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Kansas State Department of Education Technology Plan

VIEWS: 8 PAGES: 115

									         Kansas State Department of Education Technology Plan
                                    D0267 - Renwick
                     Effective from:   7/1/2011   to   6/30/2014

Contact Information

School District Number: D0267
School District Name:     Renwick
Superintendent:           Tracy Bourne
Address:                  Box 68
                          Andale KS, 670010068

Phone:                    (316) 444-2165
Fax:                      (316) 445-2241
Email:                    tracy.bourne@usd267.com
District Web Site:
Lead Contact:             Nancy Bolinger
Phone:                    (316) 444-2165
Email:                    nancy.bolinger@usd267.com

Technology Plan Creation Date: 11/15/2010

Date Technology Plan Approved by District School           11/15/2010
Board:




                                                       1
Board Approved District Policies Section
         1. The district has Appropriate Use Policies that address network use, copyright issues, software
         agreements and policy, and governs the use of all technologies including Internet access by students,
         teachers, staff, administrators, and community. The policies are reviewed with students and staff yearly.
   Yes

         2. Has the district installed, and does it maintain/regularly update, either a technology filtering software
         application, a technology filtering service, or a technology hardware device, which filters access to
         obscene, pornographic, and other inappropriate materials as mandated by the Children's Internet
         Protection Act, in order to qualify for federal e-rate funds and 2. other federal grant programs?
   Yes

         3. Are district policies in place that address state and federal requirements to educate students regarding
         Cyberbullying, Internet Safety and Digital Citizenship and appropriate online behavior--including
         interactions in social networking sites, forums and chat rooms?
   Yes

         4. Does the district have policies that clearly articulate both gift acceptance of technology hardware and
         software, and the disposal process for unused, outdated, or inoperable technology hardware and software
         that is evaluated and updated yearly?
   Yes

         5. Does the district maintain a concise, complete technology inventory, including software licensing and
         hardware, and where the items are located or can be accessed?
   Yes

         6. Does the district have a plan and an adequate budget for the regular upgrading of technology hardware
         and software, and plans for electrical upgrades that relate to technology, that is evaluated and updated
         yearly?
   Yes

         7. Does the district have a plan that addresses the equitable distribution of available technologies,
         including hardware and software, and technology integration into the learning environment for all
         students?
   Yes

         8. Does the district have a plan and adequate budget to consider accessibility and compliance with
         Section 508? Answering 'no' will not negatively affect District Techonolgy Plan approval--district should be
         aware of the compliance requirements that can be found here:www.da.ks.gov/kpat/(KPAT).
   Yes




                                                                  2
Committee Membership / Stakeholder Representation (This section is no longer
scored)
        Identifies contributors to the plan. Consideration should be given to include representation from all
        constituencies: students, teachers, administrators, parents, educational institutions, and the
        community.

        List the members of your committee, their titles, and identify the constituency each member represents:



  Nancy Bolinger-Technology Coordinator
  Mindy Brenneis-Curriculum Director/Assistant Superintendent/Parent
  Dennis McCall-Colwich Elementary Principal
  Kelly Bielefeld-Andale Elementary Principal
  Katie Thul-Garden Plain High School Counselor/Parent
  Diane Stolz-Colwich Elementary 2nd Grade Teacher/Community
  Paula Ketzner-Garden Plain Elementary 4th Grade Teacher/Community
  Carol Hatfield-Garden Plain Elementary Music Teacher
  Casey Jones-Andale High School Social Studies Teacher
  Loretta Sadler-Andale High School Librarian/English Teacher
  Lucille Strunk-St. Mark’s School Secretary/Parent
  Cami McAndrew-Technology Help Desk
  David Pownell-Washburn University
  Leann Patterson-Student


        Are all recommended constituencies represented?
  Yes

        MISSION STATEMENT (This section is no longer scored)

        The school district mission statement is used to focus the vision for instructional technology. All
        school improvement initiatives across the district are tied to the overall mission of the school
        district.

        Please state your School District Mission Statement:



  Individual communities united by faith, family, and shared moral values. Renwick Unified
  School District will educate and prepare all students to become productive members within
  the changing world with: Engaging and relevant programs, Exceptional staff, A safe
  environment and High quality facilities.


        INSTRUCTIONAL TECHNOLOGY VISION (This section is no longer scored)

        Vision is an integral part of implementing the school district mission statement. The vision is not
        only aligned to the District Mission Statement but supports student learning outcomes, enables
        students to transfer their knowledge to new, emerging technologies and provides for 21st Century
        teaching and learning opportunities.

        Please describe the district vision for the use of Instructional Technology:



  The technology mission of Renwick USD 267 is to establish a global learning community in
  which all students become self-directed 21st Century learners and problem solvers by
  providing appropriate resources and training to seamlessly integrate technology across the
  curriculum.




                                                                3
District Summary of Progress and Technology Goals
       Summary of Previous Technology Plan (This section is not scored)

       Briefly describe your progress toward meeting the goals and objectives in your previous technology plan:


  Strategy 1-Provide appropriate technology to enable students to meet or exceed performance expectations
  in the curriculum.

  This strategy has been met and is ongoing.

  Our Professional Learning Communities, which are a staff development approach to school improvement,
  meet regularly to discuss, share ideas and create common assessments to benefit teachers in all buildings.
  This information is stored on a district server that is accessible to all teachers and administrators.

  Advanced placement and college credit classes are still being offered and technology is available for those
  classes.

  The district continues to fund a technology budget that is meeting the needs of all students and staff.

  We are continuing to provide projectors, interactive whiteboards, and wireless in all buildings. We are very
  close to our goal to provide this in all rooms. We continue to follow our replacement plan for all hardware
  and software in the district. The district internet bandwidth has doubled in capacity with plans to expand.
  Webhosting for district, school and teacher webpages continues to be used for communication with district
  parents and patrons; training is ongoing.

  Strategy 2-Provide curriculum training and integration training, leadership, operational support, and
  maintenance to implement the technology plan.

  Due to budget constraints, our technology integration position has been eliminated. Administrator LoTi
  training has been postponed also due to budget cuts. Tech Go-To positions are still in each building providing
  teachers a resource for classroom integration. The summer academy for teachers is ongoing. Technology
  inservices are ongoing as is PC and network support.

  Strategy 3-Provide better communication to the Renwick community through district technology resources.

  SchoolFusion training is ongoing. The teachers can access the student grades online. Parents are now able to
  pay school fees online. A parent notification system has been implemented district wide.

  Strategy 4-Provide necessary technology resources in each building to meet the district objective of career
  focus.

  All 5-12 students are enrolled in Kansas Career Pipeline.

  Counselors communicate with patrons, parents, students and alumni through the district webpage.




                                                              4
Technology Needs Assessment
      This section identifies and explains the technology needs assessment process that is used to drive
      acquisition, upgrades/replacements and the deployment of technology resources in support of the
      educational and administrative needs of the district. What assessments is the district using to make
      decisions regarding the needs for purchasing telecommunications, hardware, software, and other
      technology resources and services? What target groups are surveyed and how often? How does the
      district ensure equitable distribution of technologies throughout the district? How does the data collected
      influence planning for future use of resources, and acquisition of new technologies?

