etec630techplanpaper

Technology PlanSchool Years 2010-2012

ETEC 630

Prepared by Peggy Abadie, Alicia Drake, Paula Naugle, and Mona Wexler

Fall 2010

Technology Plan of 20

Table of Contents

Page

Vision and Mission............................................................................................................ 3 – 4

Action Step 1: Strengthen Leadership............................................................................... 5 – 8

Action Step 2: Improve Teacher Training....................................................................... 9 – 11

Action Step 3: E-Learning and Virtual Schools........................................................... 12 – 13

Action Step 4: Encourage Improved Access and Technology Usage........................... 14 – 16

Faculty/Staff Development Plan.................................................................................... 17 – 18

Louisiana Department of Education Budget Revision Narrative Detail................................................................................ 19 – 20

Appendices Appendix 1: CEO Forum STaR Chart

Appendix 2: Milken Exchange Technology 7 in American Schools

Appendix 3: Jefferson Parish Employee Computer and Internet Use Agreement

Appendix 4: Jefferson Parish Acceptable Use Policy-Students

http://www.slideshare.net/plnaugle/112110-inventedstudentuseagreement

http://www.slideshare.net/plnaugle/112110-inventedemployeeuseagreement

https://docs.google.com/leaf?id=0BwfZGKCqymFfMTY0ZTZjYWQtOWVlNS00MGRhLWI0YjUtNjgzOWFhZWY5MmJh&hl=en

http://www.ceoforum.org/downloads/99chart.pdf


Vision

Instructional Technology will efficiently improve communication, enhance thinking skills, make instruction more effective, and develop life skills critical to success in a global society.

Mission

Understanding and using diverse technologies in daily instruction in every classroom to support teaching and learning will provide every learner with 21st Century skills essential to maximizing student outcomes. Instructional Technology will support new strategies for teaching and learning by effectively facilitating design of instruction fully differentiated to:

Address diverse learning styles Accommodate individual learning rates Encourage rigorous inquiry based learning through collaboration Hand off ownership of learning to students Promote relevant global communication Maximize academic achievement Position elementary/secondary students for moving to secondary/post secondary

education prepared for success Engage parents and community in meaningful ways to support constantly improving

outcomes for students Empower teachers to pursue continuous professional development Create authentic experiences for teachers and students

Technology integration at Bissonet Plaza Elementary will drive maximized achievement for all students by facilitating improved communication among faculty, staff, students, parents and community members. Site leaders and classroom teachers will implement appropriate technologies, in accordance with Jefferson Parish Public School’s Acceptance Policies (See Appendix 3 and 4), into the design and delivery of all aspects of the curriculum and management of the school. All stake holders, site leaders, support staff, faculty members, students, their parents, and the external community will develop enhanced critical thinking skills as the integration of technology alters the paradigm by which they connect to and interact with each other. The successful integration of technology will make instruction more effective as every learner is actively engaged in interaction with the content appropriate to that learner. A byproduct of the successful integration of technology into every aspect of Bissonet Plaza Elementary will be the development among all stakeholders (i.e., site leadership, classroom teachers, students, parents, and/or external community members) of life skills critical for success in a global society.

Bissonet Plaza Elementary will take a four pronged approach to improvement: Strengthen Leadership; Improve Teacher Training; Support E-Learning and Virtual Schools; and Encourage Improved Access and Technology Usage. In this approach, each aspect will be undertaken as an action step toward the integration of technology to maximize academic achievement. Within the confines of each step, the specifics of the mission will be addressed in detailed goals monitored at specified benchmarks using defined assessments.


Action Steps

Action Step 1: Strengthen LeadershipAction Step 2: Improve Teacher TrainingAction Step 3: Support E-Learning and Virtual SchoolsAction Step 4: Encourage Improved Access and Technology Usage


ACTION STEP 1: STRENGTHEN LEADERSHIP

Leadership is the key ingredient (Planning to Practice). Research literature indicates that leadership is the single most important factor in the success of technology integration efforts. At Bissonet Plaza Elementary School, technology integration efforts will begin by addressing the development of site leadership. Site leaders will work to develop and support an environment in which classroom teachers understand and use diverse technologies in daily instruction with an eye to support teaching and learning aimed at providing every learner with 21st Century skills essential to maximizing student outcomes. Leaders will employ strategies to support instructional technologies that facilitate design and delivery of fully differentiated instruction to:

