osseo area schools 2013-2015 technology plan · page 4 wehaveidentifiedistheneedto...

Technology Plan Cover Sheet 2013-‐2015 (July 1, 2012 – June 30, 2015).

ORGANIZATION INFORMATION

District/Agency/School (legal name):

OSSEO AREA SCHOOLS-‐ ISD 279

District Number:

279

Technology Plan Status The District/Agency/School has an approved 2012 technology bridge plan:

þ Yes ☐No

2013-‐2015 Technology Plan Date of Creation:

November 15, 2011

IDENTIFIED OFFICIAL WITH AUTHORITY INFORMATION Name DR. KATE MAGUIRE

Title SUPERINTENDENT OF SCHOOLS

Address 11200 93RD AVE NE MAPLE GROVE, MN 55369

Phone Number & E-‐mail 763-‐391-‐7222 [email protected]

TECHNOLOGY CONTACT INFORMATION Name TIM WILSON

Title CHIEF TECHNOLOGY OFFICER

Address 11200 93RD AVE NE MAPLE GROVE, MN 55369

Phone Number & E-‐mail 763-‐391-‐7160 [email protected]

Osseo Area Schools 2013-‐15 Technology Plan

1. Technology Needs Assessment:

Osseo Area School’s mission is, “to inspire and prepare all students with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.” Our mission guided the development of both the 2008-‐2011 technology plan and the 2011-‐2012 technology bridge plan. Yet, there have been many changes have taken place in the realm of technology. Over the next two years as the 2013-‐2015 technology plan is implemented will again see rapid changes with regards to technology. Thereby, great care and consideration was taken when writing the goals and objectives to meet the overarching goal of the mission in regards to technology use. Through the use of the 2011 I2T2 Employee Survey that was taken by 1,065 Osseo employees, the Technology Needs Assessment was developed. In addition, the results assisted the guidance for professional development. There was a need for instructional assistance as well as tool-‐based assistance. With these new tools, we have seen an expansion for the need for technology professional development for teachers. In a recent 2011 survey [Figure 1.1], only 1% of respondents stated that they were not a user of technology, 3% of respondents shared that they were a novice user, 49% stated that they were an average user, 32% indicated that they were above average, and 15% felt that they were technology leaders.

While there is no comparative data to see if there has been a growth of skills between original writing of the 2008-‐2011 Technology Plan and the 2011-‐2012 Technology Bridge plan, what is demonstrated is that only a small percentage of teachers who feel that they are either a novice or not a user of technology. There is no explanation as to why this is, yet over the past three years Osseo

Area Schools has introduced several tool and services such as Moodle, iPods, iPads, Google

1% 3%

49% 32%

15%

Level of Technology Skills Not a user of technology.

Novice user.

Average user.

Above average user.

Figure 1.1

(Osseo) Apps, Project Copernicus, Word Press, and system-‐wide wireless access has changed the way technology is used in learning.

The 2011 I2T2 Employee survey asked about the use of technology and what it found is that 63% of respondents [Figure 1.2] stated that they use technology to facilitated student learning at some level. While only a small percentage 17% stated that they seldom used technology. During informal conversations with various K-‐12 teachers and supported by the results from the 2009-‐

2010 I2T2 Employee Service. A need that was noticed was that 16% of the respondents reported that the service of the Central Media Equipment check out was not applicable. Through deeper digging it was more aware the respondents did not know what this service provided. This service provides teachers with innovative learning tools such as a FLIP Camera, iPods, or e-‐Readers for use in the classroom. Additionally, 15% of respondents shared that Central Media Curriculum Materials check out was not applicable. Similar to the Central Media Equipment check out; this service provides teachers with professional learning materials, including resources about copyright, fair use, and creative commons. One need that was identified was the need to provide staff in the system with an awareness of these services.

In the fall of 2008, we implemented an online course management system (Moodle) as part of the E2T2 grant funding. To supplement this tool in the fall of 2009, we incorporated Google Apps for Education. These tools have had extensive use by teachers in the system. Yet according to the data [Figure 1.3] 69% of teachers do no integrate online learning activities. Therefore, one need that

17%

20% 53%

10%

Current Prac8ce in Using Technology Seldom use.

