to learn on the same tools they will use. When classroom activities require more computers than are present in the classroom, teachers will be easily able to move to the computer labs without worry about different technology.
  2. Developing a training center is key in making this project sustainable. If we are to expect teachers to train each other they need the proper facilities to do so. Currently the school district does not have a training area. Upgrading the computer labs will not only benefit staff for training, it will also benefit students by increased access to technology.
  3. Creating training facilities where teachers have access to the same tools as in the classroom will allow them to create meaningful material during training which can be immediately be used for classroom instruction.
  4. Digital whiteboards, handheld interactive devices, document cameras and collaboration software will be purchased in February 2011 after grant award. March, April, and May will be months where equipment will be moved, deployed, setup and installed. This will give adequate time to make sure the technology is working fully and matches as closely as possible to teacher’s classrooms.
  5. All students K-12 will be impacted by the improved digital classroom/lab. Teachers learning technology to impact student performance in the classroom is fully student centered and in this way Participant Objective #1 is met. Participant Objective #3 is also met by providing the facilities where teachers can learn necessary technology skills and practices that are relevant to their actual classroom.

Participant Objectives

  1. Student Centered

  1. The district will improve student technology development and knowledge to effectively use tools and programs to enhance learning.
  2. Teachers will attend training that will focus on student centered activities that will create new ideas and projects to be performed in the classroom.
  3. Teachers will be encouraged to have students lead in the interaction of projects with peers that involve a variety of technology media.
  4. Teachers will model a positive attitude toward technology as they build their technology proficiency.
  1. Flexible progression with multi-path options

  1. Teachers will become technologically literate through technical support and training opportunities.
  2. Training sessions will be offered in the summer to allow teachers to receive PTSB credits.
  3. Training sessions will be offered through out the school year. Sessions will concentrate on the needs of the teachers.
  4. The technology curriculum facilitator will evaluate during classroom time to focus on strengths and weaknesses during instructional time and provide just-in-time embedded training.
  5. Computer based and CILC videoconference trainings will be offered in addition to classroom trainings to allow teachers more opportunities to build their technology awareness.
  6. Teacher-to-teacher sessions will be encouraged to allow the more technology literate teachers to assist others and to act as a mentor.
  1. Media-rich, multi-sensory stimulation

  1. Teachers will integrate technology to improve quality of learning in the classroom.
  2. Teachers will be offered a variety of different methods of professional development.
  3. Training will focus on tools that are currently in the classroom. Areas of concentration will be Promethean Boards, hand-held devices, document cameras, and CILC collaborations and virtual field trips.
  4. Training sessions will be offered through one-on-one, small group collaboration, online based and CILC videoconference professional development.
  1. Learner-constructed knowledge from multiple information sources and experiences

  1. Teachers will effectively create new opportunities to promote student achievement.
  2. Teachers will be evaluated during classroom instruction time by a technology curriculum facilitator.
  3. The teacher and the facilitator will plan strategies to guide inquiry within the classroom during training and one on one meeting time.
  4. Teachers, with the help of the facilitator and other teachers and technology instructors will transfer current knowledge to learning of new technologies.
  5. Teachers will be encouraged to take their current teaching methods and find new ways to incorporate technology.
  6. The tech facilitator will assist in guiding the teachers to integrate technology research methods into their classrooms.
  1. Collaborative work on authentic real-world projects

  1. Teachers will be accountable for setting and striving to meet personal technology goals.
  2. Teachers will set three goals they wish to complete by December of 2011.
  3. Teachers will team up with other teachers as mentors.
  4. Teachers will set goals and work as a team to try to meet personal goals and push each other to accomplish them.
  5. As a role model, teachers will show students that they demonstrate personal responsibility for lifelong learning.

 Primary Goal


 Goal #2


 Goal #3


Professional Development

In the Summer of 2010 teachers K-8 attended an intensive Teacher Academy resulting in nearly 50 hours of targeted and specific training on using new and existing technology tools in the classroom. An Instructional Technology Facilitator has followed up this training with embedded instruction. Teachers were given a pre-assessment test in technology skills measured by the 2008 NETS-T as administered by Infosource. This data will be used to measure progress at the end of the 2010-2011 school year (See Appendix Teacher Pre-Assessment 2010).

The district intends to continue to use Infosource as a resource to compare and evaluate progress and growth in the area of technology integration.  Teachers and students will be tested on technology proficiency each spring.  The proficiency will be measured based upon 21st Century skills and NET-T and NET-S.

Change and growth from 2007-2009 tech plan

In the previous plan it was an objective to allow staff to use the Dubois Cyber Cafe and Training center as a source for professional development. Although this is a great resource for staff; more trainings need to be implemented.  the CyberCafe is available for use, but is not currently used.  Better progress will be made by using a technology facilitator integrated into the staff with in classroom, weekly, and summer trainings.

Any plans stated in the 2007-2009 plan were not implemented.

Strengths and weaknesses from 2007-2009 tech plan

Strengths

Weaknesses

Resource Access and Use

In November of 2006 a mil levy passed for Adult Education. The plan is to use this mil levy to fund the continuation of the Dubois cybercafe and Training Center. Professional Development training will continue through the Dubois CyberCafe and Training Center. These programs can continue in conjunction with the Dubois CybeCcafe and Training Center, providing a robust and sustainable level of staff development for technology. In addition to the CyberCafe, FCSD2 will offer weekly training to staff as well as summer academies.

Technology Literacy as related to Professional Development

The District believes that effective Professional Development Leadership and Support does

the following:

Technical support

The Technology Team in the district provides Professional Development as part of the resolving of technical issues.  When staff have problems the Technology Team doesn’t just fix their immediate problem but instructs the staff member on how to fix the problem themselves as well as preventative measures to avoid the problem in the future.  This is proving to be a great way to teach teachers how to use technology more efficiently.  This is seen by a sharp decline in the number of tech request.  

Policies and Procedures

Staff Development in the District is multifaceted. The District Staff Development Policy Code: GCI is addressed in the Technology Plan as follows: individual training through Cybercafé; planned technology training by tech staff during regularly scheduled days in the annual calendar; peer mentoring/tutoring; release time for professional training. Formative evaluation occurs through the annual needs assessment and curriculum mandates.  Summative evaluation of the Technology Plan occurs as data is disaggregated annually. The Technology Committee will use results from InfoSource technology assessments to track improvement in the skill level of staff and students.  

Alignment to School Improvement Plan

The ultimate measure of success within the Technology Plan is an increase in student performance. Through the School Improvement Process, student performance data on District Assessments, PAWS and MAP is evaluated and reviewed each year. During the process of annual review of the District Technology Plan in the fall of each school year, the following indicators have been used to measure the success of the Technology Plan: (can we find trend data on this? graphs over time?)