Address diverse learning styles Accommodate individual learning rates Encourage rigorous inquiry based learning through collaboration Hand off ownership of learning to students Promote relevant global communication Maximize academic achievement Position elementary/secondary students for moving to secondary/post-secondary

education prepared for success Engage parents and community in meaningful ways to support constantly improving

outcomes for students Empower teachers to pursue continuous professional development Create authentic experiences for teachers and students

Current Status

The principal and assistant principal at Bissonet Plaza are comfortable using technology to communicate with the faculty through emails and weekly newsletters. Both the principal and the assistant principal were given a Dell laptop and a Blackberry Smart phone to use by the district. Both are members of the Promethean Training Team (PTT) along with five teacher leaders. The PTT is receiving face to face training on the use of Promethean ActivInspire from members of the district technology department. The district is using the “Train the trainer” model, with the PTT being responsible for redelivering this training to the Bissonet staff.

The principal and assistant principal use technology when delivering staff in-services. Additionally, the principal and assistant principal meet with each grade level once a month during common planning to deliver professional development. Both of them incorporate the use of a Promethean board and other technologies during these PD sessions.

The Bissonet Technology Team (BTT) consists of seven teacher leaders, along with the principal and assistant principal. This BTT is responsible for making sure that the technology integration written in our school improvement plan (SIP) is being carried out. They will be the ones who will help implement this technology plan.


The BTT will work with site leaders to assess the level of technology integration against the guideline of the Apple Classroom of Tomorrow (ACOT) Model (see Table 1), leaders will be trained to formally assess technology integration in this way. Leaders will learn to accurately assess where their faculty might fall in such a measure although there is confidence that the faculty includes members who are in both the Adaptation and Appropriation Levels. Nonetheless, the sense is that the bulk of the faculty is very likely in the Entry and Adoption Levels. Leaders will be equipped to lead an effort toward technology integration on the scale required to achieve the goals of the school for student outcomes.

TABLE 1

LEVEL DESCRIPTION OF USER

Entry Technology employed for personal uses. Learning is at the “how to” stage.

AdoptionTechnology is employed in teaching, but only in highly managed areas such as whole group instruction or drill and practice activities.

AdaptationTechnology employed in the curriculum, but primarily to alter an existing practice toward higher productivity through implementation of technology, i.e. word process vs. handwriting, spreadsheet vs. handwritten table of data.

Appropriation Technology is employed to support student inquiry and learning as in project based learning.

InventionTechnology use shifts toward constructivist teaching on a consistent basis. Design delivery, and assessment occur in non-traditional ways through the integration of technology into the process.

Benchmarks, Target year 2012

1. Site Leaders will use 21st Century skills to model and coach collaborativeworkspace utilization for maximum team engagement in pursuit of site goals.

2. Site Leaders will be conversant with all classroom technologies and best practices on how to maximize student outcomes through integration of them into instructional delivery and design.

3. Site Leaders will demonstrate the trended movement of the site over the period of the plan against the annual evaluations of site characteristics against the CEO Forum STaR Chart and Milken Exchange Technology 7 Framework.

4. Site Leders will be able to present trended data on the movement of site staff using annual evaluations of staff growth against the ACOT model.

5. Site Leaders will defend an annual budget able to be used in district budget meetings to garner funds to sustain the plan as it will be altered to maintain positive momentum attained by the site during the period of this plan.

6. Site Leaders will have established three external community partnerships including at least one civic association in addition to the currect relationship with Bissonet Civic Association.


Evaluation Strategies, Frequency, Responsibility, and Timeline

Evaluation Strategy Frequency Responsibility Timeline

Print Screen pages from the collaborative workspace used by Leaders in on-line self professional development, save as document images with brief narrative delineating most significant positive and greatest concern at point of evaluation.

Monthly Principal

Complete initial by Mid-Spring 2010 and

2011. Follow-up monthly through end of plan.

Print Screen for each collaborative workspace developed for small groups at the site, save as document images with brief narrative regarding members assigned and goals of that team.

Annually Principal

Complete initial by Mid-Spring 2010 and

2011. Follow-up annually through end of plan.

Complete Star Chart Annual BTTBeginning of plan and

annually thereafter.

