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2012-2013 School Technology Plan

Marengo High School

Technology Plan

2012-2013

David L. Miller, Principal212 Panther Drive

Dixons Mills, AL 36736(334) 992-2395

[email protected]

(Updated: May 16, 2012)


General Information

A. Years of the Plan: 2012– 2013

B. School: Marengo High School

C. Date Submitted: 05/25/12

Approval – Principal

David L. Miller ________________ _______________________________________Name Date Signature

Approval – School Technology Coordinator

Amanda Compton ___________________ _______________________________________Name Date Signature

Approval – System Technology Coordinator

Jana Hoggle ___________________ _______________________________________Name Date Signature

Notes on Approval:




Committee MembersName Position Business or School

David L. Miller Principal Marengo High School

Jana Hoggle School/System Technology Coordinator Marengo High School

Mary Williams Business/Tech Teacher Marengo High School

Amanda Compton Counselor Marengo High School

Linda Vick K-3 Teacher Marengo High School

Kindra Washington Librarian Marengo High School

Tammy Kennedy 4-6 Teacher Marengo High School

Amanda Blakeney Resource Teacher Marengo High School


Vision StatementIt is our vision that technology be considered an added discipline in the curriculum using the benchmarks outlined in the Alabama Technology Course of Study. Our vision for technology is to make it an integral part of the school environment and learning process rather than a separate entity. Technology should be a tool for learning, a way to enhance communication, and a management tool. We believe:

That technology can enhance learning, Students learn in different ways and should be provided with a variety of instructional strategies in order to

foster individual development, That Technology is an essential for the 21st century, That creativity in all curricular areas is enhanced through the use of technology, That all students must be life-long learners and technology literate in order to become informed, responsible,

and productive citizens, That students should be able to find, analyze, and evaluate information to facilitate learning, And that technology should enhance the classroom curriculum.

History of Marengo High SchoolMarengo High School was originally built in the 1960’s. It is comprised of four separate buildings; the last built in 1997.

Marengo High School has 25 instructional spaces each equipped with at least one switch with multiple data port. Eleven

instructional spaces have one computer, 7 instructional spaces have two computers, 3 instructional spaces have three

computers, 1 instructional space has four computers, 3 instructional spaces have five or more computers and there is no

instructional space that does not have a computer. There are 3 computers located in administrative offices. Marengo

High School has two computer labs and a library with Internet accessible computers. Additional technology equipment

includes seventeen projectors, 16 Smart Board, 14 flip cameras, seven IPads, and distance learning equipment as well as

televisions and overhead projectors that can be checked out of the library. Marengo also has scanners, and various

printers. Marengo High School currently uses several academic, productivity, and management software programs. For

academics, students and teachers use ACCESS, Accelerated Reader, STAR, Harcourt Reading Website and Orchard.

Productivity software includes Microsoft Word, Excel, PowerPoint, and Outlook. Management software includes STI, STI

classroom, SETS (Special Education Tracking System), Accelerated Reader management, STAR management, and

Surpass (library automation system). Most computers are also equipped with AVG or Microsoft Essentials antivirus

program.

Demographic InformationMarengo High School serves the needs of students living in/around southern Marengo County, approximately five miles north of the Clarke County line. The current population of these areas totals 2,424. The racial composition of the school is 100% African-American while the gender composition is 155 males and 143 female.

Developing and Approving Your Plan


2012-2013 School Technology Plan Process of Developing and Approving Our Plan

Our plan was developed by our technology committee which is composed of elementary and high school teachers as well

as the administrator. Our plan follows guidelines outlined by our District Technology Coordinator and the Alabama State

Department of Education. We developed this plan after we received the results from the Impact Survey for teachers and

administrators as well as ongoing faculty/staff input. We also used students’ needs, budget restraints, and inventory

analysis. The plan is sent to our District Technology Coordinator for approval.

Student Technology AvailableStudents use the computer for research papers, to do background check on authors, cities, countries and periods or eras that are being studied in class. They create projects demonstrating lessons learned in class. Students in grades 8-12 use computers to check academic progress and request classes. Tutoring software is used for preparation for AHSGE, and also to build and/or strengthen weak areas. They use computers and the internet to take reading quizzes, or extend knowledge of novels read in class. They have the option of taking practice exams online. Digital cameras are used to capture the moment-class presentations, field trips or activities, and provide supporting “evidence” in a project or report. Flip cameras, scanners and PowerPoint are used to present research projects and calculators are used on daily basis to help with mathematical calculations. Passport reading software is used to increase student’s reading mechanics and comprehension. It includes benchmark passages that indicate how well each student reads and comprehends.

Technology and Curriculum IntegrationAccelerated Reader is used to help enhance students reading ability as well as their comprehension. It is used as an extension of skills taught previously. Students are required to read books on their reading level and then take mini quizzes to determine their understanding and comprehension of the books. Teachers use E-Voyager and ARI to correlate with fluency practice and reinforce sound/letter drills. It also helps students practice with oral reading and comprehension skills. The complete inventory of the library’s collection is computerized. Access is available for various library functions, such as circulation, collection stats, patron information, access and location of all printed and non-printed media.

Microsoft Word, Access, Excel and PowerPoint are software packages used in several teachers’ classrooms. Software such as ORCHARD (Math), Skills Bank 4, and Interactive Tutor Self-Assessment are used individually or in groups of no more than three to improve skills, practice basic skills and teach students with special needs. The 7-12 computer lab is used to provide on-line courses and remediation through ACCESS. Overhead projectors are used to reach students that are visual learners. Surpass Central/Safari, is the management software used in the library. The business education lab and the library have a Vision software program to monitor students’ activities and assist with teacher instruction.

There are four 21st Century Classrooms which contain a document reader, interwrite pad, classroom response system, microphone, VHS/DVD player, and a surround sound system. There are ten classrooms with interwrite pads and multimedia projectors. Eight of the classrooms include projection screens. The library has a multimedia projector and a projection screen. An ACCESS IVC lab is available through the state of Alabama.

Future plans for increasing/improving the integration of technology include: To provide a full time technician on campusTo provide Classroom Respond System (CRS) in all classroomsTo establish mentor teachers in technology for all grade levelsTo facilitate the production of student generated Podcasting projects and iMoviesTo provide Interwrite Pads, projectors, sound systems, whiteboards, screens, digital camera, and elmos, for teachers and studentsTo provide iPads for teachers and students


2012-2013 School Technology Plan Infrastructure as Related to Technology

For Internet access, Marengo High School is part of a local-area network (LAN) and is connected to the Marengo County Board of Education via fiber at 100 mbps. Marengo High School is connected to the Alabama Supercomputer Authority, the Internet Service Provider, via a 10 mbps shared connection. All connections are routed through a Cisco 4000 router that is running DHCP. All applications for Marengo High are set up on a Backup Domain Controller (BDC) housed at the school. The operating system for all servers is Windows 2000 with Active Directory. Internally, each computer is connected to the BDC via fiber and CAT-5 to form the local school network.

Connectivity/WAN Connectivity Between Schools

Internet access is distributed to the school level via a 10 mb connection from Montgomery provided by BellSouth and the Alabama Super Computer Authority. The main connection is at the Marengo County Board of Education and Internet connectivity is distributed to all four schools from this site via the existing 100 mbps fiber connection. The attached diagram shows the route of the 10 mb connection from Montgomery.



Mechanics of How Internet Access is Provided from the Main Distribution Point to the School Level

For Internet access, Marengo High School is part of a local-area network (WAN) and is

connected to the Marengo County Board of Education via fiber at 100 mps. The Marengo County

Board of Education is connected to the Alabama Supercomputer Authority, the Internet Service

Provider, via a shared 10MB connection. All connections are routed through a Cisco 4000 router

that is running DHCP. DNS is run through the Primary Domain Controller (PDC) at the Board of

Education. All applications for Marengo High are set up on a Backup Domain Controller (BDC)

housed at the school. The operating system for all servers is Windows 2000 with Active

Directory. Internally, each computer is connected to the BDC via fiber and CAT-5 to form the

local school network.