Alignment to Professional Development Plan

Our District’s Staff Development Plan is designed through the Curriculum Committee with input from the administration and staff. The Curriculum Committee is also guided by both the District’s annual needs assessment results and by the District’s Mission statement which is to provide innovative educational leadership and progressive educational programs to develop the unique potential of each individual. The needs assessment process encompasses determining need based on student performance data, the NCA improvement plan, and other input gathered in the form of climate surveys from students, parents, and community stakeholders; input from staff and administrative team (teachers, administrators, guidance counselors, curriculum committees, etc.), Curriculum Director, Instructional Facilitator, and Board of Trustees. The staff is then trained in the chosen interventions/best practices which are applied district-wide.  

Professional Development Action Plan

 

 

Goal

Provide all staff at least 20 hours of

technology training per year.

Program objectives

  • Provide Summer Academies
  • Provide just-in-time (in classroom) training
  • Compare pre and post assessment results
  • Define expectations and outcomes

Indicators

  • Reduction of tech requests
  • Results of pre and post assessment of InfoSource.

Baseline Target

100% of teachers will be offered at least 20 hours of professional development per year.

Target

Ongoing:

  • Utilize Dubois Cyber Cafe and training center.
  • Embed Technology Facilitator into school.
  • Provide several options for professional development
  • Short Technology PD every Tuesday after school (20 mins)
  • Summer training academy (provide PTSB credit when possible)
  • Two-way interactive video conferences.
  • Provide PowerSchool online training.

Target

June 2012

  • Staff will be assessed to evaluated their technology literacy using InfoSource
  • Professional development will be based on  NETS standards

Fall 2011

  • Instructional Facilitator tracks one-on-one professional development and embedded classroom hours.
  • Surveys and Records will provide information to what professional development classes need to be offered.

Measurement Tools

  • Instructional Facilitator contact logs
  • Curriculum Unit Plans
  • Training attendance logs
  • NET Standards Assessment (Infosource)

Person(s) Responsible

  • Technology Director
  • Technology Coordinator (network tech)
  • Instructional Technology Facilitator

Estimated Cost/Budget

  • Tech Facilitator - $34,000
  • Infosource - $2500
  • PowerSchool Essentials Training - $2500

Funding Source(s)

  • General Fund
  • Title IID funding

Review Dates

Identified as Target on Action Plan

Benchmarks

Identified as Indicators on Action Plan

 

Correction Strategies

If benchmarks indicate unsatisfactory growth, research-based interventions will be deployed to address identified issue.

 

Activity Evaluation

Identified as Measurement Tools on Action Plan


 Primary Goal


 Goal #2


 Goal #3


                     

Infrastructure and Connectivity                        

Change and growth from 2007-2009 tech plan

We have very little baseline data on what things were like before 2009.  We can only elaborate on what the current situation is, and make plans for the future.

At the start of the 2010-2011 school year the district has over 350 computers for student and staff access.  This number compared to the 197 students and 67 staff members gives every person at the school access to more than one computer.  The district’s focus has been upon moving to a one-to-one computing model and the district secured grants to move in this direction.  However further examination of funds and staffing indicates the inability to support this model and plans are being made to reduce the number of computers giving students access to quality over quantity.

 

The computers in the district are running either Windows XP Professional or Mac OS

X Leopard.  New computers will run the current Windows operating system or the current Mac OS.  There are no plans to purchase operating system upgrades.

 

The district is setup in a wide area network connected with a single mode fiber optic running at 1000mb. There are 7 servers; one email/web server running Mac OS X Server, a file server running Windows Server 2008, two domain controllers running Server 2008, two camera servers running Windows Server 2003, and one server running Windows Server 2003 for wireless management.  There is no current equipment rotation cycle/replacement program.

 

There are two bonded T1 lines for 3 mb Internet access shared across the entire

District provided by the WEN.  The district has a fractional telephone T1 for the Cisco IP telephone system installed in 2008.  The district currently obtains E-Rate funds for land-line and cellular telephone.  Currently e-rate funds are not requested for any activities outside of telecommunications and/or Internet.

 

Every computer throughout the district has either a wired or wireless connection to the network and Internet.  The wired connectivity speed is 100mb or higher.  Every building also has 100% 802.11g wireless coverage. The G wireless running at 54mb is fully backward compatible to the B standard running at 11mb. This is accomplished by multiple redundant wireless radios. The wireless network is protected by MAC filtering, WPA2 encryption, and SSID non-broadcasting. Laptops must pass a basic qualification process before being allowed on the network.

 

The district uses LightSpeed as the Internet content filter, power management, anti-virus, and Internet bandwidth control.  This is a network appliance, which allows the security agent to continue filtering Internet traffic even when a school computer is not on campus nor connected through the school network.

LightSpeed allow the district to meet filtering requirements pertaining to CIPA and COPPA.  It also allows the district to meet regulatins for the Schools and Libraries Division for E-Rate.

Above the minimum requirements the school district has adopted acceptable use policies for both students and staff.  These policies are titled and found in the district policy book as: (also included in the appendix)

EMPLOYEE ACCEPTABLE USE OF TECHNOLOGY EDC-E

EMPLOYEE USE OF TECHNOLOGY EDC

STUDENT INTERNET/SOFTWARE ACCEPTABLE USE AGREEMENT IJNDB-E

STUDENT USE OF TECHNOLOGY AND INTERNET SAFETY IJNDB

These policies also explain the Board of Director’s philosophy on the use of technology as a means to improve education and clearly outline expectations on use.

Strengths and weaknesses from 2007-2009 tech plan

Strengths

Weaknesses

E-rate/ WEN Participation

Our district receives telecommunications, internal connections, and Internet from the Wyoming Equality Network (WEN).  The WEN provides connectivity to all our schools by providing T1 lines from an aggregation point or a satellite connection to our High School and/or Administration building. The Wyoming Equality Network is a state mandated and legislatively funded statewide network.  

Cost associated to the WEN is based on the number of students as well as the number of schools and type of connectivity.  The WEN Infrastructure biennium budget provides for the basic WEN services, and districts pay for any additional services or network enhancements.  The cost for these additional enhancements is paid for through our district technology budget/general funds, etc.  The WEN funding is dependent on legislative funding each biennium.  Because of this, the district’s responsibility and that of the state may vary from biennium to biennium.  

Infrastructure and Connectivity

Our current infrastructure is able to support much more than it has to at this point.  There is no need for further expansion at this time.

With connectivity, we currently have 18Mbps coming into the school for Internet connectivity.  The district plans to only increase this as demand requires.  The following graph shows our current monthly usage:

Technical Support

The district has made great progress on their technical support.  The Technology Team does far more than just fix the problems that staff and students have.  Currently, they take the time to teach how to fix the problem and how to avoid the problems.  This has greatly reduced the amount of technical support required.

The district uses a help desk system which teachers and staff can submit tech requests.  These requests are electronic and web-based allowing access to the system from any device with Internet access.  The requests are given a priority and have required fields to fill out which helps ensure the required info is provided helping in timely resolution of problems and issues.  The tech request data is evaluated to determine high-needs users and potential problem areas.  This helps focus professional development by making needs based decisions based on relevant data.

Another factor in the greatly reduced number of tech requests is the change from using Microsoft Exchange for email and moving to Google Apps for Education including their email.  Prior to the change 12% of all tech requests were email related.  Now less than 1% of tech requests are email related.