To explain or demonstrate

SomeFmes facilitate student user

Exclusive use of informaFon systems and hands-‐on learning Figure 1.2

69%

29%

2%

At what level do you integrate online learning to your classes?

I do not integrate online learning acFviFes.

Some class acFviFes are completely online but I meet with students every day.

My class is a hybrid of face to face and hybrid learning.

Figure 1.3

we have identified is the need to provide teachers with user groups that allow teacher to independently work on their technology integration skills or to allow small groups to share best practices with support from the Technology Integration Specialist team. In addition, from January 2010 – June 2011 Osseo Area School had another E2T2 grants from the Minnesota Department of Education, this grant focused on creating a professional development program aligned to ISTE NETS•T. Today there are 64 teachers within the Osseo Area School district are ISTE NETS•T certified. During the 2011-‐2012 school year, the ISTE NETS•T Certification and professional development will be moving away from teaching the tools and rather teaching integration. The need for this change is that from 2005-‐2010 the department of Instructional Media and Technology ran the Technology Integration Collaborative Teacher (TICT) Cadre program. In 2010-‐2011 the Instructional Media and Technology program coordinated the C4 Model of Learning (the ISTE NETS•T certification). Both of these programs were tools focused, teaching the teachers the ‘how to use’ the tool instead of moving to, ‘how to integrate seamlessly into teaching’. The new professional development, as described in section 3: professional development, will further explain this change over. In asking the employees in the 2011 I2T2 Employee survey [Figure 1.4] shows the various skill levels of teachers. Upon looking at the skills of the teachers, there are a few of areas where teachers do not feel prepared. The skills are varied depending on the technology and the transferability between school and home. Specifically looking at the question about Word Processing teachers felt fully prepared and some felt somewhat prepared, yet a very small number felt not prepared. In contrast teachers feel not prepared when it comes to ‘integrated learning systems’. In relation to [Figure 1.4] Teachers were also asked, “What kind of technology training would interest you?” This was an open-‐ended question that allowed teachers to share what tools they would like further training on. Answers to this question were varied, some answers focused on a specific tool and others focused on a specific action, a selection of the responses included:

• Anything that could be helpful in assisting student learning. • Anything that improves writing and reading ability. • Creating cell phone apps. • Microsoft Excel • Google Apps for Education • Integration of personal handhelds into teaching. • Training on interactive white boards.

As evident by these answers, skills of teachers are varied. In order to develop professional development, which is outlined in section 3, a variety of experiences will need to be made available for teachers in the Osseo Area Schools system.

In sections where staff members of District 279 stated that they were not prepared, are tools in which there is no foundational technology support through Google Apps for Education, Moodle, and WordPress. Some instances, such as podcast creation, can be introduced to the foundational technologies by integrating Aviary into Google Apps for Education.

0% 20% 40% 60% 80% 100%

Podcast creaFon Audio/Video producFon

Classroom response system Classroom amplificaFon system Content management system Content specific applicaFons

Database soTware Drill and pracFce Email (student)

Image (photo) ediFng Integrated learning systems

InteracFve whiteboard soTware Internet resources

Library catalogs Online research database

PresentaFon soTware SimulaFons

Spreadsheets Tutorials

Videoconferencing Video streaming

VisualizaFon/Graphic organizers Web portals

Word processing

How prepared do you feel with various technology applica8ons?

Fully prepared Somewhat prepared Not prepared N/A

Figure 1.4

Looking at the data there is overwhelming support that technology is a good component in the teaching and learning process. In discussions with stake holders in the following goals and objectives were established:

1. A service catalog is available that describes the professional development opportunities that exist as well as the hardware and software services that are available.

2. Customers and I2T2 staff utilize an online help desk and knowledge base system to manage technology support requests.

3. Parents and families regularly access online resources. 4. The school district has a roadmap to go paperless. 5. At least some students at each K-‐12 site regularly use their own technology devices

for instructional purposes. These goals will be furthered explain in section 2 (goals and objectives) and section 4 (evaluation).

2. Goals and Strategies: List the specific goals and strategies for 2013-‐2015 that address how your LEA will use technology to deliver education and assist with school administration:

GOAL 1. A service catalog is available that describes the professional development opportunities that exist as well as the hardware and software services that are available.

OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

1.1 Develop a professional development program aligned to the ISTE NETS for Teachers.

1.1.a.