Measures to Ensure Information Security

Our log-on procedure is password protected for gaining access to the intranet. To protect computers from viruses, Microsoft Essentials or AVG anti-virus software is installed. A battery backup is connected to the server and surge protectors are used on all computers.

Content filtering is done through the use of ASA acquired 8e6™ which is provided by Alabama Super Computer, our Internet Service Provider.

To continue the protection of computer systems and system information up-grading will occur as needed.



ANALYSIS OF DATAMarengo High School teachers completed the Teacher “IMPACT” Survey and the following data was gathered from this survey.

Twenty-two percent of the students used computers to support research and communication every other month during class time. Seven percent of students used computers to support inquiry, exploration and collaboration about once a week during class time.

Nineteen percent of students used computers during class time to play educational games and complete writing assignments; eleven percent used educational CD-ROMs and instructional programs or tutorials about once a week. Thirty percent of students about every other month make presentations in front of the class using a computer during class time.

Thirty percent of teachers said their classes use data-capture equipment such as digital cameras, scanners and probes to complete assignments once or twice a year.

Teachers reported that during class time forty-eight percent of students never use a computer to consult experts by e-mail, forty-four percent never use a computer to explore or analyze data with a spreadsheet/database. However, fifty-two percent reported that they (at least once a month/ once a week) research questions or solve problems during class time.

Forty-eight percent of teachers felt that students are somewhat learning necessary skills to participate effectively in the global community.

Teachers participated in technology based professional development about once a month during the school year.

Fifty-six percent of teachers did not participate in summer technology-focused professional development activities.

Sixty-three percent felt there is not equitable access to technology for students in their classroom. However, seventy percent have a plan into provide equitable access to technology in their classroom.

When developing lesson plans thirty percent (at least once a month/about every other month) review and/or select specific technology resources to support lessons.

Activities that use technology for inquiry-based learning are assigned by thirty -seven percent of teachers at least once a month.

Activities that encourage active involvement and decision-making by students using technology are assigned daily by twenty-two percent of the teachers.

Fifty-two percent (at least once a month/about every other month) assign activities that utilize technology to locate, evaluate and collect information from a variety of sources.

Forty-four percent of teachers use a digital project daily; thirty-three percent use internet resources, twenty-two percent use presentation programs and fifteen percent use word processing programs daily to teach students. Spreadsheets and databases and graphic programs are never used by forty-one percent and thirty percent of teachers to teach students.

Computer technology to collect data and monitor student progress is used by fifty-two percent (about once a week/more than once a week) of teachers.

Sixty percent (daily/once a week) of the teachers use computer technology to report student progress.

Testing and assessment software is used by teachers, thirty percent at least once a month and thirty percent about once a week.

Computer technology to collect and analyze data to make adjustments to instruction is used by twenty-six percent of teachers at least once a month.


2012-2013 School Technology Plan The use of internet and/or electronic resources to gather information for lesson planning is used by teachers

twenty-six percent about once a week and twenty six percent daily.

Fifty-two percent of teachers never communicate with students and forty-four percent never communicate with parents using communication tools like email, online forums, instant messenger, and blogs or web pages.

About once a week thirty percent of teachers communicate with other faculty and staff using communication tools like email, online forums, instant messenger, and blogs or web pages.

Outside the school day, twenty-six percent of teachers use educational or educational-related web-based resources daily.

Non-web based computer resources of applications are used by twenty-six percent of teachers (more than once a week) when planning lessons.

When planning lessons, twenty-six percent of teachers connect to the school or district network more than once a week.

Forty-one percent of teachers noted their participation in an online distance learning activity during the past twelve months.

Using online distance learning technology, forty-four percent of teachers somewhat considered themselves capable to teach a course.

In the past twelve months thirty-seven percent of teachers to a high degree have been provided with enough time to participate in professional development. Thirty-three percent of teachers feel that they somewhat have been provided enough financial support, twenty-six percent noted to a high degree that enough materials and equipment are available to participate in professional development opportunities.

In the past twelve months fifty-six percent of teachers agree that technology-related professional development needs has been met.

Marengo High School Students and Parents completed the Speak Up Survey and the following data was gathered from the survey.

All student groups’ grades 3-12 responded to: Your #1 goal as principal is to improve learning for all students. How would you use technology to do that? What kinds of new technology does your school need? How would students and teachers use these new tools?

Students across grade levels 3-12 expressed interest in the school providing all students with access to laptops, iPads, iPods, nooks, and other electronic devices with internet capability to enhance learning. Students would like to be able to have access to laptops that they can take home to complete assignments. Some of the students would like to be able to bring and use their personal laptops and have access to the Internet, being that the school cannot provide enough for all students. They would also like to use their smart phones during school to complete assignments that require the use of the Internet. Students would like to communicate more with their teachers using technology. They feel teachers should be trained more on technology usage and not be afraid to use it in the classroom. Students would like to use computers to take test, tutoring, virtual field trips and virtual tutors and/or teachers. Students mentioned technology as a fun way to learn and would like to have access to more useful sites that are blocked at the school.

After surveying the parents, we found that most do not have access to electronic devices other than their house phones. Parents feel that technology is a good thing for the school to implement, but that the school needs more tools that incorporate the use of technology. Parents would like to communicate with their child’s teacher via e-mail rather than notes. The ability to check their child’s grades via Information Now has for some, allowed them to be more involved in their child’s education by being able to access their information any time anywhere. Parents feel that the school as a whole does not implement technology as needed to communicate, that many of the teachers are not comfortable using technology so they do not. Those teachers who are comfortable using technology do so make parents feel a part of their child’s ongoing education. Technology will enable them to communicate with other parents. Some parent s mentioned that they learn about technology from their children.



FOCUS QUESTIONSGOAL 1: TECHNOLOGY INTEGRATION AND MASTERY OF STANDARDS

Marengo High School students, teachers, and administrators will effectively use technology as an integrated tool for teaching, leading, and learning to master local, state, and national standards.

Our Local Interpretation of Goal 1

The use of technology will be incorporated in all content areas at all grade levels to meet all standards in preparation of perfecting proficiency in all students, teachers, and administrators in the use of technology.

Ideal Performance (when we have achieved Goal 1, we will see the following)

All instruction will include a component that includes the use of technology. Students, teachers and administrators will use technology to research, develop and make presentations.

Where We Stand (We have made progress achieving Goal 1 in the following ways)

Training provided to the teachers and administrators is evident in every classroom, some more than others. The hands on professional development, laptops, addition of computer labs and Smart Boards has been instrumental in the increase use of technology by faculty and students.



FOCUS QUESTIONSGOAL 2: EXPANDING OPPORTUNITIES THROUGH TECHNOLOGY

Marengo High School students, teachers, and administrators will benefit from a broad range of educational opportunities and resources through the use of technology.


Students, teachers and administrators will be able to take courses that they are not able to do locally. They will be able to interact and communicate globally. Using the internet to attend class, research information and communicate with other students teaches skills in using technologies that will be critical to workers in the 21st century business community that will work with colleagues and peers globally.


Teachers and administrators will use technology for professional development, cooperative teaching and to take graduate courses. Students will be able to take advance and elective courses that are not offered by the school. Technology will provide access to the world.


The distance learning lab in the 7-12 building has been upgraded. The equipment from the 7-12 building has been installed in the K-3 building. The addition of this lab makes scheduling of virtual field trips and video conferencing more accessible. Students, teachers, and administrators will be able to converse and collaborate with another class on a project and take a course, in real time, from an instructor and with other students at various locations.



FOCUS QUESTIONSGOAL 3: TECHNOLOGY PROFESSIONAL DEVELOPMENT

Marengo High School teachers and administrators benefit from high quality, research-based professional development and supports necessary to achieve local, state, and national standards and courses of study.


All teachers and administrators will increase their knowledge of and use of technology in the approach to achieve local, state and national standards and maximize the efficiency of the advantages involved in meeting the objectives outlined in the courses of study.