Complete Milken Exchange Technology 7 assessment on site status and growth.

Annual BTTBeginning of plan

and annually thereafter.

Use surveys and classroom observation as well as notes from interactions with teachers to assess technology integration against the ACOT Model.

Annual BTTBeginning of plan and

annually thereafter.

Collect meeting agendas and presentation artifacts from staff meetings to illustrate how technology is used in site administration. Produce brief narrative with each monthly set of artifacts delineating greatest positive and setting goal for future efforts.

Monthly Principal

Beginning Spring 2010 and 2011 and

continue through end of plan.

Budget document will be prepared and shared for collaborative effort to insure maximization of plan goals. Each review will produce a refreshed copy of plan budget for additional collaboration around required adjustments.

Quarterly

Principal, Assistant

Principal, Title I Teacher & BTT

Beginning of Spring 2010 and 2011 and through end of plan.

Samples of agendas, calendars, letters, etc illustrating the efforts of site leaders to connect to the external community to advocate for the school’s technology plan.

AnnuallyPrincipal & Assistant Principal

End of year 1 of plan and annually

afterward.


Strategies

Site leaders will develop and engage in a professional learning community among themselves using an on-line collaborative workspace, such as Blackboard (BTT & Site Leadership).

Site leaders will employ on-line collaborative workspace to develop and manage professional learning communities for small groups at their site.

Site leaders will engage in three site assessment exercises as a collaborative effort1. CEO Forum STaR Chart (Appendix 1) 2. Milken Exchange Technology 7 in American Schools (Appendix 2)3. ACOT Model Survey of Technology Integration (Table 1)

Site leaders will develop a school wide collaborative workspace where faculty and staff will be expected to regularly post from each of the site based PLCs and encouraged to regularly post from other sources best practices they successfully implement toward maximized instructional technology integration resulting in improved student outcomes.

Site leaders will continue to employ appropriate instructional technology in their normal course of site administration.

Feedback feature in word processing software will be used for lesson plan submission and communication back to faculty regarding review of lesson plans.

E-mail for feedback to faculty members regarding formal and informal observations in classrooms in addition to “Kudos Corner” in principal’s weekly memo.

Interactive whiteboard flipcharts for presentations during staff meetings. Surveys and data analysis on site based issues in staff meetings. Site leaders will budget sufficient funds for faculty and staff members to attend

conferences and seminars toward improved knowledge of technology integration best practices and implementation strategies.

Site leaders will also budget sufficient funds to provide substitute classroom support to allow for in class modeling and coaching among PLC members.

Site leaders will also budget sufficient funds for use in acquiring targeted professional development as required by faculty PLCs and unavailable among site/district faculty/staff.

Site leaders will regularly advocate with external community stakeholders regarding the status of the plan to achieve the Bissonet Plaza Elementary Vision and Mission.


ACTION STEP 2: IMPROVE TEACHER TRAINING

Success of this plan rests on professional development of teachers who hold the primary responsibility for integrating technology into instruction. Substantial investment in technology hardware and software further underscore the importance of spending on professional development to maximize return on these investments. It is imperative that the teachers learn how to use the programs and technologies and have support in using them. Teacher training must result in classroom faculty empowered by knowledge and confidence to design, deliver, and assess instruction that results in maximized student achievement for every learner. Training for teachers must begin from a position of knowledge regarding where each teacher is and then provide a path along which continuous improvement is expected and supported. Teachers will regularly use data to inform instruction and differentiate instructional design and delivery using available and appropriate technology such that every learner is met where they are and moved toward greater and greater achievement.

Current Status

Teachers at Bissonet Plaza who have been in the building more than two years have gone through the INTECH training offered by the district during the summer. All of the staff who were employed by JPPSS attended the district Summer Technology Institute in August of 2009. Some teachers have also attended various technology workshops offered over the last three summers. Fewer still have attended technology workshops offered through the TLTC. There is a teacher leader on the faculty who regularly attends online webinars and is taking online graduate courses.

Bissonet Plaza currently has two teams that delivering technology training for teachers. One is the Promethean Training Team (PTT) and one is the Bissonet Technology Team (BTT).