      Quality district-wide technology needs assessments are completed yearly and are aligned with district-
      wide strategic plans and school improvement criteria, plans, and progress reports. A summary of this
      information is provided.

      Approaches Requirement
      School district staff is surveyed to determine hardware needs in their classrooms. It is not evident
      that surveys are conducted on an annual basis or how results influence acquisitions and the
      deployment of technology resources.

      Meets Requirement
      A variety of instruments are used to evaluate technology needs on an annual basis. A summary of
      the results is provided, and includes the needs identified for the following groups: student; staff &
      administration; parent & community; and district. The results are used to influence decisions
      related to acquisitions and deployment of technology resources.

      Exemplary
      Data is collected and analyzed on an ongoing basis and is in addition to the annual technology
      needs surveys. Technology related decisions are based on a wide range of data which is collected
      dynamically through district/school information systems, websites, and/or events. Data is gathered
      from a variety of stakeholders in a variety of ways, including students; staff & administration;
      parent & community; and district.

      Enter a summary of the district process for determining technology needs, drive
      acquisition/upgrade/replacements, and deploy technology resources in support of the educational and
      administrative needs of the district.:



  To determine the needs of students, staff, teachers and parents, online surveys were
  created, along with common assessments, summer classes and technology inservices.

  Parents have expressed that technology is vital to their child’s education and
  communication with teachers and administrators. Survey results show an interest in
  technology among teachers is increasing yearly. Teachers indicate training is necessary as
  curriculum updates and changes. Technology purchases are driven by curricular needs.
  Survey numbers for classified staff were lower than expected. Training for classified staff is
  ongoing and job specific. As technologies improve and change in the district, training will
  be provided when needed. All staff are trained in email, electronic timecard, phones and
  copy machines. Student surveys were given to 8th grade and 10th grade students. More
  than 200 students completed the survey. The survey results indicate students are
  becoming proficient with technology.

  The district is constantly striving to provide appropriate hardware and software for all
  classrooms.




                                                             5
District Technology Infrastructure Goals and Objectives
        This section is for districts to provide specific, measurable, District Technology Infrastructure Goals and
        Objectives, and a narrative description For e-rate purposes, districts should specifically mention e-
        rate eligible services that the district will leverage to support the educational and administrative
        needs of the district. Kan-Ed members should include a reference to Kan-Ed provided services
        when addressing this goal.

        Approaches Requirements: Objectives are not linked to goals or are absent. Objectives do not appear to
        be measurable or attainable. Infrastructure, telecommunications, hardware, software, Internet access,
        services and resources are mentioned but it is not clear how these support the educational or
        administrative needs of the district.

        Meets Requirements: Measurable objectives for each goal have been established. Infrastructure,
        telecommunications, hardware, software, Internet access, services and resources clearly support the
        educational and administrative needs of the district. E-rate eligible services, including Kan-Ed services, if a
        member of Kan-Ed, are addressed.

        Exemplary: Measurable objectives for each goal have been established. Objectives are identified as
        being integrated into building-level school improvement plans to improve student learning. District goals &
        objectives support 21st Century Teaching and Learning. District educational priorities clearly drive
        decisions related to district technology infrastructure, telecommunications, hardware, software, Internet
        access, services, and resources. E-rate eligible services, including Kan-Ed Member Services, if a member
        of Kan-Ed, are addressed. Hardware, software and infrastructure purchases clearly support the school
        improvement plans of the district.

        District Technology Infrastructure Goals/Objectives:

   District technology infrastructure, telecommunications, hardware, software, internet access, services and
   resources support the educational and administrative needs of the district.
        - Students will be provided the necessary equipment and tools to perform 21st Century skills.

        - Technology will be available to supplement the classroom curriculum.

        - Administrators, teachers and staff will have access to the necessary equipment to provide educational
        support to students and enhance learning in the classroom.




        District Technology Infrastructure Narrative Description

        Provide a description of the infrastructure, telecommunications, hardware, software, internet access,
        services, support, and resources the district will leverage to support the educational and administrative
        needs of the district:


   All six school buildings and Central Office are connected by a fiber WAN. Through this connection, a 20 MB
   internet connection and phones are provided to each classroom and office. E-rate funding helps offset these
   expenses. Wireless internet access is in all buildings as each classroom is also cabled with 4 drops. A Kan-Ed
   T-1 line is being used to provide video conferencing to classes.

   The district strives to integrate curriculum and technology to create a learning community for all students.
   Assessment of technology and curriculum integration is ongoing.

   The district's internet usage continues to be assessed as the demand increases. Student and parent
   communication is improved with teachers due to their classroom and general school webpage information.
   Other internet based applications include student information system, iSteep, Accelerated Reading,
   Accelerated Math, Compass Learning, online college courses, SMS, and general classroom research. As the
   demand for online and advanced placement courses increase, the district strives to ensure a robust internet
   connection is available.

   A hardware rotation is in place for updating computers, interactive whiteboards, projectors, cameras,
   servers, switches and access points. As computers are upgraded to newer operating systems, plans
   have been made to update software needed for classroom learning.




                                                                6
    Assessing District Technology Infrastructure Goals And Objectives

    This section is for districts to identify how they will measure the successful completion of Infrastructure
    Goals and Objectives. How will districts know when these goals/objectives are successfully achieved?

    Approaching Requirements: Measurements are mentioned but it is not clear what will be measured to
    identify whether goals and objectives are met

    Meets Requirements: A plan for measuring the goals and objectives identified in 4A is described. It
    clearly defines how the district will assess and monitor annual progress toward these goals and objectives.

    Exemplary: A plan for measuring the Infrastructure goals and objectives identified is described. It clearly
    defines how the district will annually track progress and measure growth toward these goals and
    objectives. Specific examples of Quantitative and Qualitative methods used for evaluating goals and
    objectives are identified.

    District Technology Infrastructure Assessments Narrative:

    Outline specifically how the district intends to measure success related to District Technology
    infrastructure Goal(s) and Objectives:


Internet usage is being monitored on a daily basis and reports are sent when necessary. The internet
bandwidth was expanded from 10 MB to 20 MB. Bandwidth will be increased as the demand for it increases.
An internet filtering appliance is in place to help control cyber-bullying.

The hardware rotation is in place. There is a five-year rotation on desktops and a four-year rotation on
laptops and netbooks. Projectors, interactive whiteboards and cameras are replaced as needed. The district
has set aside 1 mill and other funding for equipment.

Student growth is monitored by teachers using iSteep, Compass Learning, Accelerated Reader, Accelerated
Math, KCA testing, online courses, student information system, and finished classroom projects. Professional
Learning Communities also track student growth by aligning the curriculum with state standards.

Surveys of teachers, parents and students are given to direct the purchase and placement of
technology in buildings.