Work with ISTE co-‐developers to create a model lesson template.

Dec. 2011 District TIS

1.1.b. Identify scope and sequence for each prevailing theme.

Jan. 2012 District TIS

1.1.c. Create lessons for each prevailing theme. May 2012 District TIS 1.1.d Create learning portal for students aligned

to lesson plans. May 2012 District TIS

1.1.e. Submit lessons to ISTE NETS Seal of Alignment Review Committee

June 2012 District TIS

1.1.f. Develop syllabi to create certificate program with Hamline University.

Jan. 2012 Ongoing

District TIS

1.2 Create an online hardware resource list that provides faculty/staff the ability to see what tools can be checked out and used within the

1.2.a. Identify all available hardware. Oct. 2011 District LMS TIS 1.2.b. Place all hardware onto a list on Media

Manager. Dec. 2011 District LMS TIS

GOAL 1. A service catalog is available that describes the professional development opportunities that exist as well as the hardware and software services that are available.

OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

classroom. 1.2.c. Publicize the list with teachers by contacting district curriculum specialists, library media specialists, and through the technology integration specialist’s website.

Jan. 2012 District LMS TIS

1.3 Create a software/online tools resource list that provides faculty/staff the ability to see what instructional software programs can be used within the classroom.

1.3.a. Identify all available software. Feb. 2012 District LMS TIS Curriculum TIS Special Ed. TIS

1.3.b. Publicize the list with teachers by contacting district curriculum specialists, library media specialists, and through the technology integration specialist’s website.

Mar. 2012 District LMS TIS Curriculum TIS Special Ed. TIS

1.4 Create an online learning portal that marries the online hardware list and available software to professional development.

1.4.a. Identify relevant professional development aligned to district hardware and software.

Apr. 2012 District TIS

1.4.b. Create professional development for most available hardware and software.

Sep. 2012 District TIS Curriculum TIS Special Ed. TIS Building LMS

1.4.c. Publicize the list with teachers by contacting district curriculum specialists, library media specialists, and through the technology integration specialist’s website.

Sep. 2012 Webmaster District Comm. IM&T Coord. CTO

GOAL 2. Customers and I2T2 staff utilize an online help desk and knowledge base system to manage technology support requests OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

2.1 Research various technology requests and solutions through a variety of deliverables.

2.1.a. Track and identify common help desk requests.

Sep. 2012 TSS LMS TIS

2.1.b. Analyze current system and determine areas of improvement.

Dec. 2012 TSS LMS TIS

2.1.c. Create deliverables to resolve help desk requests based on system needs.

Mar. 2013 TSS LMS TIS

2.2 Curating, create, and categorize technology solutions integrated with an accessible front-‐end user navigation.

2.2.a. Curate deliverables of a variety of technology solutions.

Ongoing; Dec. 2012-‐ Mar. 2013

TSS LMS TIS

2.2.b. Create deliverables that provide solutions to various technologies.


TSS LMS TIS

2.2.c. Categorize deliverables of technology solutions by software/hardware technologies.


TSS LMS TIS

2.2.d. Develop a Google site repository of technology solutions.

Apr. 2013 TIS

GOAL 2. Customers and I2T2 staff utilize an online help desk and knowledge base system to manage technology support requests OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

2.3 Publicize online helpdesk knowledge base. 2.3.a. Publicize the helpdesk support with users by contacting district curriculum specialists, library media specialists, and through the school district and technology integration specialist’s website.


GOAL 3. Parents and families regularly access online resources. OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

3.1 Identify all available online resources. 3.1.a. Contact curriculum specialists and department coordinators to develop an inventory of online resources.

Sep. 2013 Curr. Specialists Dst. Coordinators

3.1.b. Collect locations of online resources and categorize them into instructional or informational uses.

Nov. 2013 TIS

3.1.c. Create online resource webpage with search capability for ease of navigation.

Feb. 2014 TIS

3.2 Publicize online resources. 3.2.a. Publicize the collection of online resources with end-‐users by contacting district curriculum specialists, library media specialists, classroom teachers, and through the school district and technology integration specialist’s website.

Mar. 2014 Webmaster District Comm. IM&T Coord. CTO

GOAL 4. The school district has a roadmap to go paperless. OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

4.1 The district will develop a plan to go paperless with communication for staff, faculty, parents, students, and community members.