During the 2008-2009 and 2009-2010 school year, Bissonet conducted two professional development days to include breakout sessions on technology. Each teacher was able to choose 3-4 technology sessions to attend which were conducted by members of the BTT. During the 2009-2010 school year and again this year monthly Promethean parties were planned for afterschool. During these “parties” two members of the PTT delivered hands on instruction on accessing Promethean Planet, downloading flipcharts, and making flipcharts.

According to the most recent survey administered to the staff at Bissonet Plaza Elementary, teachers’ abilities range from feeling comfortable using e-mail and doing some online shopping to using technology in the classroom on a daily basis, including helping students to create projects. Due to the different levels of knowledge, the teachers will be placed into groups specifically meet their needs. In this way, all teachers during the course of the year will improve their skills to the benefit student outcomes.



1. All teachers will use technology to communicate with the administration and to submit lesson plans.

2. All teachers will use technology daily in the classroom.3. All teachers will be proficient in finding and /or creating flipcharts to

teach Louisiana Grade Level Expectations using the Promethean Board.4. All teachers will assign class work that utilizes productivity software.5. All teachers will plan and carry out cooperative projects for students to

conduct online research and produce multimedia presentations. 6. All teachers will participate in professional development at the school and

district level, as well as online opportunities, to further the integration of technology into the classroom.

Evaluation Strategies, Frequency, Responsibilities, and Timeline


School Survey Twice a year BTTSeptember and

May

Teacher Lesson Plans Ongoing Assistant Principal Weekly

Classroom Observations Planned and unplanned visits

Principal, Assistant Principal Monthly

Student Projects Ongoing All classroom teachers Quarterly

Avatar completed class lists showing teacher participation in JPPSS professional development opportunities

Ongoing Entire Faculty Weekly

Certificates from other professional developments or grade reports from an accredited university

Ongoing BTT Semester

Post-workshop evaluations Ongoing Title I Teacher Monthly

State Technology Proficiency Self-Assessment

AnnualAdministrators and all

classroom teachersMay


Strategies

Provide lesson plan template for teachers to complete on the computer and submit electronically.

Use e-mail as the official source of communication between the administration and teachers.

Load resources for teachers, such as Infinite Campus, Avatar, Novell Webaccess, the Louisiana Department of Education, and Promethean Planet, onto the school website.

Provide in-service training for teachers on e-mail, Treasures website, Infinite Campus, productivity software, and ActivInspire.

Disseminate JPPSS grant opportunities to teachers via e-mail. Publicize upcoming District and Regional workshops through staff-wide e-mail. Have PDR and/or IT support create several lesson plans that use technology for teachers

to adapt to their classroom. Provide stipends, as well as food and drinks, for trainings before and after school to

motivate teacher participation. Provide substitutes for teachers to attend bimonthly site-based trainings and to allow

extra collaborative planning time during the school day. Send teams of teachers to technology workshops offered within the state and have them

present information at staff meetings (school will pay registration, hotel and travel, if necessary, as well as stipends and substitute pay).

Teachers will be encouraged to attain certain levels of training and to present to other staff members.

Encourage teachers to show technological aptitude in pursuing certification as a tech leader or facilitator.


ACTION STEP 3: E-LEARNING AND VIRTUAL SCHOOLS

A growing trend in education at all levels is e-learning, which is being defined as anything thing that is accessed through an online format. There are many applications for online coursework, both for students and for teachers. By offering instruction through the network, children and adults can fit additional learning into their schedules without lengthening the school day. Teachers can continue their professional development anytime/anywhere when courses are offered online.

Current Status

Currently Jefferson Parish students access online learning via Louisiana Virtual School and other similar offerings. Additionally, the district set up coursework in Math, English, and Reading that can be activated in case of a hurricane evacuation or other emergency. This represents a step forward for the local students, who would be able to access information to continue their studies.

There are tools available for students and parents to access learning materials online. The district mandates that each school maintains a website where information can be accessed. Each teacher is provided an eBoard which can be used by students and parents to access homework assignments and websites allowing for further practice of the GLE’s (grade level expectations) being taught.

The district also offers courses online for teachers through the Blackboard platform and is continuing to build out more coursework for teachers. By the end of the current school year there will be courses available for students and parents on online safety and digital citizenship.

There are opportunities for teachers to take part in e-learning. Discovery Education, Promethean Planet, Classroom 2.0 Live, K12 Online Conference, and Louisiana Public Broadcasting. The courses offered by universities are among the ways teachers can utilize e-learning.