                                                            7
Curriculum Integration Goals and Objectives
        In this section the district will outline the District Goals and Objectives related to Curriculum Integration--
        specifically, how the district will leverage technology to support the teaching and learning mission of the
        district.

        Approaches Requirements: Objectives are not linked to goals or are absent. Objectives do not appear to
        be measurable or attainable. The plan mentions curriculum integration but lacks details for one or more of
        the goals.

        Meets Requirements: Measurable objectives for each goal have been established. The plan describes
        the current district-wide curriculum, efforts and initiatives for technology integration into the curriculum. It is
        evident that technology use is expected and planned in curriculum and instruction. A detailed summary of
        how the district will address the Curriculum Integration Goals and Objectives are identified.

        Exemplary: Measurable objectives for each goal have been established. Objectives are identified as
        being integrated into building-level school improvement plans to improve student learning. District goals &
        objectives support 21st Century Teaching and Learning. The plan describes the current district-wide
        curriculum, efforts, and initiatives for integrating technology into the curriculum. It is evident that
        technology use is expected and planned in curriculum and instruction. A detailed summary of how the
        district will address the Curriculum Integration Goals and Objectives is identified and utilizes research-
        based strategies for teaching and learning.

        Curriculum Integration Goals and Objectives:

   Increase Student Achievement through the effective use of technology.
        - Through the use of state standard aligned software, such as iSteep and MTSS, Accelerated Reader,
        Compass Learning, Every Day Math, Accelerated Math, Learning Station, teacher and classroom web
        pages, students are able to supplement and utilize daily learning in the classroom.
   Ensure that students are technology literate by the end of the 8th Grade.
        - When students finish the 8th grade, all have met the goals and objectives of the computer pacing guides
        and simple assessment test. A district staff member will be trained in cyber bullying and web safety.
   Progress is being made toward fully integrating technology into the curriculum.
        - Teachers and students incorporate interactive whiteboards, projectors, computers, cameras and other
        technology into daily hands-on activities.



        Curriculum Integration Narrative:

        Please outline how the district will meet the Curriculum Integration Goals and Objectives outlined above:




                                                                  8
Due to budget cuts, our technology integrationist position was eliminated. Teachers in
each building continue to integrate technology into their daily curriculum. To replace the
integrationist position, a lead teacher in each building continues to help other teachers
integrate technology.

Integration goals and objectives can be accomplished with the use of labs, computers in
the classroom, interactive whiteboards, projectors and student response systems.
Advanced placement classes and online college courses are available to students for
accelerated learning. The district constantly reviews online software programs to decide
what will best align with current and future standards and 21st Century learning skills.

Professional Learning Communities (PLC) meet four to five times a year and align the
classroom curriculum to state standards. Teachers collect data and determine how best to
use the current resources to meet the needs of each student. The Simple Assessment pre
and post tests are given to eighth grade students to measure computer literacy.
Assessment results are reviewed and curriculum adjusted accordingly. Cyber bullying and
web safety is emphasized at the beginning of each school year and revisited throughout
the year in building assemblies. Information for parents is published in the district
newsletter throughout the year. A staff member from the district will be sent to ESSDACK
to receive training in cyber bullying prevention and web safety. Ongoing training, offered
as summer courses, inservice and one-to-one instruction helps teachers discover new
avenues for integration. The majority of classrooms are equipped with hardware to
enhance and supplement student learning.



    Assessing Curriculum Integration

    Curriculum integration is carefully and thoughtfully assessed. This section should clearly outline measures
    that will be used to determine: How does the district measure student technology literacy by the end of 8th
    grade? How will the district measure the effective use of technology in teaching/learning? How will the
    district measure the impact technology has on student academic achievement?

    Approaching Requirements: It is unclear how the district will assess their achievement of the outlined
    Curriculum Integration Goals and Objectives. Details are lacking for 1 or more of the goals/objectives
    outlined.

    Meets Requirements: Curriculum integration assessment plans are described in detail to support the
    Curriculum Integration Goals and Objectives, and include baseline data.

    Exemplary: Curriculum integration assessment plans are described in detail and include baseline data, as
    well as a description of how the data will be used to improve student achievement and the other outlined
    Curriculum Integration Goals and Objectives.

    Assessing Curriculum Integration Narrative:

    Please outline how the Curriculum Integration Goals and Objectives will be assessed:




                                                          9
Standard of Excellence is expected to be reached in all buildings.

Standards of Excellence 09-10

AES-Reading, Math and Science
GPHS-Reading and Math
SMS-Reading, Math, Science
CES-Reading and Math
AHS-Reading, Math and Science


Standards of Excellence 08-09

AES-math, reading, writing, science
GPHS-math, reading, writing
GPE-math, reading
SMS-math, science, reading, writing
CES-math, science, reading, writing
AHS-math, writing, reading

Surveys are given annually to guide technology purchases to enhance the curriculum.
Students are constantly monitored by teachers to ensure that a high level of proficiency is
attained. Teachers are reviewing the PLCs in order to align curriculum with 21st Century
learning objectives.

Eighth grade students are given the Simple Assessment test to measure their technology
knowledge. Students take the pre-test and post-test. Data is reviewed and curriculum is
aligned accordingly. Classroom tests are also used as a measuring tool for technology
knowledge. Cyber bullying and web safety is assessed through lesson plans and
information published in the district newsletter. Annual assemblies are given to K-8
buildings regarding websafety.

PLC pacing guides are constantly being reviewed and updated.

  •   Demonstrate proficient keyboarding skills
  •   Recognize and use basic computer vocabulary especially generic terms
  •   Identify terms related to computer generated productions
  •   Identify and use terms related to data communications
  •   Use a word processing program to publish a report that contains basic word
      processing skills.
  •   Develop multimedia projects with linear movement including text and graphics
Assessment of the integration of technology and curriculum is performed with formal and
informal evaluation. Formal evaluation consists of administrator’s scheduled teacher
evaluations and IPI observations. Informal observations include survey data, student’s
finished product, KCA assessment data, informal classroom observations, Accelerated
Reading reports, Compass Learning reports and other evaluative reporting tools. Principals
verify teacher lesson plans include technology integration. IPI observations are performed
on an annual basis building wide. Engagement of students is a high priority to building
principals.




                                                10
Technology Professional Development Goals and Objectives
       In this section the district will outline the District Goals and Objectives related to Technology Professional
       Development--including professional development required to support the teaching and learning mission
       of the district, and to support the operational/administrative aspects of this plan.

       It would be appropriate to include how the professional development will specifically support Curriculum
       Integration Goals and Objectives including:

          •    Increasing student academic achievement through the use of technology.
          •    Ensuring all students are technology literate by the end of 8th grade.
          •    Cyber bullying/Internet Safety/Digital Citizenship (to meet federal requirements to address
               educating students about these issues and appropriate online behavior including interactions in
               social chat rooms).

       Approaches Requirement: Objectives are not linked to goals or are absent. Objectives do not appear to
       be measurable or attainable. Technology professional development plans are unclear or not fully
       developed. Lacks detail for addressing 1 or more Professional Development Goals and Objectives
       outlined above.