Teachers and administrators will be eager to learn and present information on the use of available new technology. With the progressive efforts enacted, the use of technology should become as common place as the white board and activity sheet as foundational modes of educational feedback in learning situations, thereby, perfecting the goal of incorporating technology in every aspect of academic activity.


Research-based professional development presented to teachers and administrators has included:

1. Excel 2. Education City 3. Drop Box and The Cloud 4. Smart Board Training 5. Shmoop Training

6. Orchard Training 7. APT Plus Learn 360 8. Interactive Web Resources

9. Cool Tools for 21st Century Classroom



FOCUS QUESTIONSGOAL 4: TECHNOLOGY INFRASTRUCTURE

Marengo High School students, teachers, and administrators will have access to the appropriate technology resources and infrastructure necessary to support teaching, leading, and learning.


All students, teachers and administrators will have the necessary hardware, software and professional development activities readily available to incorporate technology in all areas.


All students will use technology for research, inquiry, exploration, communication and collaboration. All teachers will use technology to develop, present and teach concepts. The administrators will support and encourage the use of technology. Administrators will use technology to communicate with and present material of interest to parents, students and teachers.


In an effort to provide equitable access to business technology, ACCESS and elementary computers labs have been updated, as well as the computers in the library. Smart Boards are located in K-6 and 7-12 core course teachers’ classrooms. All teachers and administrators received a laptop with the software to connect to the Smart Boards and received training on the use. The additions of Smart Boards have increased the use of technology and enhanced the teaching and learning process.



2012-2013 Action PlanUsing the needs identified above, develop an Action Plan that will address the deficiencies for the following objectives with a minimum of three objectives of the school’s choice per goal. Schools may elect to address all objectives. Use the chart below to develop this Action Plan to remediate the objectives you have chosen. All objectives should remain in the school plan from year to year, affording schools the opportunity to address additional objectives in the future.

Goal #1: Marengo High students, teachers, and administrators will effectively use technology as an integrated tool for teaching, leading, and learning to master local, state, and national standards.

Year Objective *Indicators(s)(Where you would like to see

your school by 2013)

Current Status per Indicator

(average)

Action Steps (Your technology budget will be developed based on these action steps.)

Erate Budget Category

07-08 08-09 09-10 10-11 11-12 12-13

1.1 Students meet the Technology Literacy Content Standards found in Alabama's Technology Course of Study.

The percentage of teachers who make assignments integrating the technology education course of study standards for the applicable grade level(s): _____90__ % (applies to all K-12 teachers)

The target percentages of students who: at 8th grade demonstrate mastery of

the technology course of study skills: 80 %

at 12th grade meet the minimum technology graduation requirements 100 %

4 = 90%-100%

3= 70%-89%

2= 30%-69%

1= 0%-29%

Provide appropriate training for teachers to become aware of standards to implement into the curriculum and to provide training in the use of hardware and software to support this implementation. Post State and National Standards in Technology on the School Web Site under the technology department section.

No E-Rate Relationship

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Estimated Amount:$5000.00

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1.2 Student’s regularly make use of current and emerging technology in the learning process.

The percentage of students who: make use of real-world applications

of technology: 90 % apply technology to inquiry-based

projects: 90 % learn and use skills necessary for

participation in the community: 90 %

4 = 90%-100%

3= 70%-89%

2=30%-69%

1= 0%-29%

Provide training for teachers to use the Interwrite Pads, APT, and other appropriate software and hardware to enhance student learning. Typing Web will use at grade levels 5 and 8 to help provide necessary technology training for students.


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Year Objective *Indicators(s) Current Status Action Steps Erate Budget



(Where you would like to see your school by 2012)

per Indicator(average)

(Your technology budget will be developed based on these action steps.)

Category

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1.3 Teachers meet local, state, and national technology standards.

The percentage of teachers who participate in technology professional development and can score at the “Proficient” level”. _90%

4 = 90%-100%

3= 70%-89%

2= 30%-69%

1= 0%-29%


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1.4 Teachers effectively and equitably map instructional technologies to specific content standards and levels of student learning.

The percentages of teachers who: develop and implement a

classroom management plan to ensure equitable and effective student access to available technology resources: 80 %

demonstrate the ability to select and use appropriate technology tools and resources: 80 %

select and use technology, media, bulletin boards, models, and/or displays: 80 %

develops the lesson; uses technology when appropriate: 80 %

use technology that is directly related to the purposes and objectives of the lesson and the skills/concepts to be mastered: 80 %

plans creative and innovative activities appropriate to objectives, including the use of technology: 80 %

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


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(average)

Action Steps(Your technology budget will be developed based on these action steps.)


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1.5 Teachers appropriately and regularly assign learning activities that integrate the use of technology tools.

The percentage of teachers who: facilitate students’ individual use of

technologies for communication: 80 %

facilitate students’ collaborative use of technologies for communication: 80 %

create student activities that reflect the ways technology is used in the world outside of school: 80 %

facilitate technology-enriched activities that incorporate inquiry-based learning: 80 %

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Provide training to help teachers become aware of possible software, websites, and hardware they can use to incorporate into their daily lessons across the curriculum.All teachers will attend professional development with teacher in their content area to develop lessons integrating the use of technology tools.


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1.6 Teachers model the appropriate use of technology tools and resources

The percentage of teachers who appropriately and routinely use technology tools within the context of the teaching and learning environment: 80 %

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


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1.7 Teachers use technology to gather and analyze data for improving student achievement.

The percentage of teachers who use technology to monitor student progress: __100__ %

The percentage of teachers who use technology to inform instruction: 100 %

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


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1.8 Educators use technology to communicate with stakeholders at the local, district, and state level.

The percentage of teachers who use technology for communication (students, parents, teachers, school, community): 80 %

Indicate desired level of use of technology for communication by administrator (communicating with students, parents, teachers, school, community, district, and state): Level _3

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


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1.9 Administrators meet local, state, and national standards.

Indicate the desired level for each: participate in technology

professional development: Level 3

develop and communicate a shared vision through the comprehensive integration of technology: Level 3

develop and implement an Level 3

develop and communicate a shared vision for the appropriate and equitable selection of technology resources: Level 3

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


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1.10 Administrators use technology to gather and analyze data to assess instructional effectiveness and monitor student achievement.

Indicate the desired level for each: administrator(s) use(s) technology

to assess instructional effectiveness: Level 3

administrator(s) who use(s) technology to monitor student achievement: Level 3

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


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Goal #2: Marengo High students, teachers, and administrators will benefit from a broad range of educational opportunities and resources through the use of technology.






07-08 08-09 09-10 10-11 11-12 12-13

2.1 Educators will foster and nurture an environment that supports innovative uses of technology.

Indicate the desired level for each: administrator(s) fosters and

actively supports a positive environment for technology: Level 3

school plans for, pilots, and implements innovative technologies: Level 3

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Give students opportunities to incorporate assignments through use of technology. (Ex: Use of Power Point, Camtasia, Publisher, and Mac Book) Publish products on the school web site.

PD will be provided to teacher on the use and implementation of available technology.


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2.2 Technology resources are provided to support the learning and technology needs of the school and community.

The percentage of students that utilize state, district, and/or school Web-based resources outside the school day: 80 %

The percentage of teachers who:o utilize state,

district, and/or school Web-based resources outside the traditional school day: 80 %

o use Web-based resources in instructional planning: 80 %

o use stand alone resources in instructional planning: 80 %

o use district or school network resources in instructional planning: 80 %

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Provide after- school technology training for parents. Utilizing web-based resources provided by the school, such as the school’s web page, Act Prep, Orchard, USA Test Prep, etc. Work together with Title I (Federal Programs) to provide funding for parent programs.


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o use Web-based resources in instructional planning: 70 %








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2.3 Distance learning opportunities are provided to enhance learning and access to curriculum content.

The percentage of students enrolled in distance learning courses: 30 %

The percentage of students in virtual field trips: 80 %

The percentage of teachers using distance learning technologies: 50 %

The percentage of teachers trained in distance learning: 75 %

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Provide professional development training on how to search the web for specific/related subject matter and on the use of Virtual Field Trips.