1. All teachers will complete the three levels of training for using eBoard. (Beginner, Intermediate, and Advanced)

2. All teachers will use their eBoards weekly to post homework and useful websites aligned to the GLE’s.

3. All teachers will complete the requriements set by the district to attain Gold Certification for the Promethean boards.

4. All teachers will be conversant with search engines for online databases used to locate classroom resources (i.e. refining searches on Promethean Planet).

5. All teachers will complete one course using Blackboard.6. All teachers will take part in at least one online webinar per semester.7. All teachers will document use of e-learning in their weekly lesson plans.




eBoard Training(Beginner LevelIntermediate LevelAdvanced Level)

OngoingBTT January through March 2011

eBoard UsageWeekly

All classroom teachersJanuary 2011 through May,

2012

Gold Certification Promethean Training

MonthlyPTT and entire faculty

September 2010 through May 2012

Promethean FlipchartsOngoing

PTT and entire facultySeptember through May 2010-

2012

Blackboard course OngoingBTT and all classroom

teachersAt least one course between

December 2010 and May 2012

Webinar attendanceOne per semester

BTT & entire faculty 2010-2012

Teacher Lesson PlansWeekly Assistant Principal & all

classroom teachersAugust through May,2010-2012

Strategies

Provide eBoard training at three levels: Beginner, Intermediate, and Advances. Require all teachers to complete all three levels.

Develop a homework template that can be completed weekly and uploaded to the teachers’ eBoards. Develop a template that aligns the GLE’s to various websites and in-service teachers on how to add these documents to their eBoards.

Use the Professional Development Day to help teachers complete the steps to achieve Gold Certification through Promethean Planet.

The PDR teacher and BTT assist the entire faculty in loading ActivInspire onto their classroom computers. They will also train teachers how to search Promethean Planet for flipcharts that align to GLE’s they are teaching and how to save them to the My Flipcharts folder.

In-service all teachers on how to access courses on the district Blackboard. The PDR teacher and BTT will assist all teachers in the completion of at least on course

using Blackboard. The Technology team will hold bi-annual afterschool technology workshops to

demonstrate how to find and attend online webinars. Develop a lesson plan template that allows teachers to include all online resources they

are using during their weekly lessons. In-service teachers on how to complete the template.


ACTION STEP 4: ENCOURAGE IMPROVED ACCESSAND TECHNOLOGY USAGE

An increase in access and usage is crucial in implementing and maintaining this technology plan. An individual’s comfort with the use of technology will improve as a result of easier accessibility and increased usage. Before accessibility can be addressed, the school system must update computer equipment in individual classrooms. Many computers on the campus do not meet the minimum requirements for internet and software operation. Additional equipment including flip cameras, document cameras (ELMO), and computers (laptops) for students’ usage will need to be purchased for each classroom. A computer lab will be maintained which allows for entire class instruction. Access to and usage of the above technology will be successful with the implementation of this plan in and out of the classroom.

Current Status

Bissonet Plaza was rewired and a new server was installed through a grant offered by Cisco during the 2008-2009 school year.Wireless hubs were placed throughout the campus and now the Internet can be accessed wirelessly from anywhere on campus.

All classrooms have a ceiling mounted projector installed during the summer of 2010. Currently 18 of 33 classrooms have Promethean interactive whiteboards, slates, and student response systems. Two teachers were just awarded district grants and will be receiving Promethean boards for their classrooms. Three other classrooms have PolyVision Walk and Talk interactive whiteboards, and one classroom has an Eno interactive whiteboard. Most regular education classroom teachers also have an Elmo document camera.

Each teacher has given a Dell laptop by the district and most classrooms have 2-5 Dell desktop computers. Unfortunately these computers are several years old and some are non-functioning. Most of the desktops are using the Windows XP operating system, while a few have Windows 2003 or 2007 installed. All of the desktops have Microsoft Office Suite installed on them. All of the desktop computers that are hardwired to the Internet can access the school server where other software programs are available. Each classroom also has at least one printer.

Bissonet has a computer lab with 32 desktop computers. A schedule is established at the beginning of the school year so that each classroom has some time in the computer lab. Compass Learning and Study Island are paid programs that can be used during lab time.