       Meeting Requirement: Measurable objectives for each goal have been established. Technology
       professional development is described in detail to support the outlined Professional Development Goals
       and Objectives, and directly supports the district Curriculum Integration Goals and Objectives.

       Exemplary: Measurable objectives for each goal have been established. Objectives are identified as
       being integrated into building-level school improvement plans to improve student learning. District goals &
       objectives support 21st Century Teaching and Learning. The district provides technology professional
       development that incorporates high levels of support for teachers, such as on-going professional support
       through instructional technology coaching, mentor teacher strategies, etc,. Technology professional
       development includes multiple strategies, incentives, and resources. A clear alignment with the district
       professional development plan is articulated. Technology is embedded in professional learning.
       Technology professional development is ongoing and is applied to student learning activities in the
       classrooms.

       Technology Professional Development Goals and Objectives:

  Improve the capacity of teachers to integrate technology effectively into the curriculum and instruction.
       - All teachers will attend the district technology inservice and receive training to integrate technology in the
       classroom.
  Encourage effective integration of technology through teacher training and curriculum development to establish
  replicable best practices.
       - Teachers share resources and ideas in PLC meetings throughout the year and receive additional training
       through workshops, summer classes and one-on-one training.
  Improve the capacity of classified staff to effectively use technology to fulfill their duties.
       - Offer summer classes and inservice opportunities for all classified and Special Education coop staff to
       help aid student learning. Staff who need job specific training attend focused classes or receive one-on-
       one training.



       Technology Professional Development Narrative:

       Please provide an overview of how the district will meet the outlined Professional Development Goals and
       Objectives here.



  Due to recent budget cuts, the district’s technology integrationist position was eliminated.
  In order to cover for this loss, a district technology inservice is held annually to train
  teachers to become proficient in email, school and classroom web pages, Microsoft Office,
  interactive whiteboards, video editing, student response systems, teleconferencing,
  educational website searching, iSteep/MTSS, free educational websites for teachers,
  computer controlled manufacturing, Cyberbullying, and other classroom technology
  integration subjects. Cyberbullying is addressed at the beginning of each school year by
  the principal and throughout the year by teachers in the classroom setting.

  My Learning Plan is used to register, set goals, assess and track professional development
                                                                 11
of teachers. When a district-wide inservice is scheduled a teacher is required to sign up for
classes using MLP. Once a class has been selected, the teacher chooses goals from the
district strategic plan. Once the class is complete, the teacher returns to MLP to assess
what they learned from the class. Assessments are available to district administrators.

Mentor teachers are assigned to new teachers at the beginning of each new school year.
These teachers provide a resource for integrating technology into their classroom.
Workshops are offered to all teachers through ESSDACK. A technology lead teacher is in
each building to help with integration.

PLC groups meet several times a year to update pacing guides, standards and share ideas
and resources. A server is provided for document and resource storage and is available to
all teachers throughout the year. The district provides online training using webinar
resources.

Summer classes are offered through the district for all staff who are interested in
attending. These include Microsoft Office, webpage design, digital photography,
PhotoElements and other software/hardware courses. One-on-one training is available to
any teacher, staff member or administrator that may need extra help with any resource
that the district provides.

Classified staff receive training in job specific applications throughout the year in inservice
meetings, and other regularly scheduled group meetings.

Secretaries receive training in

·           GoEdustar(student database)

·           KIDS (Kansas State Department of Education)

·           Office

·           Email

·           Fund Accounting/Data Team

·           Webpage Maintenance

·           EZ School Pay/SMS/Meal Tracker

·           Computer-based timeclock system

·           Other requested applications

Maintenance and Bus Drivers receive training in

·           Microsoft Word and Excel

·           Computer-based timeclock system

·           Email

·           Other requested applications

Support Staff receive training in

                                                  12
·            Microsoft Office

·            Email

·            Webpage Maintenance

·            Computer-based timeclock system
Other requested applications



    Assessing Technology Professional Development

    Technology professional development is carefully and thoughtfully assessed, with the goal of supporting
    teachers and administrators in using technology to improve student learning. In this section, the district
    should relay:

       •   How will the district know that current professional development offerings have an impact?
       •   How will the district know that knowledge/skills from professional development opportunities will be
           transferred to classroom practice?
       •   What evidence will show results of the professional development activities?

    Approaching Requirements: Technology professional development sessions are assessed in some way,
    such as post-training surveys that are filled out by participants.

    Meets Requirements: Technology professional development is assessed in more than one way.
    Evidence is provided to show data are utilized to inform future planning or improvement.

    Exemplary: Technology professional development is assessed in more than one way. Qualitative and
    quantitative data is used to drive decision making and to inform future planning or improvement. Data is
    gathered to show level of implementation [application] and changes in student learning [impact]. .
    Evidence of systemic classroom technology integration is provided.

    Technology Professional Development Assessment Narrative: Please describe how the district will
    assess the outlined Professional Development Goals and Objectives are met:



When an inservice is scheduled, teachers register for the classes through My Learning
Plan. Once the training is finished, the teacher must explain what they learned in the class
and how it will be used in the classroom. They also give feedback to the presenter about
the class.

The Mentor teacher program has been in place for five years. The program is assessed by
the new teachers with feedback to the Assistant Superintendent. Technology staff assess
the program by new teacher knowledge of district technology.

Surveys are given to teachers and staff. Surveys given include:

·            LoTi

·            Teacher technology needs

·            Student survey

·            Parent survey

·            District technology needs

·            Technology Director survey

Other assessments include teacher evaluations. Administrators evaluate the use of
                                                          13
technology in the classroom formally and informally. Lesson plans are evaluated and
requests for additional training are made when needed.
Staff requests for additional training are assessed and classes are offered during the school
year and summer. Classes will be offered each year and modified according to needs.




                                                14
Technology Plan verification For E-rate Purposes

       Please check the statement that applies to your district:Please note that although districts may
       already have an approved technology plan on file with KSDE, the following statements provide KSDE with
       verification of whether the district needs to file an addendum to the original technology plan to comply with
       the SLD criteria that technology plans include all Form 470 items (except for basic phone service). Please
       check only one box.

   Our district has filed or intends to file a Form 471 for more than basic Telecommunications for Funding
   Years covered by this technology plan.