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Goal #3: Marengo High teachers and administrators benefit from high quality, research-based professional development and supports necessary to achieve local, state, and national standards and courses of study.






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3.1 Teachers, administrators and school staff are provided high quality, research-based, job-embedded, technology professional development that is aligned with local, state, and national standards and course of study content standards.

Professional development is high quality, fulfills local, state, and national standards and course of study content standards

YES NO The percentage of teachers

who participate in technology professional development programs that fulfill local, state, and national standards and course of study content standards: 80 %

Indicate desired level: administrators who participate in technology professional development programs that fulfill local, state, and national standards and course of study content standards: Level 3

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Professional development will be provided periodically to introduce current and new technology that meets national and state standards.


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3.2 Teachers and administrators are provided with adequate resources (such as release time, compensation, reimbursement, materials, etc.) to enable their participation in professional development opportunities within the district and off-site.

The percentage of teachers who have been provided adequate resources to participate in professional development: 80 %

Indicate the desired level: administrator provides adequate resources to participate in professional development: Level 3

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

The school’s professional development plan will include funds allocated to enhance technology skills of teachers.


07-08

08-09

09-10

10-11

11-12

12-13

Hardware

Software

Parts

PD

Other









07-08 08-09 09-10 10-11 11-12 12-13

3.3 Administrators use a variety of evaluation data to make decisions related to technology professional development.

Indicate the appropriate level: school leaders use evaluation data to inform decisions related to technology professional development: Level 3

The percentage of teachers who report that technology professional development meets their needs: 80 %

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

In making decisions related to professional development for technology training and needs, administrators will use School Improvement Surveys, Student Technology Surveys, PEPE Evaluation,State Teacher Impact Surveys and Technology Coordinator’s Recommendations.


07-08

08-09

09-10

10-11

11-12

12-13

Hardware

Software

Parts

PD

Other




Goal #4: Marengo High students, teachers, and administrators will have access to the appropriate technology resources and infrastructure necessary to support teaching, leading, and learning.






07-08 08-09 09-10 10-11 11-12 12-13

4.1 Instructional spaces, library media centers, and administrative offices have sufficient network bandwidth to support the learning, communication and administrative goals of the district.

80 % of instructional spaces… 70 % of library media

centers… 80 % of administrative

offices… that have sufficient network bandwidth as determined by local technology infrastructure audits and as reported in annual local technology plan updates

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


07-08

08-09

09-10

10-11

11-12

12-13

Hardware

Software

Parts

PD

Other


07-08 08-09 09-10 10-11 11-12 12-13

4.2 Districts have implemented the required Internet security tools to enable teachers, administrators, and students convenient, useful, and safe access to the Internet.

100 % of students… 100 % of teachers… 100 % of administrators…

who use Internet security tools and safeguards, and abide by the district’s Acceptable Use Policy.

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


07-08

08-09

09-10

10-11

11-12

12-13

Hardware

Software

Parts

PD

Other


07-08 08-09 09-10 10-11 11-12 12-13

4.3 Schools will have a sufficient number of Internet-enabled computers and the infrastructure necessary to support learning, communication, and administrative goals of the district.

The ratio of students to classroom Internet-enabled computers and administrators to Internet-enabled computers: 2:1

The ratio of students to classroom computers and administrators to computers: 2:1

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Purchase laptop computers, update stand alone mid level computers, establish wireless networking, link web-based telephone throughout the system and purchase site licenses for software needed to support learning.


07-08

08-09

09-10

10-11

11-12

12-13

Hardware

Software

Parts

PD

Other







(average)



07-08 08-09 09-10 10-11 11-12 12-13

4.4Schools will have a sufficient ratio of technology tools available to support the learning, communication, and administrative goals of the district.

The ratio of students to: Digital Cameras: 14:1 Scanners: 50:1 Printers: 25:1 Digital projectors or TV

displays (Avery Keys): 30:1

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Purchase more digital cameras, projectors, video conferencing cameras, projector screens, Interwrite Pads, Avery Keys and camcorder, as well as other technology innovations. Provide new technology as it emerges on the scene.

Provide PD for use of technology equipment.


07-08 08-09 09-10 10-11 11-12 12-13

Hardware

Software

Parts

PD

Other


07-08 08-09 09-10 10-11 11-12 12-13

4.5 District technology budgets represent at least 5% of each district's total budget.

These objectives are addressed only at the district level.

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


07-08 08-09 09-10 10-11 11-12 12-13

Hardware

Software

Parts

PD

Other

Estimated Amount:$

07-08 08-09 09-10 10-11 11-12 12-13

4.6 District provides a sufficient ratio of technical staff to support student, teacher, and administrator technology use.

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


07-08 08-09 09-10 10-11 11-12 12-13

Hardware

Software

Parts

PD

Other

Estimated Amount:$






(average)



07-08 08-09 09-10 10-11 11-12 12-13

4.7 The district provides a sufficient ratio of persons to support teachers and administrators in their efforts to achieve technology competency and to integrate technology into the curriculum.

This objective is addressed only at the district level.

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%


07-08

08-09

09-10

10-11

11-12

12-13

Hardware

Software

Parts

PD

Other

Estimated Amount:$

07-08 08-09 09-10 10-11 11-12 12-13

4.8 Districts and schools will create and maintain websites as vehicles for communicating to parents, the community, and extending school resources to students outside of the school day.

Is there evidence of maintained and updated school website:

YES NO School actively uses websites

(as part of district websites) that are designed to communicate to parents, the community, and student users:

YES NO

4 = 90%-100%

3= 70%-89% 2=30%-69% 1= 0%-29%

Provide ongoing Professional Development for maintaining and updating information on school web site. Maintain weekly updates on content of web site.


07-08

08-09

09-10

10-11

11-12

12-13

Hardware

Software

Parts

PD

Other




Professional DevelopmentSessions Offered or Coordinated by the School (This Past Year)

Title Length # Attendees

Technology and Webpage Up-date 1 26

Excel (Part 1) 1 26

Education City 1 25

Excel (Part 2) 1 24

Dropbox & The Cloud 1 22

Laptop Training 1 26

Laptop 101 1.5 27

Smart Board Training 4 26

Shmoop Training .5 26

Orchard Training 1.5 27

APT Plus with Learn 360 1.5 27

Interactive Web Resources 1.5 26

Technology Impact Survey 1.5 25

Cool Tools for 21st Century Classrooms 1.5 24

AETC 10.5 2



Professional DevelopmentProposed Sessions to be Offered or Coordinated by the School

Title Length Month

Data Director1 hr. session Aug.-Mar.

TIC - Technology Webpage Update, Email, IP Phone (Refresher) 1 hour August

TIC – Smartboard

TIC- Cyberbullying

1 hour

1 hour

August

September

TIC – Ipad Basics (k-12) 1 hours October

TIC – Edmodo -Web 2.0 1 hour November

TIC – Digital Animoto 1 hour December

TIC – Window Movie Maker 1 hour January

TIC – Using GPS Receivers & Geocaching in the Curriculum (3-12) 1 hour February

TIC – Sugarsync 1 hour March

*TIC – Technology in Curriculum



Local School Inventory

Computers in Schools# of Computers in

Administration# of Computers in Classrooms

# of Computers in Computer

Labs

# of Computers in Media Centers

# of Computers in

OTHER

Total # of Computer

s

School Enrollment

Computer to Student Ration

112233269233ffffdd 525822 108 10 0 206 34298 42:1

High Speed Internet Connected Computers# of Computers

in Administration

# of Computers in Classrooms

# of Computers in Computer

Labs

# of Computers in Media Centers

# of Computers in

OTHER

Total # of Computer

s

School Enrollment

Computer to Student Ration

20062 82 999108 10 0 206 32982 2:1

Classrooms with ComputersClassrooms with

0 ComputersClassrooms with




4 ComputersClassrooms with> 5 Computers

Total # of Classrooms

99909101 122. 9 11 1 0 1 2529

Administrative Offices with Computers with 2 Computers Classrooms w 2 Computers

Age of Computers


Offices with 0 Computers



Offices with> 3 Computers

Total # of Offices

0000101 11296111 11111 1 4

0-12 Months 13-36 Months 37-60 Months Over 60 Months

0 10 190


Handheld/Laptop Computers

Handheld Computers in Admin Offices

Handheld Computers in Classrooms

Handheld Computers in OTHER

ThinkPadLaptop Computers

IPads

2 5 1 28 8

Laser Printers

Laser Printers in Admin Offices

Laser Printers in Classrooms

Laser Printers in OTHER

3 1 4

Inkjet Printers

Inkjet Printers in Admin Offices

Inkjet Printers in Classrooms

Inkjet Printers in OTHER

5 16 0

Projectors/SmartBoards


Projectors in Classrooms

Projectors in OTHER

Projector Total

How many of the total is mounted?