4.1.a. Identify district communications that cannot be delivered electronically.

Sept. 2014 Curr. Specialists Dst. Coordinators Principals Comm. Director

4.1.b. Identify district communications that can be converted to an electronic delivery format.

Jan. 2015 Curr. Specialists Dst. Coordinators Principals Comm. Director

4.1.c. Develop a plan to convert documents to electronic delivery format.

Jun. 2015 CTO IM&T Coord. TSS Coord. SIS Coord. ET Coord.

GOAL 5. At least some students at each K–12 site regularly use their own technology devices for instructional purposes. OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

5.1 Inform stakeholders of the benefits of students using their own technology devices for learning.

5.1.a. Meeting with Learning Leaders to publicize and promote student use of technology for learning purposes.

Ongoing CTO IM&T Coord.

5.1.b. Provide mentoring for new teachers to implement classroom-‐level bring your own technology initiatives.

Ongoing TIS

5.2 Instruct stakeholders in learning practices 5.2.a. Hold teacher in services. Ongoing TIS

GOAL 5. At least some students at each K–12 site regularly use their own technology devices for instructional purposes. OBJECTIVES STRATEGIES/ACTIVITIES TIMELINE RESPONSIBILITY

through development and system-‐wide user groups.

LMS Curr. Specialists

5.2.b. Hold parent informational meetings. Ongoing Principals 5.2.c. Hold student learning experiences that focus

on digital citizenship. Ongoing Teachers

LMS TIS

3. Professional Development Plan:

Osseo Area Schools mission is to, “Inspire and prepare all students with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.” Through this mission statement and the district’s core value of, “Better decisions emerge when diverse perspective s are intentionally included in a collaborative process.” The following professional development plan for Independent School District 279 emerged by a collaboration of many of the different departments within the system in order to meet the needs of all students and those who educate them. Osseo Area Schools currently employs five district-‐level technology integration specialists; two of these specialists are in the Instructional Media and Technology Department, two in Curriculum, Instruction and Educational Standards, and one in Student Services. In addition, there are three Technology Integration Specialist at the building-‐level. These individuals, along with the twenty-‐five Library Media Specialists, provide most of the professional development for the faculty and staff who work for District 279. There are several programs that are currently ongoing within Osseo Area Schools and by using the information from these programs; the district professional development plan was developed. In order to ensure that diverse perspectives were included, the main professional development program that is currently a part of the district Technology Integration Specialists in Instructional Media and Technology repertoire, within that program there are seven overarching themes. The goal is to not learn how to use technology, but how to use technology to learn. C4 Model of Learning In November 2009, Osseo Area Schools wrote a proposal to the International Society for Technology in Education (ISTE) that would focus on developing a professional development program aligned to the National Education Technology Standards for Teachers (NETS•T). Osseo’s goal was to become the first K-‐12 school district that designed a program that met and aligned to the rigors of the NETS. The program’s goal is to challenge teachers in their thinking, but also looking intentionally at their practice as aligned to the ISTE NETS•T. This program would be known as the C4 Model of Learning, the four C’s stand for Communication, Creativity, and Collaboration embedded to make explosive content. How the Seal of Alignment Works: ISTE offers the Seal of Alignment program, to recognize individual organization’s professional development programs by rigorously reviewing their program, including the overarching teaching plan, individual lessons, and participant