                                                              15
District Technology Plan Budget

Budget Area                                   Cost    Funding Sources with amount per Sources
School Year:                                          2011-2012
Professional Development                     $5000    Title Money and General Fund
Telecommunications and Internet           $42424.94   General Fund and E-rate reimbursements
Access
Materials and Supplies (i.e. Software)      $25000    General Fund
Equipment (i.e. Hardware)                  $150000    Capital Outlay
Maintenance and Support                     $50000    Capital Outlat
Other                                       $12960    WAN lease-General Fund and E-rate
                                                      reimbursments
Total                                    $285384.94
School Year:                                          2012-2013
Professional Development                     $5000    Title Money and General Fund
Telecommunications and Internet           $53424.94   General Fund and E-rate reimbursement
Access
Materials and Supplies (i.e. Software)      $25000    General Fund
Equipment (i.e. Hardware)                  $150000    Capital Outlay
Maintenance and Support                     $50000    Capital Outlay
Other                                       $15000    WAN lease-General Fund and E-rate
                                                      reimbursement
Total                                    $298424.94
School Year:                                          2013-2014
Professional Development                     $5000    Title Money and General Fund
Telecommunications and Internet           $53424.94   General Fund and E-rate reimbursement
Access
Materials and Supplies (i.e. Software)      $25000    General Fund
Equipment (i.e. Hardware)                  $150000    Capital Outlay
Maintenance and Support                     $50000    Capital Outlay
Other                                       $15000    WAN lease-General Fund and E-rate
                                                      reimbursement
Total                                    $298424.94




                                                 16
Parent Technology Survey

How many of your children currently attend Renwick Schools?

                                                    Response        Response
Answer Options
                                                     Percent         Count
1                                                     34.2%           110
2                                                     35.1%           113
3                                                     18.9%            61
4                                                      7.8%            25
5 or more                                              4.0%            13
                                             answered question             322
                                               skipped question              4




            How many of your children currently attend Renwick Schools?




                                                                     1
                                                                     2
                                                                     3
                                                                     4
                                                                     5 or more
Parent Technology Survey
Rate your opinion on the following aspects of technology.
                                                                     Necessary
                                                        Not                            Somewhat       Absolutely
Answer Options                                                         but not
                                                     necessary                          essential     essential
                                                                      essential
Technology in the classroom                               1              19                89             216
Technology at home                                        5              27               120             167
Mobile technology (mobile devices, MP3                   36              94               122              65
Other (please specify)
                                                                                                answered question
                                                                                                  skipped question



                       Rate your opinion on the following aspects of technology.
   350
   300
   250
   200
   150
                                                                       Not necessary
   100
                                                                       Necessary but not essential
    50
                                                                       Somewhat essential
     0
                                                                       Absolutely essential
               Technology in the
                  classroom
Response
 Count

  325
  319
  317
   13
        325
          1
Parent Technology Survey

Where do you use computers? (check all that apply)

                                          Response        Response
Answer Options
                                           Percent         Count
Home                                        96.9%           316
Work                                        89.0%           290
School                                      42.3%           138
Public Library                              10.1%            33
Family/friend's home                        29.4%            96
Other (please specify)                                        5
                                   answered question             326
                                     skipped question              0



                 Where do you use computers? (check all that apply)
  120.0%

  100.0%

    80.0%

    60.0%

    40.0%

    20.0%

     0.0%
                  Home
Parent Technology Survey
Have you ever used GoEduStar (Parent link) to get online access to your
child's grades and attendance?
                                               Response        Response
Answer Options
                                                Percent           Count
Yes                                              69.4%             225
No                                               22.5%              73
I don't know what GoEduStar is                    8.0%              26
If Yes, how often do you use GoEduStar?                            111
                                        answered question               324
                                          skipped question                2




          Have you ever used GoEduStar (Parent link) to get online access
                      to your child's grades and attendance?




                                                        Yes

                                                        No

                                                        I don't know what GoEduStar
                                                        is
Parent Technology Survey
If a training on the parent link of GoEduStar was offered at your child's
school at the beginning of the school year, would you plan on attending?
                                             Response         Response
Answer Options
                                              Percent           Count
Yes                                            31.4%              102
No                                             36.9%              120
Maybe                                          31.7%              103
Comments:                                                          51
                                       answered question                325
                                         skipped question                 1



           If a training on the parent link of GoEduStar was offered at your
          child's school at the beginning of the school year, would you plan
                                     on attending?




                                                                               Yes
                                                                               No
                                                                               Maybe
Parent Technology Survey

Do you have and use the following at home?

                                                                                       Response
Answer Options                                             Yes        No       N/A
                                                                                        Count
PC (personal computer)                                     311          9        0       320
Mac                                                         16        147        9       172
Internet                                                   311          9        0       320
Microsoft Office (Word, Excel, etc.)                       293         12        3       308
iWorks (Mac users only)                                     9         112       24       145
Other (please specify)                                                                    13
                                                                  answered question           325
                                                                    skipped question            1


                                        Do you have and use the following at home?
    350
    300
    250
    200
    150
    100
                                                                                              Yes
     50
                                                                                              No
      0                                                                                       N/A
               PC (personal computer)
Parent Technology Survey
Do you think technology is important to the learning
experience of your child?
                                Response         Response
Answer Options
                                 Percent           Count
Yes                               98.8%              322
No                                1.2%                4
                          answered question              326
                            skipped question               0


          Do you think technology is important to the learning experience
                                  of your child?




                                                                            Yes
                                                                            No
Parent Technology Survey
Which of the following skills would you like your child to learn? (check
all that apply)
                                           Response          Response
Answer Options
                                            Percent            Count
Keyboarding                                  93.2%              302
Word                                         94.8%              307
Excel                                        90.4%              293
Powerpoint                                   87.3%              283
Basic computer maintenance                   79.3%              257
Graphics/design software                     65.7%              213
Web design                                   60.2%              195
Other (please specify)                                           16
                                    answered question                 324
                                      skipped question                   2


             Which of the following skills would you like your child to learn?
                                  (check all that apply)
  100.0%
   90.0%
   80.0%
   70.0%
   60.0%
   50.0%
   40.0%
   30.0%
   20.0%
   10.0%
    0.0%
                Keyboarding




                                                                                 Web design
Parent Technology Survey
Would you be interested in attending technology training at
the Renwick district?
                               Response       Response
Answer Options
                                Percent          Count
Yes                              56.5%             183
No                               43.5%             141
                       answered question                 324
                          skipped question                  2




        Would you be interested in attending technology training
                       at the Renwick district?




                                                                   Yes
                                                                   No
Parent Technology Survey

What type of training would you be interested in receiving?

                                            Response         Response
Answer Options
                                             Percent          Count
Keyboarding                                   15.5%             30
Word                                          32.0%             62
Excel                                         53.1%            103
Powerpoint                                    52.1%            101
Basic computer maintenance                    62.4%            121
Graphics/design software                      52.1%            101
Web design                                    53.6%            104
Other (please specify)                                          18
                                     answered question              194
                                       skipped question             132


                     What type of training would you be interested in receiving?
  70.0%

  60.0%

  50.0%

  40.0%

  30.0%

  20.0%

  10.0%

   0.0%
               Keyboarding




                                                                                   Web design
Parent Technology Survey
Have you used the new EZSchool Pay program for paying and or
monitoring your child's lunch account?
                                       Response     Response
Answer Options
                                        Percent      Count
Yes                                      15.3%         50
No                                       71.8%        234
I don't know what that is.               12.9%         42
Comments:                                              53
                                 answered question           326
                                   skipped question            0



         Have you used the new EZSchool Pay program for paying and
                   or monitoring your child's lunch account?