On the second floor there are four carts which contain 15 wireless laptops. These carts are available for checkout and are shared among the second through fifth grade classrooms. One of the carts laptops needs new batteries and can not be used unless the laptops are plugged in. One teacher in fourth grade was awarded a technology model classroom (TMC) grant, and has a cart containing 15 wireless net books.


Besides computers, each grade level has one digital camera and one Flip camera. The TMC teacher also has 6 Flip cameras and an iPod Touch. There is one VoIP phone installed in grade level lead teacher’s classroom, the computer lab, the library, and teacher’s lounge. There are 5 VoIP phones installed in the office. A set of 10 GPS devices are available for check-out through the library. A Kurtzweiler reader was purchased for the school and the software was downloaded onto at least one computer in each classroom.

Subscriptions to Accelearated Reader, Accelerated Math, Math Facts in a Flash, BrainPop, Rosetta Stone, Study Island and Compass Learning are maintained through the school budget. Access to these programs is available through the library, computer lab, and classroom computers. Since all teachers have access to wireless Internet, there is a myriad of free Web 2.0 tools available online for use in the classrooms.


1. All classrooms will have VOiP phones installed for teachers to communicate with parents, community service providers, and the administration.

2. All classrooms will have a mobile cart with laptops for students usage with a ratio of 2:1.

3. All classrooms will have a digital flip camera for faculty and students to use to make digital storytelling.

4. A technology survey will be distributed and completed by the faculty, students, parents, and community service providers.

5. The technology team will assist, monitor, and address the faculty, parents, and community service providers using Bissonet’s eBoard and Blackboard.

6. The faculty will complete the three instructional levels (Bronze, Silver, and Gold) and receive certificates from Promethean Planet.

7. The faculty and students will create and utilize collaborative workspaces (such as Wikis and Google Docs).

8. The faculty and students will provide artifacts using digital storytelling.9. Bimonthly site-based trainings will be held by the technology team to

help and support the faculty with troubleshooting problems and instruction.




VOiP phones OngoingAdministrators and

Title I teacherMay 2011

Mobile Cart with Laptops OngoingAdministrators and

Title I teacherMay 2013

Digital Flip Camera Ongoing BTT and all classroom teachers May 2011

Technology Survey Twice a Year Entire facultySeptemberand May

eBoard and Blackboard WeeklyBTT, administrators, and classroom

teachersMay 2011

Promethean Planet CertificatesEvery Other

MonthPTT and entire faculty August 2011

Collaborative workspaces (such as Wikis, Google Docs)

Bi-monthlyBTT, administrators, and classroom

teachersFebruary

2011

Digital Storytelling Bi-monthlyBTT, administrators, and classroom

teachersFebruary

2011

Bimonthly Site-based Trainings Bi-monthly BTT and/or PTTDecember

2011

Strategies

Purchase and install one Cisco phone in each classroom, ceiling-mounted projectors, ceiling-mounted interactive projectors, video conference equipment and programs in each classroom, digital flip camera in each classroom, and document camera (ELMO) in each classroom.

Purchase enough mobile carts and laptops to have one cart with 15 laptops in each classroom.

Each classroom will have a Flip camera to use for digital storytelling. Disseminate technology survey twice a year to faculty, students, parents, and community

service providers. The technology team will provide directions on using Bissonet’s eBoard and Blackboard

to communicate with the faculty, parents, and community service providers. The team will also monitor both and provide assistance at the bimonthly technology meetings.

Teachers will complete the three levels of Promethean certification (Bronze, Silver, and Gold) offered through JPPSS.

Teachers will use collaborative workspaces such as wikis and Google docs. Teachers will learn/improve their digital storytelling skills. The technology team will provide bimonthly site-based trainings to facilitate teacher

participation. Teachers and students will provide artifacts of video conferences, podcasts, digital

storytelling, and collaborative workspaces.