learning portal. The entire program is reviewed by individuals who ISTE determines are experts in the National Educational Technology Standards and their task is to identify if it meets the rigors of the standards as intended. Starting at the ISTE 2011 Conference, the Seal of Alignment program began offering three levels of recognition; mastery, proficiency, and readiness. The continuum of these levels span between learning how to use technology to using technology to learn. Similar to how Bloom’s Taxonomy is designed, the Seal of Alignment levels can either be drill and practice or collaborative research. To maintain this Seal of Alignment, ISTE requires the applying organization’s content to be completely re-‐evaluated every two years, assuring current relevancy with regards to teaching and learning. The C4 Model of Learning in 2013-‐2015: Previously, Hamline University (St. Paul, Minnesota) offered a Graduate Certificate in Teaching and Technology and a license in K-‐8 Keyboard and Computer Applications. Osseo Area Schools’ Technology Integration Specialists proposed in September 2011 a new certificate program based on the proposition of the E2T2 grant sustainability and by utilizing the prevailing themes of the original program. In February 2011, Osseo elected to start writing their second version of the C4 Model of Learning in order to seek beyond the initial alignment to two (2) indicators. The goal is to achieve, mastery level with eighteen (18) of the twenty (20) indicators. It is the intention of Osseo Area Schools to open this up to as many teachers as possible, regardless of district affiliation but to also use this program as a professional development model for ISD 279 employees. To ensure that this would be an option for both groups the program was written so that it could be delivered as a hybrid-‐learning model, doing some face-‐to-‐face teaching and online learning. In addition, program contains course syllabi for eighteen to nineteen (16) graduate credits; however, there are actually 216-‐240 hours of professional development activities built within. These professional development activities are designed to be one-‐hour sessions, while others could be two or three hour workshops. Professional Development Options In order to develop the certificate program a variety of options

Online Collaboration and Learning

How do we communicate relevant information to students, peers and community members? Participants will learn how to facilitate the effective use of emerging and current tools to utilize information to support and improve student learning. The goal of this option is to teach teachers how to introduce collaboration into their teaching and how to implement this 21st century skill with their students.

Research Implementation and Integration

Participants will learn how to integrate current research to make effective use of tools and resources to support student learning, through promoting student creativity and thinking. Current tools and integration ideas to promote research will also be taught. Figure 3.2 asked teachers in Osseo how they utilize research in their teachers, what is event is that many teachers do not assign research projects. The purpose of this course is to aid teachers with research skills.

Understanding Intellectual Property with New Learning

Construction of knowledge can take place in collaborative face-‐to-‐face and virtual settings. This course will provide instruction as students demonstrate fluency by transferring their current knowledge, learning about current and emerging digital tools to locate, analyze, evaluate and use information. Coursework will include topics such as intellectual property, copyright, and responsible social interactions. Figure 3.3 shows that the majority of teachers provide students with basic issues; however, an alarming concern is that teachers are aware of the issue, yet do not address the issue in the class.

41%

9%

37%

13%

Choose the statement that best describes the research process in your teaching.

I don't assign research projects

I ask my students to report informa=on on a topic I assign.

I ask students to find informa=on on a selected topic.

I ask students to develop a research ques=on, locate quality informa=on, and organize informa=on to support their conclusions. Figure 3.2

Meeting the Needs of All Learners by Using Assistive Tools

Participants will learn how to develop learning experiences that address the diverse learning styles of students. This will include research into ways to provide students with access to a variety of assistive tools and resources and how to differentiate their instruction.

Using Data to Make Decisions About Teaching and Learning

This option enables the participant to create formative and summative assessment aligned with curriculum standards and how to utilize technology to enhance the learning process. Participants will learn how to use data collected from these assessments to inform their teaching and improve student learning. From the research from the technology survey, teachers primarily utilize standardized testing to make instructional decisions with data.

5%

28%

43%

19%

5%

Instruc6on in the Responsible Use of Copyright Resources

I'm not aware of issues related to responsible use.

I'm aware of the issue but do not address them in my classes.

I provide basic informa=on.

I ensure that students understand fair use and other copyright permissions.

I instruct my students on their rights as creators. Figure 3.3

Developing Reflective Writers

Participants will learn about the power of writing and how to use technology to improve student’s ability to set goals, reflect and clarify their understanding. The goal of this section is to make teachers aware of

Creating a 21st Century Learning Environment

This course is designed to assist the empowered person and professional with the process of integrating technology by transferring current knowledge to new situations to create a 21st century learning environment and digital workspace.

These courses, as outlined are not tool focused. The intent is to build a professional development program in which the teacher selects the tool that would best achieve the objective. By allowing for differentiated learning, the participants will be exposed to a variety of tools and since there is a strong underlying theme of collaboration and communication, participants will also be exposed to other tools that were selected by other participants. The way that Osseo looks at professional development is significantly different than the traditional just-‐in-‐time approach that is typically prevalent in other models. In the survey response below [More training on these technology tools] participants were able to select a specific tool in which they would like to learn about. In the way Osseo intends to approach professional development, instead of teaching teachers about audio/video production or

307

138

167

70

86

60

0 50 100 150 200 250 300 350

Standardized tes=ng.