                                                     Yes
                                                     No
                                                     I don't know what that is.
Teacher Technology Needs

In which building do you teach?

                                                           Response       Response
Answer Options
                                                            Percent        Count
AES                                                          17.9%           17
AHS                                                          16.8%           16
CES                                                          16.8%           16
GPE                                                          16.8%           16
GPHS                                                         16.8%           16
SMS                                                          16.8%           16
                                                     answered question               95
                                                       skipped question               0




                                  In which building do you teach?
   18.0%
   17.8%
   17.6%
   17.4%
   17.2%
   17.0%
   16.8%
   16.6%
   16.4%
   16.2%
                 AES
Teacher Technology Needs

What grade level do you teach?

                                                         Response       Response
Answer Options
                                                          Percent        Count
K                                                           7.4%            7
1st                                                         3.2%            3
2nd                                                         6.3%            6
3rd                                                         6.3%            6
4th                                                         5.3%            5
5th                                                         7.4%            7
MS                                                         21.1%           20
HS                                                         30.5%           29
Specialist                                                  9.5%            9
Admin                                                       4.2%            4
Other                                                       3.2%            3
                                                   answered question               95
                                                     skipped question               0



                                 What grade level do you teach?
 35.0%

 30.0%

 25.0%

 20.0%

 15.0%

 10.0%

   5.0%

   0.0%
             K
Teacher Technology Needs

Are you interested in attending summer technology training classes?

                                                          Response         Response
Answer Options
                                                           Percent          Count
Y                                                           58.1%             54
N                                                           43.0%             40
                                                    answered question                 93
                                                      skipped question                 2




                         Are you interested in attending summer technology training
                                                   classes?
               70.0%
               60.0%
               50.0%
               40.0%
               30.0%
               20.0%
               10.0%
                 0.0%
                                        Y                                  N
Teacher Technology Needs

Are you interested in receiving college credit?

                                                             Response         Response
Answer Options
                                                              Percent          Count
Y                                                              58.1%             54
N                                                              43.0%             40
                                                       answered question                 93
                                                         skipped question                 2



                            Are you interested in receiving college credit?
    70.0%

    60.0%

    50.0%

    40.0%

    30.0%

    20.0%

    10.0%

    0.0%
                                Y                                             N
Teacher Technology Needs
Part 1-Which of the follwoing technology software topics are interested in learning?
Digital Photography
Answer Options                                                                                    Response
                                                       Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you      23            22                7          52

Smartboard
                                                                                                  Response
Answer Options                                         Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you
wish to receive.                                          25            27                12         64

Compass
                                                                                                  Response
Answer Options                                         Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you
                                                          16             2                0          18
wish to receive.
Kidpix
                                                                                                  Response
Answer Options                                         Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you
wish to receive.                                          17             2                0          19

Kidspiration/Inspiration
                                                                                                  Response
Answer Options                                         Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you
wish to receive.                                          16             4                2          22

Google Tools
                                                                                                  Response
Answer Options                                         Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you
                                                          19            22                5          46
wish to receive.
School Fusion
                                                                                                  Response
Answer Options                                         Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you
wish to receive.                                          18            14                8          40

GoEdu star
                                                                                                  Response
Answer Options                                         Beginning   Intermediate        Advanced
                                                                                                   Count
Please select the software and level of training you
                                                           4            13                5          22
wish to receive.
                                                                                                  Question
                                                                                                   Totals
                                                                             answered question            84
                                                                               skipped question           11
Teacher Technology Needs

Part 2-Which of the following technology software topics are you interested in learning?
Internet Resources

Answer Options                                         Beginning   Intermediate     Advanced

Please select the software and level of training you
                                                          10            29                 12
wish to receive.
Email

Answer Options                                         Beginning   Intermediate     Advanced

Please select the software and level of training you
                                                           7            11                 5
wish to receive.
Cyber Safety

Answer Options                                         Beginning   Intermediate     Advanced
Please select the software and level of training you
wish to receive.                                          10            11                 2

Office-Word

Answer Options                                         Beginning   Intermediate     Advanced
Please select the software and level of training you
                                                           6            16                 9
wish to receive.
Office-Excel

Answer Options                                         Beginning   Intermediate     Advanced
Please select the software and level of training you
                                                          18            23                 7
wish to receive.

Office-PowerPoint

Answer Options                                         Beginning   Intermediate     Advanced
Please select the software and level of training you
                                                           7            19                 8
wish to receive.

Office-Publisher

Answer Options                                         Beginning   Intermediate     Advanced
Please select the software and level of training you
wish to receive.                                          16            18                 8



                                                                             answered question
                                                                               skipped question
  Response
   Count

      51


  Response
   Count

      23


  Response
   Count
      23


  Response
   Count

      31


  Response
   Count
      48



  Response
   Count
      34



  Response
   Count
      42


Question Totals
             77
             18
Teacher Technology Needs

What are your top three technology wishes?

Answer Options                                                         Response Count

                                                                               91
                                  answered question                                                    91
                                    skipped question                                                    4

Number        Response Date                            Response Text
                                                     More and up to date computers, replace ageing
          1                     Apr 26, 2010 3:03 PM teacher computers. netbooks for student use
          2                     Apr 26, 2010 3:06 PM elmo and mounted smart board and more traing
                                                     Clickers for student testing, USB remote for laptop
          3                     Apr 26, 2010 3:07 PM presentations
                                                     More computers in the computer lab

                                                     Most recent Word in the computer lab

          4                     Apr 26, 2010 3:07 PM flip cameras
                                                     1. more advanced smart board trainings with
                                                     activities.

                                                     2. more smartboard websites.

          5                     Apr 26, 2010 3:08 PM 3. advanced training with microsoft office
                                                     Keeping Current throught the school. ex. word
                                                     2007 in all labs. If you upgrade in one lab you
          6                     Apr 26, 2010 3:10 PM should upgrade all.
                                                     Time to create technology resources for my
                                                     classroom.

                                                     Clickers

          7                     Apr 26, 2010 3:12 PM Flip camera
                                                       wireless classroom

                                                       mounted projector

          8                     Apr 26, 2010 3:12 PM   Elmo
          9                     Apr 26, 2010 3:13 PM   More Bandwith!!!
                                                       photogrtaphy, smartboard (but I'll probably never
         10                     Apr 26, 2010 3:15 PM   get one)
                                                       Wireless in my classroom

                                                       Mounted projector

         11                     Apr 26, 2010 3:19 PM   Newer laptop
                                                     1. To have easy access to a computer lab

                                                     2. To have time to play with tech information
                                                     received

                                                     3. To have more time (staff developemnt) time to
                                                     play with the district technology (stated twice to
         12                     Apr 26, 2010 3:20 PM show improtance)
                                                     Laptop computer of my own, like Renwick used to
         13                     Apr 26, 2010 3:22 PM do.
                          Hard drive digital camcorder

                          Equipment to create news broadcasts

14   Apr 26, 2010 3:23 PM 3-D modeling software
15   Apr 26, 2010 3:23 PM not sure
                          Sketchup use

                          Smartboard tools

16   Apr 26, 2010 3:29 PM Excel
                          Have more in my room.

                          Have it be mounted so that it is easy for the kids to
17   Apr 26, 2010 3:30 PM use.
18   Apr 26, 2010 3:34 PM Newer laptop.
                          Update computers

                          Update computers

19   Apr 26, 2010 3:34 PM Update computers
                          I don't know that I know enough about what's out
                          there to "wish" very well. I wish I had a
                          smartboard. I've borrowed one and found it very
20   Apr 26, 2010 3:36 PM useful.