Replacement Plan

The table below shows the cost of the different rotation plans.  With our current budget allowance we have determined to place our rotation plan on a 5 year rotation with a target amount of 220 Computers.

(also see the Appendix - Technology Realignment Plan 2010-2011

Infrastructure and Connectivity Action Plan 

Review Dates:

Each spring the Technology Committee will report to the School Board on the status of technology in the District. The report includes:

Benchmarks/indicators:

The indicators for the need for more connectivity will be based on how much bandwidth we are using wisely, and how much we have available.  At the times that we exceed our bandwidth the decision will be made how much more to purchase weighted by the amount of budget available.

Correction Strategies:

The Technology Team evaluates on a daily, weekly, and monthly basis the needs of the district.  Corrective action is taken that is appropriate to the correction needed.

Activity Evaluation:

Tech Request Evaluation: The technology team.  This is done on a daily, weekly, and monthly basis.  

Goal

Provide infrastructure and connectivity in support of Primary Program Goal #1, #2 and #3.

Objectives

  • Provide a technical infrastructure that enhances student achievement through the equitable access to resources and equipment, supports data management systems, and is fiscally responsible
  • Provide readily available technical assistance and expertise in the use of technology resources that enhance teaching and learning to all staff.
  • Evaluate the flow of tech requests to note problem areas that need to be addressed.

Indicators

  • Student to computer ratios
  • Internet usage reports

Baseline Target

  • 100% of infrastructures components meet industry standard specifications.
  • Adequate  bandwidth exists to support all district needs.
  • Modern and current equipment is available for students and staff

Target

Ongoing

  • View help desk statistics to determine high need areas
  • Monitor bandwidth usage reports
  • Replace 50 computers yearly

Measurement Tools

  • Budget analysis
  • Tech Request Statistics
  • Bandwidth usage reports (Internet, WAP & Switch)

Person(s) Responsible

  • Technology Director
  • Technology Coordinator

Estimated Cost/Budget

$49,000

Funding Source(s)

  • General Fund
  • Title IID funding

Appendix

Teacher Pre-Assessment 2010

Fremont 2 Teacher Technology Assessment

PRE-ASSESSMENT: SimpleAssessment (Teacher Edition) (NETS-T 2008) For Windows/Office 2007

Percentage passing by Dataset

1

FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY

63.89%

 

                                                

  1. Promote, support, and model creative and innovative thinking and inventiveness.
  2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
  3. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
  4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

                                                

2

DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS

75.00%

 

                                                

  1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity..
  2. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
  3. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
  4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

                                                

3

MODEL DIGITAL-AGE WORK AND LEARNING

61.81%

 

                                                

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
  2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
  3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
  4. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

                                                

4

PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY

72.92%

 

                                                

  1. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
  2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
  3. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
  4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

                                                

5

ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP

82.64%

 

                                                

  1. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
  2. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
  3. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
  4. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

                                                

 

Fremont 2 Teacher Technology Assessment

PRE-ASSESSMENT: SimpleAssessment (Teacher Edition) (NETS-T 2008) For Windows/Office 2007

1. FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY

Promote, support, and model creative and innovative thinking and inventiveness.

1A

Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

1B

Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

1C

Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

1D

 

2. DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS

Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity..

2A

Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

2B

Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

2C

Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

2D

 

3. MODEL DIGITAL-AGE WORK AND LEARNING

Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

3A

Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

3B

Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

3C

Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

3D

 

4. PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY

Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

4A

Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

4B

Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

4C

Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

4D

 

5. ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP

Participate in local and global learning communities to explore creative applications of technology to improve student learning.

5A

Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

5B

Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

5C

Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

5D

Technology Realignment Plan 2010-2011

District Technology Budget 

Technology Skills Matrix

Kindergarten Technology Pacing Guide

1st Nine Weeks

Digital Citizenship (All Year)

  • Follows school’s rules for computers (post rules in classroom and computer lab)
  • Demonstrates appropriate behavior when using equipment (sign Internet Safety Pledge)

Basic Technology Skills

  • Identifies the computer as a machine that helps people at school, work, and play
  • Uses input devices (mouse and keyboard)
  • Vocabulary:  computer, monitor, keyboard, mouse, mouse pad, printer, cursor, click, double click

Multimedia Skills

  • Uses multimedia resources as a group or individually with headphones (Internet Explorer websites, educational software)

Graphing

  • Sorts and classifies data

2nd Nine Weeks

Basic Technology Skills

  • Opens and quits an application (Internet Explorer, educational software)
  • Opens student folder in educational programs (Educational software)
  • Locates and uses options on the Menu Bar (save, print, exit)

Multimedia Skills

  • Uses basic drawing tools

Digital Citizenship

  • Respects others’ work and workspace (Review rules)

Telecommunications

  • Launches browser (Internet Explorer)
  • Uses online educational activities
  • Uses Favorites (Favorites under Internet Explorer)

3rd Nine Weeks

Keyboarding/Word Processing

  • Learns the location of all letter and number keys
  • Uses space bar for one space between words and after periods (Word)
  • Uses Shift Key to capitalize the first letter in their name (Word)
  • Uses Enter Key only at the end of a paragraph (Word)
  • Vocabulary:  Space Bar, Shift Key, Enter Key

Graphing

  • Constructs and interprets graphs (JellyBean Math activity under Patterns, Functions, and Algebra)

Telecommunications

  • Uses group Email (electronic postcards or group email from teacher workstation)

Digital Citizenship

  • Understands the importance of protecting personal information or passwords (Accelerated Reader, Internet Explorer)

4th Nine Weeks

Keyboarding/Word Processing

  • Uses two hands on the keyboard (in a non-stressful environment!)
  • Uses Alignment buttons to center text (Word)

Multimedia Skills

  • Participates in creating and viewing group slideshow

Telecommunications

  • Uses group Virtual Field Trips

First Grade Technology Pacing Guide

1st Nine Weeks

Basic Technology Skills

  • Identifies the computer as a machine that helps people at school, work, and play
  • Uses input devices (mouse and keyboard)
  • Identifies parts of the computer and devices
  • Opens and quits and application
  • Opens student folder in educational programs (educational software)
  • Locates and uses options on the Menu bars (save, print, exit)

     (Vocabulary: desktop, disk, disk drive, save, software)

Digital Citizenship (All Year)

  • Follows school’s rules for using computers
  • Understands the importance of protecting personal information or passwords

     (Accelerated Reader, Internet Explorer, and educational software)

  • Respects other’s work and workspace (Review rules)
  • Demonstrates appropriate behavior when using equipment (sign Internet Safety Pledge)
  • Recognizes ownership of own work

    (Remind students when they are creating work, it must be their own and not their

           neighbor’s) (Word)

Graphing

  • Sorts and Classifies data (educational websites)

Telecommunications

  • Launches browser (Internet Explorer)
  • Uses on-line educational activities (Internet Explorer)
  • Vocabulary: scroll and window