Specific assessments.

Forma=ve assessments.

No access to data.

No access to technology-‐based data.

Do not use data.

Technology-‐Based Sources of Data Used to Make Instruc6onal Decisions

podcast creation, teachers will learn about creating their own content, while also learning about intellectual property, respect for copyright, and documentation of sources. For teachers who would like to learn more about classroom, they would learn about the benefits of common formative assessments and then select a tool that will help them best achieve that goal. The next step is to then teachers how to analyze the data from the assessments and then use the resulting data to inform teaching and learning. Instead of teaching teachers how to use a tools such as excel, the professional development program is designed to have teachers understand the power of data analysis and relate it back to assessments.

The goal of Osseo’s professional development is to write it in a way in which we are not learning how to use technology, but rather using technology to learn. The goal is to make a seamless integration of technology with the curriculum. To achieve this, the professional development for Osseo Area Schools is designed to provide teachers with the necessary skills to complete a task, yet be able to select a relevant tool. Therefore, teachers will have the opportunity to be introduced to a

wide variety of tools and then transfer the knowledge to other tools or learning situations. Next Step As the 2011-‐2012 school year progresses, the certificate program will be furthered refined by finalizing the course syllabus and the online learning portals, this is a highly collaborative process with the two district technology integration specialists in the Instructional Media and Technology department. This process will continue until the C4 Model of Learning goes through review with ISTE and Hamline University’s governance board reviews the syllabi.

210 246

219

155 194

0

50

100

150

200

250

300

Accessing or crea=ng podcasts

Audio/Video produc=on

Classroom response system

Image (photo edi=ng)

More training on these technology tools

Spreadsheets

Figure 3.1

4. Evaluation: Explain the evaluation process for your technology plan for 2013-‐2015, including timeline, roles and responsibilities, and information gathered to assess how the technology plan goals and strategies are being met.

Goal 1. A service catalog is available that describes the professional development opportunities (Support and Train) that exist as well as the hardware and software services that are available.

Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment 1.1 Develop a

professional development program aligned to the ISTE NETS for Teachers.

1.1.a.

Work with ISTE co-‐developers to create a model lesson template.

Dec. 2011 District TIS Model Lesson Plan Feedback from co-‐developers provided by ISTE.

1.1.b. Identify scope and sequence for each prevailing theme.

Jan. 2012 District TIS Scope and Sequence Feedback from co-‐developers provided by ISTE.

1.1.c. Create lessons for each prevailing theme.

May 2012 District TIS Lessons for Themes Feedback from co-‐developers provided by ISTE.

1.1.d Create learning portal for students aligned to lesson plans.

May 2012 District TIS Learning Portal Feedback from co-‐developers provided by ISTE.

1.1.e. Submit lessons to ISTE NETS Seal of Alignment

June 2012 District TIS Finalized Product Feedback from ISTE NETS*T Review team, based on number of indicators aligned.


Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment Review Committee

1.1.f. Develop syllabi to create certificate program with Hamline University.

Jan. 2012 Ongoing

District TIS Syllabi Approval by Hamline University Governance Board.

1.2 Create an online hardware resource list that provides faculty/staff the ability to see what tools can be checked out and used within the classroom.

1.2.a. Identify all available hardware.

Oct. 2011 District LMS TIS Google Doc that has input from a variety of sources.

Ability to identify all available hardware.

1.2.b. Place all hardware onto a list on Media Manager.

Dec. 2011 District LMS TIS Media Manager Website

Creation of list on Media Manager.

1.2.c. Publicize the list with teachers by contacting district curriculum specialists, library media

Jan. 2012 District LMS TIS Website List publication on website, track usage with Google Analytics.


Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment specialists, and through the technology integration specialist’s website.

1.3 Create a software/online tools resource list that provides faculty/staff the ability to see what instructional software programs can be used within the classroom.

1.3.a. Identify all available software.

Feb. 2012 District LMS TIS Curriculum TIS Special Ed. TIS

Google Doc that has input from a variety of sources.

Ability to identify all available software.

1.3.b. Publicize the list with teachers by contacting district curriculum specialists, library media specialists, and through the technology

Mar. 2012 District LMS TIS Curriculum TIS Special Ed. TIS

Website List publication on website, track usage with Google Analytics.


Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment integration specialist’s website.

1.4 Create an online learning portal that marries the online hardware list and available software to professional development.

1.4.a. Identify relevant professional development aligned to district hardware and software.

Apr. 2012 District TIS Google Doc Creation of a document that identifies professional development opportunities.

1.4.b. Create professional development for most available hardware and software.

Sep. 2012 District TIS Curriculum TIS Special Ed. TIS Building LMS

Service Catalog Creation of a service catalog or site that provides professional development.

1.4.c. Publicize the list with teachers by contacting district


Website Creation of a website that is accessible for the district internet and intranet.


Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment curriculum specialists, library media specialists, and through the technology integration specialist’s website.

Goal 2. Customers and I2T2 staff utilize an online help desk and knowledge base system to manage technology support requests Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment 2.1 Research

various technology requests and solutions through a variety of deliverables.

2.1.a. Track and identify common help desk requests.

Sep. 2012 TSS LMS TIS

Google Doc Creation of a list of common help desk requests.

2.1.b. Analyze current system and determine areas of improvement.

Dec. 2012 TSS LMS TIS

Focus Group Meetings

Sign in sheets and agendas.

2.1.c. Create deliverables to resolve help desk requests based

Mar. 2013 TSS LMS TIS

PDF Instructables Screencasts

Creation of different types of deliverables that aid end-‐users with their help desk requests.

on system needs. 2.2 Curating, create,

and categorize technology solutions integrated with an accessible front-‐end user navigation.

2.2.a. Curate deliverables of a variety of technology solutions.


TSS LMS TIS

Google Form Selection of the most pertinent items as to prioritize the need.

2.2.b. Create deliverables that provide solutions to various technologies.


TSS LMS TIS

PDF Instructables Screencasts

Creation of different types of deliverables that aid end-‐users with first-‐level solutions.

2.2.c. Categorize deliverables of technology solutions by software/ hardware technologies.


TSS LMS TIS

Google Doc Organization of help desk requests and technology solutions in order to organize information effectively for end-‐users.

2.2.d. Develop a Google site repository of technology solutions.

Apr. 2013 TIS Google Site Creation of a Google site that provides end-‐users with an ability to receive technical support.

2.3 Publicize online helpdesk

2.3.a. Publicize the helpdesk support

Sep. 2013 Webmaster District Comm.

Communications Strategy

Creation of an announcement that shares the list of online

knowledge base.

with users by contacting district curriculum specialists, library media specialists, and through the school district and technology integration specialist’s website.

IM&T Coord. CTO

resources with end-‐users.

Goal 3. Parents and families regularly access online resources. Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment 3.1 Identify all

available online resources.

3.1.a. Contact curriculum specialists and department coordinators to develop an inventory of online resources.

Sep. 2013 Curr. Specialists Dst. Coordinators

Google Doc A list of online resources.

3.1.b. Collect locations of online resources and

Nov. 2013 TIS Google Doc Google Site

List of online resources that are categorized into either instructional or informational

categorize them into instructional or informational uses.

resources.

3.1.c. Create online resource webpage with search capability for ease of navigation.

Feb. 2014 TIS Google Site Completion of Google Site.

3.2 Publicize online resources.

3.2.a. Publicize the collection of online resources with end-‐users by contacting district curriculum specialists, library media specialists, classroom teachers, and through the school district and technology integration specialist’s website.

Mar. 2014 Webmaster District Comm. IM&T Coord. CTO

Communications Strategy

Creation of an announcement that shares the list of online resources with end-‐users.

Goal 4. The school district has a roadmap to go paperless. Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment 4.1 The district will

develop a plan to go paperless with communication for staff, faculty, parents, students, and community members.

4.1.a. Identify district communications that cannot be delivered electronically.

Sept. 2014 Curr. Specialists Dst. Coordinators Principals Comm. Director

Google Doc List of communications that cannot be delivered electronically.

4.1.b. Identify district communications that can be converted to an electronic delivery format.

Jan. 2015 Curr. Specialists Dst. Coordinators Principals Comm. Director

Google Doc List of communications that can be delivered electronically.

4.1.c. Develop a plan to convert documents to electronic delivery format.