SmartBoards

14 3 17 14 16


Scanners

Scanners in Admin Offices

Scanners in Classrooms

Scanners in OTHER

0 1 1

Digital Cameras

Digital Cameras in Admin Offices

Digital Cameras in Classrooms

Digital Cameras in OTHER

1 24 0



E-Rate Budget Items Projected for: Marengo - Funding Year 2012-13

*Use if local school funds are used as a matching percentage of erate funding.

Service or Function Category QTYTotal Pre-Discount Amount

Discount Rate

(%)

School Funding

Source for Amount

Responsible*

Total SLD Funding

Commitment Requested

Total Amount for School

Responsibility*Objective(s) Addressed

POTS

Hardware Software Parts PD Other 6 0 90% Local Fund $4,596.70 $510.74

1.8

Basic Maintenance

Hardware Software Parts PD Other 1 $12,332.00 90% Local BOE $12,332.00 $1,233.20 4.8

Web Page

Hardware Software Parts PD Other 1 $2,250.00 90% Local BOE $2,250.00 $225.00 1.8

WAN

Hardware Software Parts PD Other 1 $38,700.00 90% Local BOE $38,700.00 $3,870.00 2.2

Hardware Software Parts PD Other




Budget Items Projected – October 1, 20 - September 30, 2013# of Teacher Units 28 X $ = 0 State Allocation for 2009-2010

Activity/Item Description Funding Source Amount Budget Category Erate Funding


No E-Rate Relationship 07-08 08-09 09-10 10-11 11-12















Appendix

Supporting Documents



Alabama State Technology Standards for Students (K-2)i. Identify basic parts of various technology systemsii. Identify applications and operations of various technology systemsiii. Demonstrate correct posture and finger placement while using a

technology system.iv. Identify safe use of technology systems and applicationsv. Practice responsible use of technology systems and applicationsvi. Identify uses of technology systems in daily livingvii. Use digital tools to access and retrieve informationviii. Use digital environments to exchange ideas with individuals or groupsix. Identify digital tools used for problem solvingx. Design original works using digital tools.

Alabama State Technology Standards for Students (3-5)i. Use input and output devices of technology systems.ii. Use various technology applications, including word processing and

multimedia software.iii. Identify common hardware and software problems.iv. Identify various operating systems of technology devices.v. Practice safe use of technology systems and applicationsvi. Describe social and ethical behaviors related to technology use.

vii. Explain the influence of technology on society.viii. Collect information from a variety of digital sources.ix. Use technology tools to organize, interpret, and display data.x. Use digital environments to collaborate and communicate.xi. Use digital tools to analyze authentic problemsxii. Create a product using digital tools

Alabama State Technology Standards for Students (6-8)i. Appraise technology systems to determine software and hardware

compatibilityii. Publish digital products that communicate curriculum concepts.iii. Explain how network systems are connected and used.iv. Determine basic troubleshooting strategies to correct common

hardware and software problemsv. Use basic features of word processing, spreadsheets, databases, and

presentation softwarevi. Select specific digital tools for completing curriculum-related tasksvii Demonstrate correct keyboarding techniquesviii. Identify safe uses of social networking and electronic communicationix. Practice responsible and legal use of technology systems and digital

content.x Describe advances in technology and effects of each on the

workplace and society.(Updated: May 16, 2012)


xi. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

xii. Use digital tools to communicate and collaborate at all levels from interpersonal to global.

xiii. Use digital tools to formulate solutions to authentic problems.xiv. Use digital tools to generate new ideas, products, or processes.

Alabama State Technology Standards for Students (9-12)i. Explain data encryption proceduresii. Diagnose hardware and software problemsiii. Demonstrate advanced technology skills, including compressing,

converting, importing, exporting, and backing up filesiv. Utilize advanced features of word processing software, including

outlining, tracking changes, hyperlinking, and mail merging.v. Utilize advanced features of spreadsheet software, including

creating charts and graphs, sorting and filtering data, creating formulas, and applying functions

vi. Utilize advanced features of multimedia software, including image, video, and audio editing.

vii. Utilize advanced features of database software, including merging data, sorting, filtering, querying, and creating reports.

viii. Practice safe uses of social networking and electronic communication

ix. Practice ethical and legal use of technology systems and digital content.

x. Analyze capabilities and limitations of current and emerging technologies.

xi. Critique digital content for validity, accuracy, bias, currency, and relevance.

xii. Use digital tools to publish curriculum-related content.xiii. Demonstrate collaborative skills using curriculum-related content in

digital environments.xiv. Use digital tools to defend solutions to authentic problems.xv. Forecast technology innovations based on trendsxvi. Create a product that integrates information from multiple software

applicationsxvii. Create an interactive digital product using programming logic.



Alabama State Technology Standards for Teachersxi. Identify and evaluate technology resources and technical assistance,

(i.e., those available on-line and on-site within a school and district setting).

xii. Assess advantages and limitations of current and emerging technologies, and online/software content to facilitate teaching and student learning.

xiii. Develop and implement a classroom management plan to ensure equitable and effective student access to available technology resources.

xiv. Model safe, responsible, legal and ethical use of technology and implement school and district acceptable use policies, including fair-use and copyright guidelines and Internet user protection policies.

xv. Design, implement, and assess learner-centered lessons and units that use appropriate and effective practices in teaching and learning with technology.

xvi. Use technology tools (including, but not limited to, spreadsheets, webpage development, digital video, the Internet, and email) for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students.

xvii. Facilitate students’ individual and collaborative use of technologies including, but not limited to, spreadsheets, webpage development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.

xviii. Design, manage, and facilitate learning experiences incorporating technologies that are responsive to diversity of learners, learning styles and special needs of all students (e.g., assistive technologies for students with special needs).

xix. Evaluate students’ technology proficiency and students’ technology-based products within curricular areas.

xx. Use technology to enhance professional growth (e.g., through accessing Web-based information, on-line collaboration with other educators and experts, and on-line professional courses).



Alabama State Technology Standards for Administrators Describe mechanisms for creating a shared vision for the comprehensive

integration of technology, communicating that vision, and facilitating a process that fosters and nurtures a culture to achieve the vision.

Develop a technology plan including resource alignment (e.g., funding, staff and time, hardware/software, total cost of ownership) and demonstrate leadership skills necessary to integrate technology to support effective learning and administration.

Facilitate the selection and use of technologies appropriate for curriculum areas, instructional strategies, and student-centered learning environments to maximize learning and teaching to meet the individual needs of all learners.

Apply and model technology applications and professional practices that demonstrate: knowledge of available technologies; existing Alabama and national technology standards for students, teachers, and administrators; related trends and issues; current research, and; professional development resources in order to enhance professional practices of educational leaders, increase job-related technology use, and improve the productivity of self and other school personnel.

Use technology to facilitate effective assessment and evaluation, including:

The collection, analysis, and interpretation of data and communication of findings to improve instructional practice and student learning;

The use of assessment of staff knowledge, skills, and performance in using technology to facilitate quality professional development and guide personnel decisions;

The use of technology to assess and evaluate managerial and operational systems; and

Assessment and evaluation of, using multiple methods, appropriate uses of technology resources for learning, communication, and productivity.