2nd Nine Weeks

Keyboarding/Word Processing

  • Learns the location of all letter and number keys
  • Uses Space bar for one space between words and after periods (Word)
  • Uses Shift Key to capitalize the first letter in proper nouns and to begin sentences (Word)
  • Uses Delete/Backspace key to make corrections (Word)
  • Uses Enter Key only at the end of a paragraph (Word)

Word Processing

  • Saves and prints documents

Multimedia Skills

  • Uses basic drawing tools
  • Uses multimedia resources as a group or individually with headphones (Internet Explorer websites, educational software)
  • Vocabulary: CD ROM and CD

3rd Nine Weeks

Keyboarding

  • Uses two hands on the keyboard (in a non-stressful environment)

Word Processing

  • Uses Alignment buttons to center text (Word)

Telecommunications

  • Uses Favorites (Internet Explorer)
  • Uses group Virtual Field Trips

4th Nine Weeks

Graphing

  • Constructs and interprets graphs in groups and individually

Multimedia Skills

  • Participates in creating and viewing group or individual slideshow  

Telecommunications

  • Uses group Email (electronic postcard or group email from teacher workstation)

Second Grade Technology Pacing Guide

1st Nine Weeks

Digital Citizenship (All Year)

  • Follows school’s rules for computers (post rules in classroom and computer lab)
  • Demonstrates appropriate behavior when using equipment (sign Internet Safety Pledge)
  • Understands the importance of protecting personal information or passwords (Accelerated Reader, Internet Explorer, educational software)
  • Respects other’s work and workspace (review rules each time they use computers)
  • Demonstrates appropriate behavior when using equipment (review rules each time they use computers)
  • Recognizes ownership of own work (discuss that their work must be their own)

Basic Technology Skills

  • Identifies the computer as a machine that helps people at school, work, and play
  • Uses input devices (mouse and keyboard)
  • Starts and shuts down a computer (assignment on job chart or helper board)
  • Opens and quits an application (Internet Explorer, educational software)
  • Opens student folder in educational programs (Accelerated Reader, educational software)
  • Locates and uses options on the Menu Bar (save, print, exit)
  • Vocabulary:  CPU, memory, boot, reboot, drag, file, menu bar

Multimedia Skills

  • Uses basic drawing tools (paint)
  • Uses multimedia resources as group or individually (educational software, websites)

Telecommunications

  • Launches browser (Internet Explorer)
  • Uses on-line educational activities (Internet Explorer)
  • Uses Favorites (Internet Explorer)
  • Uses Back browser button (Internet Explorer)
  • Vocabulary:  telecommunications, Internet, browser

2nd Nine Weeks

Keyboarding/Word Processing

  • Introduces placement of fingers on the “Home Row”
  • Uses Space Bar for one space between words (Word)
  • Uses Shift Key to capitalize the first letter in proper nouns and to begin sentences (Word)
  • Uses Enter Key only at the end of a paragraph (Word)
  • Uses Delete/Backspace key to make corrections (Word)
  • Uses two hands on the keyboard
  • Uses period, question mark, and comma (Word)
  • Increases typing speed
  • Uses Alignment button to center text (Word)
  • Opens, saves, and prints documents (Word)
  • Changes font, style, size, and color (Word)
  • Uses Spell Check and Grammar Check (Word)
  • Inserts graphics from clip art (Word)
  • Vocabulary:  font

3rd Nine Weeks

Telecommunications

4th Nine Weeks

C/T K-2.2 – Multimedia Skills

  • Participates in creating and viewing group or individual slideshow (PowerPoint)

C/T K-2.5 – Graphing

  • Sorts and classifies data
  • Constructs and interprets graphs (Excel, websites)

Third Grade Technology Pacing Guide

1st Nine Weeks

Digital Citizenship (All Year)

  • Recognizes ownership of own work
  • Understands and follows Copyright and Fair Use policies
  • Understands and follows the Acceptable Use Policy
  • Follows the school’s rules for using computers (post rules in the classroom and computer lab)
  • Demonstrates appropriate behavior when using equipment
  • Follows personal safety rules on the Internet (Sign safety pledge) http://www.cybercrime.gov/rules/kidinternet.htm

           http://www.ftc.gov/bcp/conline/edcams/kidzprivacy/kidz.htm

  • Respects other’s work and workspace
  • Work collaboratively when using technology
  • Discuss how technology expands opportunities for learning (Email, webcams, Internet)
  • Vocabulary: Fair Use, Copyright, Acceptable Use Policy

Vocabulary (Introduce and use throughout year)

Basic Technology

  • Saves and retrieves personal work from folder (Network folder, educational software)
  • Uses correct login (Accelerated Reader, websites)
  • Vocabulary: folder

Keyboarding

  • Uses correct finger placement on “Home Row” to strike all keys

Word processing

  • Uses Tab key to indent paragraphs (Word)
  • Uses RIGHT-click to activate Spell Check and Grammar Check (Word, PowerPoint, Publisher, Excel)
  • Inserts Graphics: Clip art folders, copying and pasting from Internet, digital images, and scanned images (Word, PowerPoint, Publisher, Excel)
  • Vocabulary: word processing, open, insert, graphic, Tab

Telecommunications

  • Launches Browser (Internet Explorer)
  • Uses online educational activities
  • Uses Favorites (Favorites under Internet Explorer)
  • Uses Browser Buttons
  • Vocabulary: navigate, buttons, World Wide Web, homepage, Address (URL)

Multimedia Skills

  • Uses basic drawing tools (Paint)
  • Uses multimedia resources (websites, educational software)

2nd Nine Weeks

Basic Technology

  • Controls positions and size of windows (title bar, minimize, maximize, close, and    toggle)
  • Knows the difference between save and save as (Word, PowerPoint, Publisher)

Spreadsheets (Excel)

  • Sorts and classifies data  

Keyboarding

  • Increases speed and fluency to 10-15 words per minute with 5 or fewer mistakes

Word Processing

  • Uses teacher created templates for desktop publishing

Telecommunications

  • Uses individual or group email (electronic postcard or ask an expert)
  • Participates in on-line scavenger hunts, webquests, and simulations
  • Uses Virtual Field Trips

3rd Nine Weeks

Keyboarding

  • Uses dual keys for certain keystrokes (ie $ uses Shift + 4)

Multimedia Skills

  • Views or uses a slideshow (PowerPoint)

Telecommunications

  • Uses on-line encyclopedia

      http://go-passport.grolier.com/splash

      http://www.worldbookonline.com/wb/Home

  • Utilizes age appropriate search engines

           http://www.askforkids.com/

           http://www.kidsclick.org/

  • Vocabulary: search engine

Word processing

  • Uses cut, copy, paste as editing tools (Word, Publisher, PowerPoint)

Digital Citizenship

4th Nine Weeks

Multimedia

  • Creates an individual or small group multimedia presentation (PowerPoint)
  • Inserts graphics: Clip art folders, copying and pasting from the internet by using Right-click, and digital images (PowerPoint)

C/T 3-5.6 and 5.8 – Spreadsheets

  • Constructs and interprets graphs (Excel,)
  • Compares Graphs (educational website, Excel)