Jun. 2015 CTO IM&T Coord. TSS Coord. SIS Coord. ET Coord.

Google Doc Developed roadmap for going paperless.

Goal 5. At least some students at each K–12 site regularly use their own technology devices for instructional purposes. Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment 5.1 Inform

stakeholders of the benefits of students using their own

5.1.a. Meeting with Learning Leaders to publicize and promote student use of technology

Ongoing CTO IM&T Coord.

Meeting Notes Sign-‐in sheet from Learning Leaders.

Goal 5. At least some students at each K–12 site regularly use their own technology devices for instructional purposes. Objectives Strategies/Outcomes Timeline Responsibility Data Collection Assessment

technology devices for learning.

for learning purposes.

5.1.b. Provide mentoring for new teachers to implement classroom-‐level bring your own technology initiatives.

Ongoing TIS Mentoring Opportunities

Anecdotal Evidence

5.2 Instruct stakeholders in learning practices through development and system-‐wide user groups.

5.2.a. Hold teacher in services.

Ongoing TIS LMS Curr. Specialists

PD Opportunities Sign in sheets from various in services.

5.2.b. Hold parent informational meetings.

Ongoing Principals Informational Meetings

Sign in sheets from various informational meetings.

5.2.c. Hold student learning experiences that focus on digital citizenship.

Ongoing Teachers LMS TIS

Student Workshops Presentations from the student workshops.

5. Optional Links: Provide links to district strategic planning documents, survey instruments, policies, or other resources that were used to provide data and help prepare the technology plan.

District 279. 2011 I2T2 Employee Survey. 23 May 2011.

District 279 (August 25, 2011). ATTPS Information. Retrieved from

http://district279.org/staff/ATPPS/

District 279 (September 15, 2011). Curriculum. Retrieved from

http://district279.org/departments/curriculum/

District 279 (May 12, 2011). Department of Instructional Media and Technology. Retrieved

from http://district279.org/departments/InstructionalMediaTech/

District 279 (August 22, 2011). District 279 Profile. Retrieved from

http://district279.org/who/profile.cfm

District 279 (September 12, 2011). District 279 Strategic Plan. Retrieved from

http://district279.org/who/stratplan.cfm

District 279 (April 4, 2011). School Board Agenda and Minutes. Retrieved from

http://district279.org/who/SchoolBoard/agendas.cfm

International Society for Technology in Education (2009) National Education Technology

Standards for Administrators. Retrieved from http://www.iste.org/standards/nets-‐

for-‐administrators/nets-‐for-‐administrators-‐sandards.aspx


Standards for Students. Retrieved from http://www.iste.org/standards/nets-‐for-‐

students/nets-‐student-‐standards-‐2007.aspx


Standards for Teachers. Retrieved from http://www.iste.org/standards/nets-‐for-‐

teachers/nets-‐for-‐teachers-‐2008.aspx


Standards for Technology Coaches. Retrieved from

http://www.iste.org/Libraries/NETS_Refresh_Toolkit/NETS_for_Technology_Coach

es.sflb.ashx

International Society for Technology in Education (2011). Technology, Coaching, and

Community: Power Partners for Improved Professional Development in Primary

and Secondary Education. Retrieved from

http://www.iste.org/store/attachmentdownload.aspx?ID=2157

6. Link to Current Technology Plan: Provide the link on the LEA website where the technology plan will be posted and updated throughout the planning period.

The district technology plan will be posted on http://my279.org, which is the faculty/staff online portal. This site requires a network ID and password for access.

In addition, the technology plan will be available for the members of the Osseo community at http://district279.org/departments/TechManagement/TechPlan/

Both of these sites will be updated with the information of the 2013-‐2015 Technology Plan as information becomes available.

7. Children’s Internet Protection Act (CIPA)

This LEA has an Internet Safety/Acceptable Use Policy in place.

þ Yes ☐ No

If yes, please provide a link to access the policy at the LEA website.

Policy # Policy Title Link to Policy Link to Procedure 441 Network/Internet

Acceptable Use by Staff

http://d279.us/441policy http://d279.us/441procedure

524 Network/Internet Acceptable Use by Students

http://d279.us/524policy http://d279.us/524procedure

This school district deploys an Internet filter to protect minors from material that is pornographic or otherwise harmful to them.

þ Yes ☐ No 1

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