Faculty/Staff Development Plan

Activity Projected Date

Person(s) Responsible

Monitoring and Evaluation

Beginner eBoard Training Jan. 11, 2011 Alicia DrakeNote and calendar artifacts on

eBoard

Follow-up Q&A Session for Beginner eBoard

Jan. 26, 2011 Alicia Drake BTT created survey

Intermediate eBoard Training

Feb. 16, 2011 Joanna CrossImages and hyperlinks posted on

eBoard

Follow-up Q&A Session for Intermediate eBoard

March 2, 2011 Joanna Cross BTT created survey

Advanced eBoard Training March 16, 2011 Paula NaugleModerating comments, embedding

videos, etc. as evidenced on the eBoard

Follow-up Q&A Session for Advanced eBoard

March 30, 2011 Paula Naugle BTT created survey

Beginner Vod/Podcasting Training

April 20, 2011BTT, andTitle I

teacherA sample videoed lesson using the

Promethean software

Intermediate Vod/Podcasting Training

May 4, 2011BTT and Title I

teacherA sample video using a Flip camera

Advanced Vod/Podcasting Training

September 7, 2011

BTT and Title I teacher

A sample podcast using Audicity software

Beginner Digital Storytelling Training

September 21, 2011


A sample digital story using animoto or similar software

Intermediate Digital Storytelling Training

October 5, 2011BTT and Title I

teacherA sample digital story using

PhotoStory 3

Advanced Digital Storytelling Training

October 19, 2011


A digital story using Windows Movie Maker or iMovie

Beginner Videoconferencing Training

November 2, 2011


A survey of observing a Skype /videoconference call


Activity Projected Date

Person(s) Responsible

Monitoring and Evaluation

Intermediate Videoconferencing Training

November 16, 2011


Log/reflection of a Skype/videoconference call

Advanced Videoconferencing Training

December 7, 2011


Lesson plan/recording of a class videoconference

Evaluation:

Participants will complete evaluation forms

Observations conducting to see evidence of technology integrated

Artifacts and eBoard updates


Louisiana Department of EducationBudget Revision Narrative Detail

Name of Eligible Recipient:

Bissonet Plaza Elementary Revision Number:

Street Address: 6818 Kawanee Avenue Program:Mailing Address: 6818 Kawanee Avenue Program Fiscal Year: 2010-2012City, State, Zip: Metairie, LA 70003 Project Number:Source of Funds: School Budget & Title I Funds Submitted By:

Telephone/Fax #: (504) 887-0470

Object Code

Expenditure CategoryIncrease/ Decrease Amount

100 SALARIES

Stipends Hourly Rate: $35.00 X 309 $10,815.00Purpose for Stipends: Twelve 1 hour trainings for 25 teachers after school for Technology Integration Three 1 hour trainings for 3 teachers after school for Technology Integration

TOTAL SALARIES $10,815.00

200 EMPLOYEE BENEFITS

TOTAL EMPOYEE BENEFITS $0.00

300 PURCHASED PROFESSIONAL & TECHNICAL SERVICES

30 Hours free training by Quizdom Representative $0.00

TOTAL PURCHASED PROFESSIONAL & TECHNICAL SERVICES $0.00

400 PURCHASED PROPERTY SERVICES

Six 24 Remote Set with Five Instructor Win25 classrooms X $1,758.50 $43,962.50

Six Individual Remotes60 additional responders X $64.50 $3,870.00

Classroom Audio Enhancement Systems25 classrooms X $1,106.00 $27,650.00

Sixteen Module SafeHarbor Networked Laptop Security Cart25 classrooms X $2,349.99 $58,749.75

Dell Inspirion 15R Laptops (16 per classroom for 25 classrooms)400 laptops X $549.99 $219,996.00

VOiP Phones20 classrooms X $239.95 $4,799.00

TOTAL PURCHASED PROPERTY SERVICES $363,526.00


500 OTHER PURCHASED SERVICES

TOTAL OTHER PURCHASED SERVICES $0.00

600 SUPPLIES

Miscellaneous supplies including paper, pens, markers, and index cards for twelve 1 hour trainings after school for Technology Integration

$75 per training X 12 trainings $900.00

One $25door prize for each of the twelve 1 hour trainings after school for Technology Integration

12 trainings X $25.00 $300.00

One $15 door prize for each of the twelve 1 hour trainings after school for Technology Integration

12 trainings X $15.00 $180.00

Snacks and refreshments for twelve 1 hour trainings after school for Technology Integration

12 trainings X $100.00 $1,200.00

TOTAL SUPPLIES $2,580.00

700 PROPERTY

TOTAL PROPERTY $0.00

800 OTHER OBJECTS

TOTAL OTHER OBJECTS $0.00

TOTAL BUDGET $376,921.00

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