Fourth Grade Technology Pacing Guide

1st Nine Weeks

Digital Citizenship (All Year)

Vocabulary

  • Introduce and use throughout year

Basic Technology

  • Saves and retrieves personal work from folder (Network Folder, educational software)
  • Uses correct login (Accelerated Reader, websites)

Keyboarding

  • Uses correct finger placement on “Home Row” to strike all keys

Word Processing

  • Uses Tab key to indent paragraphs (Word)
  • Uses RIGHT-click to activate Spell Check and Grammar Check  (Word, Excel, PowerPoint, Publisher)
  • Inserts Graphics (Clip art folders, copying and pasting from internet, digital images, and scanned images) (Word, PowerPoint, Excel, Publisher)
  • Uses Thesaurus to increase the reading level of the passage (Word)

Telecommunications

  • Launches Browser (Internet Explorer)
  • Uses online educational activities
  • Uses Favorites (Favorites under Internet Explorer)
  • Uses Browser Buttons

Multimedia Skills

  • Uses basic drawing tools (Paint)
  • Uses multimedia resources (websites, software)

2nd Nine Weeks

Basic Technology

  • Controls positions and size of windows (title bar, minimize, maximize, close, and toggle)
  • Knows the difference between save and save as (Word, Publisher, PowerPoint, Excel)

Spreadsheets

  • Sorts and classifies data (Excel)
  • Constructs and interprets graphs using spreadsheets (Excel)
  • Compares graphs (Excel, websites)
  • Inserts a formula in a spreadsheet (Excel)
  • Vocabulary: spreadsheet, cell, formula

Keyboarding

  • Increases speed and fluency to 10-15 words per minute with 5 or fewer mistakes

Word Processing

  • Uses teacher created templates for desktop publishing (Word, Publisher)

Telecommunications

  • Uses individual or group email (electronic postcard or ask an expert)
  • Participates in on-line scavenger hunts, and simulations
  • Uses Virtual Field Trips

3rd Nine Weeks

Keyboarding

  • Uses dual keys for certain keystrokes  

Multimedia

  • Creates an individual or small group multimedia presentation (PowerPoint)
  • Inserts graphics (Clip art folders, copying and pasting from the internet by using Right-click, and digital images)
  • Views or uses a slideshow

Telecommunications

Word Processing

  • Uses cut, copy, paste as editing tools (Word, PowerPoint, Publisher)
  • Uses drawing tools (Paint)
  • Creates a hyperlink in a document (Word, PowerPoint, Publisher)

Digital Citizenship

4th Nine Weeks

Databases

  • Understands what a database is and what it is used for (Access, Library Card Catalog, Internet)
  • Accesses, retrieves, and sorts data from a database (Access, Library Card Catalog, Internet)
  • Vocabulary:  database, field, record

Basic Technology

  • Manages files in folders

Fifth Grade Technology Pacing Guide

1st Nine Weeks

Digital Citizenship (All Year)

  • Recognizes ownership of own work
  • Understands and follows Copyright and Fair Use policies
  • Understands and follows the Acceptable Use Policy
  • Follows the school’s rules for using computers (post rules in the classroom and computer lab)
  • Demonstrates appropriate behavior when using equipment
  • Follows personal safety rules on the Internet (Sign safety pledge)
  • Respects other’s work and workspace
  • Work collaboratively when using technology
  • Understand how technology expands opportunities for learning (Email, Webcams, Internet)

Vocabulary (applications, backup, virus, document)

  • Introduce and use throughout the year

Basic Technology

  • Saves and retrieves personal work from folder (Network Folder)
  • Uses correct login (Accelerated Reader)

Keyboarding

  • Uses correct finger placement on “Home Row” to strike all keys  

Word Processing

  • Uses Tab key to indent paragraphs (Word)
  • Uses RIGHT-click to activate Spell Check and Grammar Check (Word, PowerPoint, Publisher)
  • Inserts Graphics (Clip art folders, copying and pasting from internet, digital images, and scanned images)
  • Uses Thesaurus to increase the reading level of the passage

Telecommunications

  • Launches Browser (Internet Explorer)
  • Uses online educational activities
  • Uses Favorites (Favorites under Internet Explorer)
  • Uses Browser Buttons

2nd Nine Weeks

Basic Technology

  • Controls positions and size of windows (title bar, minimize, maximize, close, and toggle)
  • Knows the difference between save and save as (Word, Publisher, PowerPoint, Excel)

Multimedia

  • Uses basic drawing tools (Paint)
  • Uses multimedia resources (websites, educational software)

Spreadsheets

  • Sorts and classifies data (Excel)
  • Constructs and interprets graphs using spreadsheets (Excel)
  • Compares graphs (Excel)
  • Inserts a formula in a spreadsheet (Excel)

Keyboarding

  • Increases speed and fluency to 15-20 words per minute with 5 or fewer mistakes  
  • Word Processing
  • Uses templates for desktop publishing (Word, Publisher)

Telecommunications

  • Uses individual or group email (electronic postcards or ask an expert)
  • Participates in on-line scavenger hunts and simulations
  • Uses Virtual Field Trips

3rd Nine Weeks

Keyboarding

  • Uses dual keys for certain keystrokes  

Multimedia

  • Creates an individual or small group multimedia presentation (PowerPoint)
  • Inserts graphics (Clip art folders, copying and pasting from the internet, digital images, and scanned images)
  • Views or uses a slideshow

Telecommunications

Word Processing

  • Uses cut, copy, paste as editing tools (Word, Publisher, PowerPoint)
  • Uses drawing tools (Paint)
  • Creates a hyperlink in a document (Word, Publisher, PowerPoint)
  • Uses numbered and bulleted lists (Word, PowerPoint)

Digital Citizenship

4th Nine Weeks

Databases

  • Understands what a database is and what it is used for (Library Card Catalog, Access, Internet)
  • Accesses, retrieves, and sorts data from a database (Library Card Catalog, Access, Internet)

Digital Citizenship

  • Identifies how technology changed society in communication, transportation, and the economy.

Basic Technology

  • Manages files in folders
  • Discusses the advantages and disadvantages of using computers

6-8th Grade Computer/Technology Standards of Learning

Basic Operations and Concepts

The student will demonstrate knowledge of the nature and operation of technology systems.

The student will demonstrate proficiency in the use of technology.

Social and Ethical Issues

The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology.

The student will practice responsible use of technology systems, information, and software.

The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Technology Research Tools

The student will use technology to locate, evaluate, and collect information from a variety of sources.

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

Problem-solving and Decision-making Tools

The student will use technology resources for solving problems and making informed decisions.

Technology Communication Tools

The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

EMPLOYEE ACCEPTABLE USE OF TECHNOLOGY EDC-E

 

1.0 PURPOSE

1.1           Use of computers and network resources by employees of Fremont County School district #2 (FCSD2) is permitted and encouraged where such use supports the goals and objectives of the district. Communications and computer technology at FCSD2 are provided and maintained for instructional, educational and administrative purposes only.