Demonstrate responsible decision-making that reflects understanding of social, legal, and ethical issues related to technology.

Notes:



1 During your class time, how often do your students use computer to support

Never Once or twice a year

About every other month

At least once a month

About once a week

More than once a week

Daily Do Not Know

Does Not Apply

Research? 0.00% 25.93% 22.22% 14.81% 22.22% 7.41% 3.70% 0.00% 3.70%Inquiry? 0.00% 18.52% 18.52% 25.93% 7.41% 14.81% 7.41% 3.70% 3.70%Exploration?

0.00% 14.81% 11.11% 33.33% 7.41% 18.52% 11.11% 3.70% 0.00%

Communication?

14.81% 7.41% 22.22% 18.52% 3.70% 7.41% 14.81% 3.70% 7.41%

Collaboration?

3.70% 18.52% 14.81% 22.22% 7.41% 14.81% 11.11% 3.70% 3.70%

2 During your class time, how often do your students use a computer to:




About once a week


Daily Do Not Know

Does Not Apply

Play educational games?

3.70% 11.11% 14.81% 14.81% 18.52% 14.81% 18.52% 0.00% 3.70%

Use an educational CD-ROM?

25.93% 7.41% 14.81% 11.11% 11.11% 11.11% 7.41% 3.70% 7.41%

Use an instructional program or tutorial?

7.41% 7.41% 14.81% 18.52% 11.11% 18.52% 18.52% 0.00% 3.70%

Complete a writing assignment?

3.70% 14.81% 22.22% 14.81% 18.52% 22.22% 0.00% 0.00% 3.70%

Do a presentation in front of the class?

18.52% 18.52% 29.63% 18.52% 3.70% 0.00% 3.70% 0.00% 7.41%

3 During your class time, how often do your students use data-capture equipment such as digital cameras, scanners and probes to complete assignments?

29.63% Never 0.00% Do Not Know

29.63% Once or twice a year

7.41% Does Not Apply

22.22% About every other month

7.41% At least once a month

3.70% About once a week



0.00% More than once a week

0.00% Daily

4 During your class time, how often do your students use a computer to:




About once a week


Daily Do Not Know

Does Not Apply

Explore or analyze data with a spreadsheet/database?

44.44% 11.11% 3.70% 14.81% 3.70% 0.00% 0.00% 7.41% 14.81%

Research a question or solve a problem?

7.41% 11.11% 11.11% 22.22% 29.63% 3.70% 7.41% 3.70% 3.70%

Consult experts by email?

48.15% 3.70% 11.11% 11.11% 3.70% 3.70% 7.41% 3.70% 7.41%

5 In your opinion, are your students learning the necessary skills to participate effectively in the global community?

3.70% Not at all 0.00% Do Not Know

18.52% Minimally 0.00% Does Not Apply

48.15% Somewhat22.22% To a high degree

7.41% Completely

6 How often did you participate in technology-focused professional development activities in the past 12 months?








0.00% Daily



7 Did you participate in any summer technology-focused professional development activities in the past 12 months?

40.74% Yes55.56% No3.70% Do Not

Know0.00% Does Not Apply

8 In your opinion, is there equitable access to technology among the students in your classroom?

33.33% Yes62.96% No0.00% Do Not


9 Is there a plan in place in your classroom to provide equitable access to technology resources?

70.37% Yes25.93% No0.00% Do Not


10 When developing lesson plans, how often do you review and/or select specific technology resources to support the lesson?










25.93% Daily

11 How often do you plan and implement activities that use technology to enhance student academic achievement?








33.33% Daily

12 How often do you assign activities that use technology for inquiry-based learning?








7.41% Daily

13 How often do you assign activities that encourage active involvement and decision-making by students using technology?










22.22% Daily

14 How often do you assign activities that utilize technology to locate, evaluate, and collect information from a variety of sources?








11.11% Daily

15 How often do you use the following technologies to teach your students?




About once a week


Daily Do Not Know

Does Not Apply

Digital projector

3.70% 3.70% 11.11% 7.41% 7.41% 18.52% 44.44% 0.00% 3.70%

Presentations programs

3.70% 7.41% 11.11% 11.11% 14.81% 29.63% 22.22% 0.00% 0.00%

Internet resources

0.00% 3.70% 14.81% 3.70% 14.81% 29.63% 33.33% 0.00% 0.00%

Spreadsheets and databases

40.74% 14.81% 14.81% 3.70% 0.00% 7.41% 3.70% 0.00% 14.81%

Word processing programs

18.52% 7.41% 3.70% 11.11% 11.11% 18.52% 14.81% 0.00% 14.81%

Graphics programs

29.63% 3.70% 11.11% 11.11% 3.70% 14.81% 3.70% 11.11% 11.11%

16 How often do you use computer technology to collect data and monitor your students' progress?










22.22% Daily

17 How often do you use computer technology to report student progress?








29.63% Daily

18 How often do you use testing and assessment software?








0.00% Daily

19 How often do you use computer technology to collect and analyze data to make adjustments to your instruction?










14.81% Daily

20 How often do you use Internet and/or electronic resources to gather information for lesson planning?








25.93% Daily

21 How often do you communicate with students using communication tools like email, online forums, instant messenger, blogs or webpages?








3.70% Daily

22 How often do you communicate with parents using communication tools like email, online forums, instant messenger, blogs or web pages?


3.70% Once or 0.00% Does Not Apply



twice a year7.41% About every other

month22.22% At least once a month


23 How often do you communicate with other faculty and staff using communication tools like email, online forums, instant messenger, blogs or web pages?








14.81% Daily

24 Outside of the school day, about how many of your students use educational web-based resources?

Question Dropped10% or less Do Not

Know11-20% Does Not Apply

21-30%31-40%41-50%51-60%61-70%71-80%81-90%More than 90%

25 Outside of the school day, how often do you use educational or education-related web-based resources?










25.93% Daily

26 How often do you use non-web-based computer resources or applications when planning lessons?








11.11% Daily

27 How often do you connect to the school or district's network when planning lessons?








3.70% Daily

28 How often did you participate in a online distance learning activity in the past 12 months as a participant?










11.11% Daily

29 Do you consider yourself capable of successfully using online distance learning technology to teach a course?




22.22% Completely

30 In the past 12 months, have you been provided with enough time, including substitutes, to participate in professional development opportunities?




14.81% Completely

31 In the past 12 months, have you been provided with enough financial support to participate in professional development opportunities?




7.41% Completely

32 In the past 12 months, have you been provided with enough materials and equipment to participate in professional development opportunities?






11.11% Completely

33 In the past 12 months, to what degree have your technology-related professional development needs been met?




7.41% Completely

Yellow highlighted items are EDEN directed items.