                          Updated Design Software (Illustrator)

21   Apr 26, 2010 3:36 PM Projector
                          I wish I knew how to create some of the
                          smartboard lessons we "borrow" from other
                          resources

                          I wish I had an ELMO

                          I wish I had more time to sit and learn how to do
22   Apr 26, 2010 3:37 PM things


                          More time to learn about the Smart Board, setting
23   Apr 26, 2010 3:38 PM up e-mail account, etc.....time, time, TIME!!!
                          More Internet Access - Stop Blocking Everything
                          (Especially when we don't have the money to buys
24   Apr 26, 2010 3:41 PM material.)
25   Apr 26, 2010 3:42 PM Take the filter off of teacher computers

                          Having enough laptops to service the students.

26   Apr 26, 2010 3:45 PM Making sure they all work and have power.
                          To have a projector, a smartboard, and a laptop
27   Apr 26, 2010 3:47 PM for every student
                          extra computer for projector that will be able to
28   Apr 26, 2010 3:48 PM handle programs similar to the laptop
                          More computers for our students.

                          More SMARTBoards in the classrooms for the
                          ones that don't have them yet.

29   Apr 26, 2010 3:50 PM Elmo's for the primary grades.

                          1. Smartboard training

                          2. Internet activities to match curriculum

30   Apr 26, 2010 3:54 PM 3. Poerwpoint and Excel training
                          1. Access to more computers, certain times of the
                          day all labs are full.

                          2. More digital cameras in classroom.

31   Apr 26, 2010 3:56 PM 3. Photoshop in all computer labs.
32   Apr 26, 2010 3:56 PM None

                          1. The devise on which you lay a document and it
                          is projected on the screen.

33   Apr 26, 2010 4:08 PM 2. If I have #1, then I'd need a projector.
                          More computers 

                          More and better training in how to use technology
                          in the classroom.

                          A way so that teachers can use more online
34   Apr 26, 2010 4:10 PM technology without everything being blocked

                          Setting up and learning to use clickers.

                          Incorporating more technology into the classroom,
35   Apr 26, 2010 4:14 PM in addition to power points.
                          I wish I would NOT get logged off once I'm on.

                          I wish I would not get spam emails.

                          I wish useful sites would not be blocked to
36   Apr 26, 2010 4:22 PM teachers.
                          New clickers!

                          New clickers!!

                          NEW CLICKERS!!!

                          Okay, some time to develope projects would be
37   Apr 26, 2010 4:28 PM nice.

38   Apr 26, 2010 4:31 PM Epilog Laser, Plasma CNC, Good Printer
39   Apr 26, 2010 4:34 PM wireless everywhere
                          one to one laptop

40   Apr 26, 2010 4:47 PM plagiarism software
                          More laptops for students to use.

                          another lab in high school

41   Apr 26, 2010 4:52 PM don't know
                          Faster internet

                          New computers

42   Apr 26, 2010 4:54 PM Wireless through the whole building not just part
                          I would like training on the smartboard. That is my
43   Apr 26, 2010 5:00 PM biggest goal in the next year!


                          More time to play with it and develop activities. E-
44   Apr 26, 2010 5:07 PM mail that was reliable. Reliable grade program

                          I would like to have an interactive Elmo in my
                          classroom. I want my laptop replaced when the
                          need arises. I want my student laptops replaced
45   Apr 26, 2010 5:08 PM when needed.
                          Get a splitter so I can use my projector without
46   Apr 26, 2010 5:14 PM unplugging my monitor.

47   Apr 26, 2010 5:24 PM Smartboard in my class. Computer apps teacher.
                          Greater ability to use internet (youtube, streaming
                          video, international webpages, etc) and ability to
                          tie sound and video into my digital presentations...
48   Apr 26, 2010 5:24 PM i.e. powerpoints, etc.



                          1.) Skype or some type of technology that would
                          allow me and my students to communicate
                          outside the classroom with other students around
                          the country/world and also communicate with
                          industry/business people without having to host
                          speakers and/or take field trips.

                          2) Mounted projector/Smartboard/sound system

                          3) Any ADVANCED topics of technology that allow
49   Apr 26, 2010 5:29 PM us to enhance the classroom

                          to keep everything up and running

50   Apr 26, 2010 5:41 PM to have more resourses available


                          Smart board, Just having the time to sit and play
                          and learn any tech needs, never time to just mess
                          around on the computer, because I have found out
                          that, that is a great way to actually learn all that I
                          have been taught over the years, but if there is no
51   Apr 26, 2010 5:48 PM time to practice then you loose it.
                          A smartboard in the math resource room (AES)

                          Computers available for math help at Garden
                          Plain 

                          ms/elem.

52   Apr 26, 2010 5:49 PM Technology training.
                          in class printer

                          Elmo

53   Apr 26, 2010 5:56 PM digital camera
54   Apr 26, 2010 6:09 PM Mounted projecter

                          I would like to have my IMaac on the internet. Do I
                          need to buy some kind of protection program for
                          it? I would alsolike to have a document camera in
                          the building.

                          

55   Apr 26, 2010 6:52 PM feryl Potter

                          Appreciate the quick response and positive
56   Apr 26, 2010 7:07 PM support given to my tech requests this year.
                           Better/updated teacher computer.

                           Labs with enough computers to cover the largest
                           class size (we have the space, just not the
                           computers).

57    Apr 26, 2010 7:34 PM More efficient/advanced e-mail provider/system.
                           a dvd collection in the library. Edustar never
                           freezing up. maybe "clickers" but I've never used
58    Apr 26, 2010 7:46 PM them
                           Faster internet

                           Wireless everywhere

59    Apr 26, 2010 7:54 PM Copy machines that work
60    Apr 26, 2010 8:01 PM I would like to learn more about ipods and wikis.

                           More netbooks for student use during classe
                           time.

                           Pens that function like a whiteboard.

61    Apr 26, 2010 8:21 PM Time to develop lessons using tecnology.
                           Become more proficient in smartboard

                           Create colorful newsletters

62    Apr 26, 2010 9:21 PM More time to share sites
                           Smart board or the new Smart table

                           26" digital TV

63   Apr 27, 2010 12:27 AM Windows 2007 on my laptop
                           1. I would like to have some of the classes offered
                           during the school year.