2.0 ACCESS TO TECHNOLOGY EQUIPMENT AND SERVICES

 

2.1           Access to technology is provided to facilitate the instructional and administrative tasks performed by district employees and volunteers. The level of access provided will coincide with the requirements of each employee’s job functions and related collective bargaining agreements.

 

2.2           Computer files and communications over electronic networks, including e-mail, voice mail and Internet access, are not exclusively private.  It should be understood that through routine maintenance the Technology Department may inadvertently see information.  The Technology Department is obligated to maintain confidentiality regarding information about students, employees, or district business that they come in contact with.

 

2.3           To ensure proper use, the Technology Department under the direction of the Superintendent/designee may monitor the district’s technological resources, including e-mail, voice mail systems and Internet usage, at any time without advance notice or consent.

 

3.0 ACCEPTABLE USE

 

3.1           It is a general policy that online communication is to be used in a responsible, efficient, ethical, and legal manner in support of education, business and/or research and within the educational program and goals of the FCSD2. The use of electronic information resources is a privilege, not a right. Each user is personally responsible for this provision at all times when using electronic information services.

 

3.2           Site administrators, department heads or supervisors may set more restrictive guidelines for employees in their area of responsibility.

 

3.3           While electronic information resources offer tremendous opportunities of educational value, they also offer persons with illegal or unethical purposes avenues for reaching students, teachers, and others, including parents. FCSD2 does not have control of the information on commercial electronic information services or the information on the Internet, although it attempts to provide prudent and available barriers.  Sites accessible via the Internet may contain material that is illegal, defamatory, inaccurate or potentially offensive to some people.

 

3.4           Should an employee see any unacceptable materials or inappropriate use, he/she shall notify the site administrator or supervisor immediately. Report any instances where the Acceptable Use Policy or security may be violated. Report inappropriate Internet Web sites to Technology Department so that access to the sites can be blocked in the future.

 

3.5           If there is any doubt as to the appropriate use of a district-provided electronic system, review the use in advance with a supervisor and/or a member of the Technology Department.

 

4.0 PROPER USE AND CARE

 

4.1           Before operating any equipment, users will be made familiar with the basics of safety and damage prevention, and trained on proper care and operation. Users will be individually assessed to determine their technical capabilities, and will be properly trained and supported by the Technology Department, as systems are issued for their use.

 

4.2           Many users, especially at school sites, will be sharing systems as part-time users. In this scenario, subsequent users will suffer if systems are mis-configured or damaged by previous users. In some cases, special software is used to protect essential system configurations, requiring each user to log-on individually, and enabling only the services for which the user is authorized.

 

4.3           Equipment abuses are unacceptable whether out of frustration, misuse, negligence or carelessness. Users are responsible for damage to or loss of district equipment. District vandalism policies apply, making users liable for intentionally inflicted damage.

 

4.4           Users should not attempt repairs without authorization or support from designated district or school site personnel. Volunteers – parents, family members, or friends – are not authorized to attempt repairs on district equipment.

 

4.5           Guidelines for the care and use of computer software are similar to hardware policies. Users are responsible for damage to or loss of district software systems. District vandalism policies apply to software as well, making users liable for intentionally inflicted damage.

 

4.6           Users shall not install or modify applications without approval and support of the district TIS Department or designated technology teachers and support staff at school sites. Any unauthorized changes to systems, operating software, application software, or hardware configurations will be reversed when discovered by technology or instructional staff.  File-sharing software cannot be installed or used on district computers for the purpose of illegally sharing copyrighted materials such as music, images and software.  This type of software is often used to “pirate”, or illegally copy, music across the Internet.  These Napster-like software packages are distributed under many different names including Gnutella, WinMX, Kazaa, LimeWire, Morpheus, and others.  The use of this type of software is illegal when used to share copyrighted material. The most common use is the illegal “swapping” of music encoded in the MP3 format and is a violation of U.S. copyright laws.

 

4.7           Users shall not download or install copyrighted software without proper licensing. Non-licensed software will be deleted.

 

4.8           Copyrighted material shall be posted online only in accordance with applicable copyright laws.

 

4.9           In order to ensure proper configuration and to safeguard network security and performance, users should not attach computers, printers, network equipment (including wireless access points), or other types of hardware to the district's network without prior approval and support of the Technology Department.  Attaching personally owned technology equipment to district hardware or to the district network is not allowed. Any equipment found to be in violation of this policy will be immediately disconnected.

 

5.0 PERSONAL RESPONSIBILITY

 

5.1           All technology equipment is district property and is provided for instructional or administrative use only. Personal use is limited in the same manner as other similar district property – telephones, copiers, postage, office supplies and instructional materials. Supervisors will provide guidance as to the appropriate level of personal use.

 

5.2           Employees shall not access, post, submit, publish, or display harmful or inappropriate matter that is threatening, obscene, disruptive, or sexually explicit, or that could be construed as harassment or disparagement of others based on their race, ethnicity, national origin, sex, gender, sexual orientation, age, disability, religion, or political beliefs.

 

5.3           Employees shall not use the system to promote unethical practices or any activity prohibited by law, Board policy, or administrative regulations.

 

5.4           Employees shall not use the system to engage in commercial or other for-profit activities without permission of the Superintendent or designee.  In addition, district electronic resources cannot be used to conduct political or religious activities. District e-mail cannot be used to advertise or solicit for non-district sponsored events, activities, or organizations.

 

5.5           The district maintains a public Internet site. Any information to be posted on the public Web site must be approved through administrators (or their designee) and the district’s Technology Department.  Principals must approve all postings on school web pages. Restrictions apply to links to other sites that may not be appropriate and to personal information or pictures of students without parental consent.

 

5.6           Do not store personal files or applications on district media.

 

5.7           Employees shall not attempt to interfere with other users’ ability to send or receive email, nor shall they attempt to read, delete, copy, modify, or forge other users’ mail.

 

5.8           Employees shall not develop any classroom or work-related web sites, blogs, forums, or similar online communications representing the district or using district equipment or resources without permission.  Such sites shall be subject to rules and guidelines established for district online publishing activities including, but not limited to, copyright laws, privacy rights, and prohibitions against obscene, libelous, and slanderous content.  Because of the unfiltered nature of blogs any such site shall include a disclaimer that the district is not responsible for the content of the messages.  The district retains the right to delete material on any such online communications.

 

5.9            Users shall report any security problems or misuse of the services to the Superintendent or designee.

5.10         The Technology Department will take an active role in backing up data on the servers.  However, statistics show that backups usually don’t restore correctly.  Therefore, ultimately each staff member is responsible for backing up their own data in at least two different locations to ensure that their data is not lost (i.e. on computer locally, on server, and/or external storage device, etc.).  The Technology Department will take an active role in monitoring the disk space on all servers. Users who are taking up a greater than average amount of disk space will be notified and educated in storage management.

6.0 SECURITY AND PASSWORDS

 

6.1           To maintain security, users are issued unique User ID’s and passwords to enable their access. Do not use other people’s passwords. Do not tell others your password including staff of the Technology Department.  If it is known that you have shared your password with anyone else you will be required to change it.  Do not write down a password where others can see it, and change passwords regularly as recommended by the Technology Department.