Marengo High School Inventory2011-2012

Serial Number Item Description LocationDate Purchased Bar Code

4C51330F7M HP Computer Access Lab Rm. 301 2/16/2012 22754C513805GN HP Computer Access Lab Rm. 301 2/16/2012 22764CS138055M HP Computer Access Lab Rm. 301 2/16/2012 22784CS1330PZG HP Computer Access Lab Rm. 301 2/16/2012 22834CS11380JGX HP Computer Access Lab Rm. 301 2/16/2012 22844CS51340TGR HP Computer Access Lab Rm. 301 2/16/2012 22854CS13340T3X HP Computer Access Lab Rm. 301 2/16/2012 22864CS138055G HP Computer Access Lab Rm. 301 2/16/2012 22874CS13805G1 HP Computer Access Lab Rm. 301 2/16/2012 22924CS1340QVB HP Computer Access Lab Rm. 301 2/16/2012 22934CS1380555 HP Computer Access Lab Rm. 301 2/16/2012 22944CS1380JKS HP Computer Access Lab Rm. 301 2/16/2012 22774CS1380JGF HP Computer Access Lab Rm. 301 2/16/2012 22794CS1380JJQ HP Computer Access Lab Rm. 301 2/16/2012 22804CS1380JHN HP Computer Access Lab Rm. 301 2/16/2012 22814CS1380JKR HP Computer Access Lab Rm. 301 2/16/2012 22824CS14100Q2 HP Computer Access Lab Rm. 301 2/16/2012 22884CS1350Q4Q HP Computer Access Lab Rm. 301 2/16/2012 22894CS1340R88 HP Computer Access Lab Rm. 301 2/16/2012 22904CS1380JHQ HP Computer Access Lab Rm. 301 2/16/2012 2291R8812208 Fujitsu Life Book Access Lab Rm. 301 2346R8812255 Fujitsu Life Book Access Lab Rm. 301 2347R8812209 Fujitsu Life Book Access Lab Rm. 301 2348R8812237 Fujitsu Life Book Access Lab Rm. 301 2349R8812252 Fujitsu Life Book Access Lab Rm. 301 2350R8812241 Fujitsu Life Book Access Lab Rm. 301 2351R8812216 Fujitsu Life Book Access Lab Rm. 301 2352R8812240 Fujitsu Life Book Access Lab Rm. 301 2442R31306 Lexmark Printer Access Lab Rm. 301 2851JXJf7z5200L Projector Access Lab Rm. 301 1639



40538210 Gateway Computer Library 16134CS1390GMR HP Computer Library 2/16/2012 22974CS1340T8F HP Computer Library 2/16/2012 22984CS1390GPM HP Computer Library 2/16/2012 22964CS1340TGJ HP Computer Library 2/16/2012 22994CS1390GPD HP Computer Library 2/16/2012 23004CS1330DZL HP Computer Library 2/16/2012 23014CS1380JJT HP Computer Library 2/16/2012 23024CS13380JL7 HP Computer Library 2/16/2012 229581125001A Laser Jet Printer Library 1616USBB372571 HP Printer Library 1615907411106 Howard Computer Library 15009933982708 Apex TV Library 233080107027 Phillips TV Library 2329V12003549004 Sanyo TV Library 234678817299 Phillips TV Library 2345133910043260 Explorist 500 LE GPS Library 2659OON10C3A06D024 Flip Camera Library 2655031926U Think Pad Laptop Library 1/6/2012 1590CN1CN482Ym Printer Library 4/26/2012 2848JXJf7Z5166L Projector Library 161442037344 Projector (Philips) Library 285924L58111 Projector (NEC) Library 1440

40543597 Gateway Compton 1501CNHC6BC0B8 HP Printer Compton 15057W0RH Think Pad Laptop Compton 1/6/2012 1575CN21QM416T HP Printer Compton 2012 227400NLO3AOXB813 Flip Camera Compton 2359

TH6AV14125 HP Printer M. Miller Gym 230540546616 Gateway Computer M. Miller Gym 2303B1450364454102 Sony TV M. Miller Gym 2837D47640710A Magnovox DVD Player M. Miller Gym 2836OONIOC3A06A535 Flip Camera M. Miller Gym 2314JXJf725176L Projector M. Miller Gym 16297WOTZ Think Pad Laptop M. Miller Gym 1/6/2012 1584



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Block Desher Mixer FAC Lab 2397Cuisiriart Jurier FAC Lab 2654KeyBoard Fellower FAC Lab 2395

179920 Jiffy Steamer FAC Lab 2625Black Decker Canopener FAC Lab 2394Swingline holepuncher FAC Lab 2626Cuisinart Food Pronesser FAC Lab 2627

C-405 White Sewing Machine FAC Lab 9/30/1994 2628Turn Table FAC Lab 8/8/1995 2629Turn Table FAC Lab 8/8/1995 2630Turn Table FAC Lab 8/8/1995 2631Turn Table FAC Lab 8/8/1995 2632Hamilton Beach Elec. Knife FAC Lab 7/10/2001 2633Black Decker Canopener FAC Lab 7/10/2001 2634Black Decker Canopener FAC Lab 7/10/2001 2635Corn Popper FAC Lab 9/30/1994 2636Kodak Carousel Project FAC Lab 9/30/1994 2637HP Scanjet 555Oc FAC Lab 9/30/1994 2638

WB11129207 Frigidaire Deep Freezer FAC Lab 8/1/2008 2639Gold Frame Mirror FAC Lab 9/30/2002 2641Plaid Sofa FAC Lab 9/30/2009 2642Computer Desk Chair FAC Lab 9/30/2008 2643Decorative Table FAC Lab 8/14/2001 2644Plaid Chair FAC Lab 9/30/2009 2645Teacher Desk FAC Lab 9/30/2002 2646Table FAC Lab 9/30/2009 2653Round Table FAC Lab 9/1/2008 2800Round Table FAC Lab 9/1/2008 2801Round Table FAC Lab 9/1/2008 2802Round Table FAC Lab 9/1/2008 2803



Round Table FAC Lab 9/1/2008 2804Projector Car FAC Lab 9/30/2009 2805Decorative Chair FAC Lab 9/30/2009 2806Decorative Table FAC Lab 9/30/2009 2807Decorative Lamp FAC Lab 9/30/2002 2808Flower Stand FAC Lab 9/30/2002 2809Book Desk FAC Lab 9/30/2002 2810Easel FAC Lab 8/8/1995 2811Bar Stool FAC Lab 8/8/1995 2812Decorative Picture FAC Lab 8/14/2001 2813Desk Chair FAC Lab 9/30/1994 2814Desk Chair FAC Lab 9/30/1994 2815Conference Classroo Tables FAC Lab 10/6/2008 2816Conference Classroo Tables FAC Lab 10/6/2008 2817Conference Classroo Tables FAC Lab 10/6/2008 2818Conference Classroo Tables FAC Lab 10/6/2008 2819Conference Classroo Tables FAC Lab 10/6/2008 2339Conference Classroo Tables FAC Lab 10/6/2008 2840Conference Classroo Tables FAC Lab 10/6/2008 2841Conference Classroo Tables FAC Lab 6/30/1905 2842File Cabinet FAC Lab 10/6/2008 2843Prtable Projector Screen FAC Lab 10/6/2008 2844Cake Stand FAC Lab 5/8/1991 1845Broiler Oven FAC Lab 1/1/2001 2846

9221-46 Agriscience Lab 9/8/1994 2532Agriscience Lab 8/4/1994 2500

9221-403 Agriscience Lab 9/8/1994 252710050-01940425711 Agriscience Lab 9/8/1994 2529

ElectroJac IV Agriscience Lab 12/6/1999 2523stack chairs Agriscience Lab 7/10/2001 2501

338B6004500094 Rotary Hammer Agriscience Lab 2/8/2005 255360281 Plasma Cutter Agriscience Lab 10/17/2007 2528LH10034H Lincoln Welder Agriscience Lab 11/5/2007 2525L1165030 Air Compressor Agriscience Lab 1/1/2001 2526108693E Angle Grinder Agriscience Lab 1/1/2001 253070467 Belt Sander Agriscience Lab 1/1/2001 2524

Computer Chair Agriscience Lab 1/1/2001 24731785568 Pedestal Grinder Agriscience Lab 1/1/2001 247412602475 Two Ton Crane Agriscience Lab 1/1/2001 2475

Welding Helmet Agriscience Lab 1/1/2001 2476Welding Shield Agriscience Lab 1/1/2001 2502