 

7.0 PENALTIES FOR VIOLATIONS

 

7.1           Violation of the Acceptable Use Policy may result in a reduction or loss of access privileges. In many cases, access privileges may be essential to job functions. Additionally, those failing to follow the guidelines contained in this regulation may face disciplinary action in accordance with agreements, state law, and Board policy.

 

8.0 EMPLOYEE ACKNOWLEDGEMENT

8.1           All employees of FCSD2 who have access to district technology will be required to annually acknowledge that they have received, read and accepted this Administrative Regulation.

 

FREMONT COUNTY SCHOOL DISTRICT #2

Dubois, WY 82513

 

 

EMPLOYEE ACKNOWLEDGEMENT

 

I have received, read and accept the guidelines in the Policy EDC-E on Employee Acceptable Use of Technology.

 

 

 

 

Print Name ___________________________Dept/Site ___________________________

 

 

 

Signature____________________________ Date______________________________

EMPLOYEE USE OF TECHNOLOGY EDC

 

The Governing Board recognizes that technological resources can enhance employee performance by offering effective tools to assist in providing a quality instructional program, facilitating communications with parents/guardians, students, and the community, supporting district and school operations and improving access to and exchange of information.  The Board expects all employees to learn to use the available technological resources that will assist them in the performance of their job responsibilities. As needed, employees shall receive professional development in the appropriate use of these resources.

 

Employees shall be responsible for the appropriate use of technology and shall use the District’s technological resources primarily for purposes related to their employment.  

 

Employees shall be notified that computer files and communications over electronic networks, including e-mail, voice mail and Internet access, are not exclusively private.  It should be understood that through routine maintenance the Technology Department may inadvertently see information.  The Technology Department is obligated to maintain confidentiality regarding information about students, employees, or district business that they come in contact with.

 

Online/Internet Services

 

The Technology Department under the direction of the Superintendent or designee shall ensure that all District computers with Internet access have a technology protection measure that prevents access to visual depictions that are obscene or child pornography and that the operation of such measures is enforced.

 

To ensure proper use, the Superintendent/designee may monitor employee usage of technological resources, including the accessing of e-mail and stored files.  Monitoring may occur at any time without advance notice or consent.

 

The Superintendent may establish guidelines and limits on the use of technological resources.  Inappropriate use may result in cancellation of the employee’s user privileges, disciplinary action, and/or legal action in accordance with law, Board policy, and administrative regulation.

 

The Superintendent or designee shall provide copies of related policies, regulations, and guidelines to all employees who use the District’s technological resources.  Employees shall be required to acknowledge in writing that they have read and understood the District’s Acceptable Use Agreement.  Employees who fail to abide by these regulations shall be subject to disciplinary action, revocation of the user account, and legal action as appropriate.

 

Legal Reference:

UNITED STATES CODE, TITLE 47    254 Universal service discounts (E-rate)

CODE OF FEDERAL REGULATIONS, TITLE 47 54.520 Internet safety policy and technology protection measures, E-rate discounts

UNITED STATES CODE, TITLE 20 6751-6777 Enhancing Education Through Technology Act, No Child Left Behind Act, Title II, Part D 6777 Internet Safety

STUDENT INTERNET/SOFTWARE ACCEPTABLE USE AGREEMENT IJNDB-E

 

1.0  PURPOSE

 

The Technology Department shall oversee the maintenance of each school's technological resources and may establish guidelines and limits on their use. It is the student’s personal responsibility to educate one’s self on the proper and appropriate use of technology in addition to understanding the guidelines within.

2.0 GUIDELINES

 

Educational Purpose

The district Internet system has been established for limited educational purposes. This means that students may use the system for classroom activities, professional or career development, and high-quality, educationally enriching research.

 

Use of the district’s computing resources is a privilege, not a right. The district may place reasonable restrictions on the material students can access or post through the system, and may revoke access to these resources if there is a violation of the law or this regulation. Violations of the law or this regulation may also be addressed through the district's Student Conduct and Anti-bullying Policy.

 

Students may not use the district Internet system for commercial purposes. This means the student may not offer, provide, or purchase products or services through the district Internet system.

 

Access to Online Materials

 

The material students may access through the district's Internet system should be for class assignments or educational research related to a subject or course of study. Use for entertainment purposes, such as personal blogging, instant messaging, on-line shopping, or gaming is not allowed, with the exception of private, district approved bulletin boards, blogs, or chat groups that are created by teachers for specific instructional purposes.

 

Students will not use the district Internet system to access, publish, send, or receive any material in violation of applicable law.  This includes, but is not limited to:  material that is obscene; child pornography; material that depicts, or describes in an offensive way, violence, nudity, sex, death, or bodily functions; material that has been designated as for adults only; material that promotes or advocates illegal activities; material that promotes the use of alcohol or tobacco or weapons; material that advocates participation in hate groups or other potentially dangerous groups; materials that promote illegal behavior; material protected as a trade secret or material that can be construed as harassment or disparagement of others based on their race/ethnicity, gender, sexual orientation, age disability, religion, or political beliefs.

 

Students who mistakenly access inappropriate information must immediately report such access to a teacher or school administrator. Timely reporting of this material may help to protect a student against a claim that one has intentionally violated this regulation.

 

Safety Requirements

 

To protect one’s personal contact information, students shall not share online their full name or information that would allow an individual to locate a student, including family name, home address or location, work address or location, or phone number. Students will not disclose names, personal contact information, or any other private or personal information about other students.  If personal information is shared, students will promptly disclose this to their teacher or other school administrator. Any message one receives that is inappropriate or makes them feel uncomfortable should be reported as well. Students should not delete such messages until instructed to do so by a school staff member.

 

Unlawful, Unauthorized, and Inappropriate Uses and Activities

 

The following activities are unlawful, unauthorized, and inappropriate:

1.         Attempting to gain unauthorized access to the district Internet system or to any other computer system through the district Internet system or go beyond your authorized access. This includes attempting to log in through another person's account or to access another person's files.

2.     Students will not connect any personal devices to the district network without express permission from the District’s Technology Department. This includes, but is not limited to iPhones, MP3 Players and personal computers.

 

3.     Making deliberate attempts to disrupt the district Internet system or any other computer system or destroy data by spreading computer viruses or by any other means.

4.         Using the district Internet system to engage in any other unlawful act, including arranging for a drug sale or the purchase of alcohol, engaging in criminal gang activity, or threatening the safety of any person.

5.         Attempting to alter or interfere with other users’ ability to post, send, receive, or submit material.

6.         Attempting to delete, copy, or modify another users’ work or identity.

 

Inappropriate Language

 

Students must avoid inappropriate language in their electronic communications. Students will not:

1.         Use obscene, profane, lewd, vulgar, inflammatory or threatening language or images including but not limited to “sexting”

2.         Post information that may cause damage or a danger of disruption to your school or any other organization(s) or person(s) without written consent of administration/designee.  

3.         Post photographs, video, or voice recordings of any person(s) of minor age without the consent of administration/designee or the written consent of any adult(s).

4.         Engage in personal attacks, including prejudicial or discriminatory attacks.

5.         Harass or bully another person. Cyber bullying is prohibited by state law and district policy.

6.         Knowingly or recklessly post false or defamatory information about a person or organization.

 

Students will promptly disclose to a teacher or another school employee any message they receive from any other student that is in violation of the restrictions on inappropriate language.

 

Plagiarism and Copyright Infringement

 

Students will not plagiarize works that they find on the Internet. The definition of plagiarism is taking the ideas or writings of others and presenting them as if they were your own.

 

Students will respect the rights of copyright owners in their use of materials found on, disseminated through, or posted to the Internet. Copyright infringement occurs when students inappropriately reproduce or share a work that is protected by a copyright. Students may not quote extensively from any source without proper attribution and permission. Students may not make or share copies of copyrighted songs or albums, digital images, movies or other artistic works. Unlawful peer-to-peer network file-sharing may be a criminal offense.

 

System Security and Resource Limits

 

Security on computer systems is a high priority.  Students are responsible for their individual account and should take all reasonable precautions to prevent others from being able to use their account. Under no conditions should students provide their password to another person. Students will immediately notify a teacher or other staff member if they have identified a possible security problem.

 

If students identify a security problem, they should notify the teacher or other staff member at once.  Students should never demonstrate the problem to others.

 

Students will not download large files unless absolutely necessary. Students will not misuse district, school, or personal distribution lists or discussion groups for sending irrelevant messages.

 

No Reasonable Expectation of Privacy

 

Students should not expect privacy in the contents of their personal files on the district Internet system and records of their online activity. The district's monitoring of Internet usage can reveal all activities students engage in using the district Internet system.

 

Maintenance and monitoring of the district Internet system may lead to discovery that students have violated this regulation, the student conduct policy, or the law. An individual search will be conducted if there is reasonable suspicion that a student violated this regulation, the student Conduct Policy, or the law. The investigation will be reasonable and related to the suspected violation.

 

Parents have the right to request to see the contents of their student’s computer files at any time.

 

Vandalism

 

Vandalism, in addition to physical damage, is also defined as any malicious attempt to access, harm, alter, or destroy data of another user or any other agencies or networks that are connected to the system. This includes, but is not limited to, the uploading or creation of computer viruses or hacking. Any vandalism may result in the loss of computer services, disciplinary action, and/or legal referral.

 

Violations of this Regulation

 

The district will cooperate fully with local, state, or federal officials in any investigation related to any unlawful activities conducted through the district Internet system.

 

In the event there is a claim that a student has violated the law, this regulation, or the district's student conduct policy in the student’s use of the district Internet system, the student’s access to the district's computer resources may be terminated and/or the student may be disciplined under the district's student conduct policy.

 

Responsibility for Damages

 

Parents can be held financially responsible for any harm that may result from a student’s intentional misuse of the system. Students may use the system only if their parents have signed a disclaimer of claims for damages against the district.

 

3.0 ACTION

 

The principal or designee may cancel a student's user privileges whenever the student is found to have violated Board policy, administrative regulation, or the District's Student Acceptable Use Agreement. Inappropriate use may also result in disciplinary action and/or legal action, which may include suspension or expulsion, in accordance with law, Board and School policy.

 

FREMONT COUNTY SCHOOL DISTRICT #2

Dubois, WY 82513

 

 

 

PARENT AND STUDENT AKNOWLEDGEMENT

 

I have received, read, and agree to the Student Internet/Software Acceptable Use Agreement. I agree to not hold the district or any district staff responsible for the failure of any technology protection measures, violations of copyright restrictions, or users; mistakes or negligence.  I agree to indemnify and hold harmless the district and district personnel for any damages or costs incurred.

 

 

 

Print Student Name:__________________________

 

 

 

Signature of Student: __________________________ Date: _______________

 

 

 

Print Parent/Legal Guardian Name: __________________________

 

 

 

Signature of Parent/Legal Guardian: __________________________ Date: _______________

 

STUDENT USE OF TECHNOLOGY AND INTERNET SAFETY IJNDB

The Governing Board intends that technological resources provided by the district be used in a safe, responsible, and proper manner in support of the instructional program and for the advancement of student learning.

The principal or designee shall notify students and parents/guardian about authorized uses of district computers, user obligations and responsibilities, and consequences for unauthorized use and/or unlawful activities in accordance with district regulations and the district’s Acceptable Use Agreement.

Staff shall provide age-appropriate instruction regarding the district’s acceptable use agreement, including instruction on the safe use of social networking sites and other Internet services including, but not limited to, the dangers of posting personal information online, misrepresentation by online predators, and how to report inappropriate or offensive content or threats.

The Technology Department, with input from the technology committee, students and appropriate staff, shall regularly review this policy, the accompanying policy IJNDB-E and other relevant procedures to help ensure that the district adapts to changing technologies and circumstances.

Use of District Computers for Online Service/Internet Access

The Technology Department shall ensure that all district computers with Internet access have a technology protection measure that blocks or filters Internet access to visual, verbal and printed depictions that are obscene, child pornography, subversive or harmful to minors, and that the operation of such measures is enforced.

To reinforce these measures, the Technology Department shall implement rules and procedures designed to restrict students; access to harmful or inappropriate matter on the Internet and to ensure that students do not engage in unauthorized or unlawful online activities. Staff shall supervise students while they are using online services and may have teacher aides, student aides, and volunteers assist in this supervision.

The Technology Department also shall establish regulations to address the safety and security of students and student information when using email, chat rooms, and other forms of direct electronic communication.

Staff shall provide age-appropriate instruction regarding safe and appropriate behavior on social networking sites, chat rooms, and other Internet services.  Such instruction shall include, but not be limited to, the dangers of posting personal information online, misrepresentation by online predators, how to report inappropriate or offensive content or threats, behaviors that constitute cyber bullying, and how to respond when subjected to cyber bullying.

Student use of district technology to access social networking sites is prohibited. To the extent possible, the Technology Department shall block access to such sites on district computers with internet access.

Before using the district’s technological resources, each student and his/her parent/guardian shall sign agreeing to the Student Internet/Software Acceptable Use Agreement specifying user obligations and responsibilities.  In that agreement, the student and his/her parent/guardian shall agree to not hold the district or any district staff responsible for the failure of any technology protection measures, violations of copyright restrictions, or users; mistakes or negligence.  They shall also agree to indemnify and hold harmless the district and district personnel for any damages or costs incurred.

Legal References:

UNITED STATES CODE, TITLE 15

6501-6505 Children’s Online Privacy Protection Act

UNITED STATES CODE, TITLE 20

6751-6777 Enhancing Education Through Technology Act, Title II, Part E, especially:

67777 Internet Safety

UNITED STATES CODE, TITLE 47

254 Universal service discounts (E-rate)

CODE OF FEDERAL REGULATIONS, TITLE 16

312.1-312.12 Children’s online privacy protection

CODE OF FEDERAL REGULATIONS, TITLE 47

54.520 Internet safety policy and technology protection measures, E-rate discounts