Wrecking Bar Agriscience Lab 1/1/2001 2534Spring Compresor Agriscience Lab 1/1/2001 2503T -Bevel Agriscience Lab 1/1/2001 2535Mason Level Agriscience Lab 1/1/2001 2477Micrometer Agriscience Lab 1/1/2001 2543Micrometer Agriscience Lab 1/1/2001 2544Micrometer Agriscience Lab 1/1/2001 2545Miter Gauge Agriscience Lab 1/1/2001 2531Miter Tri Square Agriscience Lab 1/1/2001 2250Nursery Rake Agriscience Lab 1/1/2001 2547Nursery Shovel Agriscience Lab 1/1/2001 2546Nursery Weeding Hoe Agriscience Lab 1/1/2001 2548Pistol Cleaner Agriscience Lab 1/1/2001 2549Ring Compressor Agriscience Lab 1/1/2001 2478Flywheel Puller Agriscience Lab 1/1/2001 2480Flywheel Wrench Agriscience Lab 1/1/2001 2479Hammer Agriscience Lab 1/1/2001 2537Hammer Ball Peen Agriscience Lab 1/1/2001 2483Hammer Chipping Agriscience Lab 1/1/2001 2509Jackstand Agriscience Lab 1/1/2001 2481Clamp Agriscience Lab 1/1/2001 2510Clamp Agriscience Lab 1/1/2001 2511Combination Square Agriscience Lab 1/1/2001 2482Combination Square Agriscience Lab 1/1/2001 2536Cylinder Horn Agriscience Lab 1/1/2001 2483Condensor Wrench Agriscience Lab 1/1/2001 2554Shaper Cutter Agriscience Lab 4/9/1986 2505Shaper Cutter Agriscience Lab 4/9/1986 2506Shaper Cutter Agriscience Lab 4/9/1986 2507Shaper Cutter Agriscience Lab 4/9/1986 2508Soil Test Kit Agriscience Lab 6/6/1991 2541Welding Cart Agriscience Lab 6/28/1991 2533Welding Helmet Agriscience Lab 9/19/1998 2504Welding Cutting Set Agriscience Lab 6/6/1991 2538

43371 Wood Shaper Agriscience Lab 9/17/1985 2485LA231655 Mig Welder Agriscience Lab 9/29/2000 2529LA154638 Thunder Bolt Welder Agriscience Lab 9/29/2000 2512PHJO12218 Torch Agriscience Lab 9/29/2000 25409104952 Planer Agriscience Lab 9/29/2000 248700A93647 Radial Arm Saw Agriscience Lab 9/29/2000 249299C71096 Unisaw Agriscience Lab 9/29/2000 2486

Tool Set Craftsman Agriscience Lab 7/5/2001 2537Tool Box Agriscience Lab 7/5/2001 2488

01E055926 Floor Jack Agriscience Lab 9/14/2001 2489



RL00135443 Spiral Saw Agriscience Lab 9/10/2002 2490RL00243014 Spiral Saw Agriscience Lab 9/10/2002 2491RL00135443 Spiral Saw Agriscience Lab 9/30/2002 2513RL0243014 Spiral Saw Agriscience Lab 9/30/2002 2514

Walnut Dest Agriscience Lab 9/30/2002 249315" Delta Drill Press Agriscience Lab 9/30/2002 2495Conference Tables Agriscience Lab 9/30/2002 24956' Book Shelf Agriscience Lab 9/30/2002 2496Counter Top Agriscience Lab 12/10/2001 2497Portal Cable Drill Agriscience Lab 12/10/2001 2519Portal Cable Drill 1/2" Agriscience Lab 12/10/2001 2521Hammer Kit Agriscience Lab 12/10/2001 2551Jig Saw Agriscience Lab 12/10/2001 2518

18-9728 Jointer Agriscience Lab 10/10/2001 252036-220 Miter Saw Agriscience Lab 12/10/2001 2515

Builder Level W/Rod Agriscience Lab 12/10/2001 2516Hammer Drill Set Agriscience Lab 12/10/2001 2552

042981SF5053 Dust ollector Agriscience Lab 3/8/2006 2517Electric Caliper Agriscience Lab 9/9/1998 2542Slodering Gun Agriscience Lab 9/9/1998 2499

H86202 Circular Saw Agriscience Lab 9/9/1998 2522159503 Recip-Saw Agriscience Lab 9/30/1998 24986440442 Bosch Router Agriscience Lab 8/9/1994 2557

Torch Mixer-Harris Agriscience Lab 9/30/1994 25553660099 Bosch Router Agriscience Lab 8/19/1994 25568468 Makita Router Agriscience Lab 25588712-4 Arc Welder Agriscience Lab 1/1/2001 2559

Cormer Clamp Agriscience Lab 1/1/2001 2560Cormer Clamp Agriscience Lab 1/1/2001 2561Cormer Clamp Agriscience Lab 1/1/2001 2562Cormer Clamp Agriscience Lab 1/1/2001 2575Cormer Clamp Agriscience Lab 1/1/2001 2576Cormer Clamp Agriscience Lab 1/1/2001 2577Cormer Clamp Agriscience Lab 1/1/2001 2578Cormer Clamp Agriscience Lab 1/1/2001 2579Cormer Clamp Agriscience Lab 1/1/2001 2580Stanley Try Square Agriscience Lab 1/1/2001 2581Stanley Try Square Agriscience Lab 1/1/2001 2582Stanley Try Square Agriscience Lab 1/1/2001 2583Miter Try Squares Agriscience Lab 1/1/2001 2587Stanley Try Square Agriscience Lab 1/1/2001 2586Stanley Try Square Agriscience Lab 1/1/2001 2585Stanley Try Square Agriscience Lab 1/1/2001 2588Makita Finishing Sander Agriscience Lab 1/1/2001 2591



Makita Finishing Sander Agriscience Lab 1/1/2001 2592Makita Finishing Sander Agriscience Lab 1/1/2001 2594Makita Finishing Sander Agriscience Lab 1/1/2001 2593Quick Grip Bar Clamps Agriscience Lab 2595Quick Grip Bar Clamps Agriscience Lab 2596Quick Grip Bar Clamps Agriscience Lab 2597Quick Grip Bar Clamps Agriscience Lab 2598Quick Grip Bar Clamps Agriscience Lab 2599Welding Helmat Agriscience Lab 2600Welding Helmat Agriscience Lab 2601Welding Helmat Agriscience Lab 2602Welding Helmat Agriscience Lab 2603

AC703070 Tig Welder Agriscience Lab 1/1/2001 2604MN56C17 Wood Lathe Agriscience Lab 1/1/2001 2605RA022020 Grinder Agriscience Lab 1/1/2001 2606200223 Plunger Router Agriscience Lab 1/10/2003 26075500374 Drill Press Agriscience Lab 1/1/2001 2608

Drill press VIC Agriscience Lab 1/1/2001 2609Electrical Entrance Box Agriscience Lab 1/1/2001 2610Electrical Entrance Box Agriscience Lab 1/1/2001 2611Hand Screw Clamps Agriscience Lab 1/1/2001 2612Hand Screw Clamps Agriscience Lab 1/1/2001 2613C-Clamps Agriscience Lab 1/1/2001 2614C-Clamps Agriscience Lab 1/1/2001 2615C-Clamps Agriscience Lab 1/1/2001 2616C-Clamps Agriscience Lab 1/1/2001 2617C-Clamps Agriscience Lab 1/1/2001 2618Classroom Chairs Agriscience Lab 2619Classroom Chairs Agriscience Lab 2620Classroom Chairs Agriscience Lab 2621Classroom Chairs Agriscience Lab 2622Classroom Chairs Agriscience Lab 2623Classroom Chairs Agriscience Lab 2624Classroom Chairs Agriscience Lab 2774Classroom Chairs Agriscience Lab 2775Classroom Chairs Agriscience Lab 2776Classroom Chairs Agriscience Lab 2777Classroom Chairs Agriscience Lab 2778Classroom Chairs Agriscience Lab 2779Classroom Chairs Agriscience Lab 2780Classroom Chairs Agriscience Lab 2781Classroom Chairs Agriscience Lab 2782Classroom Chairs Agriscience Lab 2783Classroom Chairs Agriscience Lab 2784



Classroom Chairs Agriscience Lab 2785Classroom Chairs Agriscience Lab 2786Bar Clamp Agriscience Lab 2787Bar Clamp Agriscience Lab 2788Bar Clamp Agriscience Lab 2789Bar Clamp Agriscience Lab 2790Bar Clamp Agriscience Lab 2791Bar Clamp Agriscience Lab 2792