64    Apr 27, 2010 1:38 AM 2. Training

65    Apr 27, 2010 1:45 AM More time to play around with what I've got

66    Apr 27, 2010 2:19 AM a new laptop, a vhs to dvd recorder
                           More video and audio recording avaliable for
67    Apr 27, 2010 2:25 AM nontechnology classes to use in the classroom
                           Smartboard Training

68    Apr 27, 2010 2:40 AM Info on use of clickers

                           Office 2007 on all computers (labs & laptops) at
69    Apr 27, 2010 3:02 AM AHS. Continue to update computers periodically.
                           A lap top that doesn't type backwards

                           more smartboards

70    Apr 27, 2010 3:51 AM wikis

                           I would love to have United Streaming back in the
                           district.

                           I would love to have time to plan... so I can better
71    Apr 27, 2010 1:14 PM use the technology I have.

72    Apr 27, 2010 1:18 PM I wish I knew more
73   Apr 27, 2010 1:20 PM e-mail
                          1. projector mounded to ceiling to use w/
                          smartboard

                          2. more netbooks in the classroom

74   Apr 27, 2010 1:52 PM 3. elmo

                          Smartboard

                          Digital Photography

75   Apr 27, 2010 1:53 PM Email
                          Time to explore sites so that we can use them in
76   Apr 27, 2010 1:54 PM the classroom


                          I would like to be able to produce online testing
                          that would automatically produce statistical results
77   Apr 27, 2010 2:12 PM for our common assessments, for instance.

                          More computers in the classroom.

78   Apr 27, 2010 2:36 PM Document Cameras

79   Apr 27, 2010 3:32 PM More help in the classroom with technology

                          I would like to have a laptop mini.. it would help
80   Apr 27, 2010 3:41 PM me with traveling to different classrooms

                          Mounted Smart Board

                          Projector mounted on ceiling

81   Apr 27, 2010 3:42 PM Desktop computer

                          I answered these questions as though I would be
                          teaching next year. These would be wonderful
                          options and I would love to have the chance to
82   Apr 27, 2010 3:50 PM take college credit hours.

                          SmartBoard in my room

83   Apr 27, 2010 4:05 PM More NetBooks available in the classroom

                          A Laptop Computer

                          An Elmo Document Camera

84   Apr 27, 2010 4:42 PM Classroom Video Camera
                          I want the old email back

85   Apr 27, 2010 5:06 PM I want a new and faster computer


                          1) keep Tuanua to help during the school day

                          2) to learn "secret tools" :) . . . all that right click
                          stuff, ctrl, etc. what do all the F? buttons do? etc.

                          3) let Tuanua do small 30 minute trainings
86   Apr 27, 2010 5:25 PM throughout the school year before or after school
                          I would like a new laptop and a projector for my
                          room. I would like to be more comfortable using
                          word processing. I would like to receive college
87   Apr 27, 2010 5:27 PM credit for attending technology training


                          Get more training on useful topics (SmartBoard)

                          Get more types of technology

                          Have a tech person available to help when
88   Apr 27, 2010 5:40 PM needed.

                          math smart board tools

89   Apr 28, 2010 3:21 AM projector bulbs
                          speed

90   Apr 28, 2010 1:56 PM dependability

                          1.Upgrade technology we already have

                          2.Keep current with newest software

91   Apr 28, 2010 2:01 PM 3.Training in fixing minor computer problems
Teacher Technology Needs

Do you have any technology concerns?

Answer Options                                                         Response Count

                                                                              71
                                 answered question                                                     71
                                   skipped question                                                    24

Number        Response Date                           Response Text
          1                    Apr 26, 2010 3:03 PM   keep up the good work
          2                    Apr 26, 2010 3:07 PM   no
          3                    Apr 26, 2010 3:07 PM   No
          4                    Apr 26, 2010 3:07 PM   no
          5                    Apr 26, 2010 3:08 PM   no not really
          6                    Apr 26, 2010 3:10 PM   No
          7                    Apr 26, 2010 3:12 PM   no
          8                    Apr 26, 2010 3:13 PM number of blocked sites
          9                    Apr 26, 2010 3:13 PM Just slow internet
         10                    Apr 26, 2010 3:15 PM nope
         11                    Apr 26, 2010 3:19 PM Nope
                                                      Yes, that our equipment is going to become
                                                      outdated or damaged and we won't be able to
         12                    Apr 26, 2010 3:21 PM   repair or replace.
         13                    Apr 26, 2010 3:22 PM   no
                                                      Bandwidth not large enough to handle all of the
                                                      tech needs

                                                      Computers are not fast enough for animation and
         14                    Apr 26, 2010 3:24 PM   robotics
         15                    Apr 26, 2010 3:24 PM   no
         16                    Apr 26, 2010 3:29 PM   no
                                                      We have stuff, need trained and what we do have
                                                      is getting outdated. Is there a plan to upgrade the
         17                    Apr 26, 2010 3:35 PM   technology we have?
                                                    Not being able to keep up with software updates
         18                    Apr 26, 2010 3:37 PM and high cost of printing

         19                    Apr 26, 2010 3:39 PM When DON'T I have concernes, questions, ....!
                                                    Just worried that the laptops will go down and
         20                    Apr 26, 2010 3:45 PM there will be know money to fix them

                                                    I am worried about the time it will take to convert
         21                    Apr 26, 2010 3:48 PM my lessons over to a smartboard.
         22                    Apr 26, 2010 3:50 PM No
         23                    Apr 26, 2010 3:56 PM Mounting my projector

         24                    Apr 26, 2010 3:57 PM Not enough, or not having access when needed.
25   Apr 26, 2010 4:08 PM no
                          Updating computers and keeping up with the
26   Apr 26, 2010 4:15 PM latest technology.
                          I'm concerned about replacing our lap top
                          batteries AND I'm very concerned with all this talk
27   Apr 26, 2010 4:29 PM about replacing our laptops with desk tops.
                          Will we be able to keep up with repairs and
28   Apr 26, 2010 4:29 PM replacements of old equipment?
                          Software not running correctly on some
29   Apr 26, 2010 4:31 PM computers in shop lab.
30   Apr 26, 2010 4:47 PM availability of computers; time
31   Apr 26, 2010 4:53 PM no one seems to be in charge in the high school

32   Apr 26, 2010 4:55 PM Not updating the laptops at GPHS

                          Everything is in fine working order now and we
                          are trying to use more technology in the
                          classroom. I am worried that this might all come
                          to a halt when things need repaired or replaced
33   Apr 26, 2010 4:57 PM and there are no funds to make this happen.
34   Apr 26, 2010 5:07 PM no

                          I am concernced that we will not be able to keep
35   Apr 26, 2010 5:09 PM our technogy updated due to budget cuts.
36   Apr 26, 2010 5:14 PM no
37   Apr 26, 2010 5:24 PM no
                          Ability of equipment.. much of what I'd like to do I
                          can't because my school computer doesn't have
                          the capability (memory, programming, etc). While
                          I could use my home computer I then can't tie into
38   Apr 26, 2010 5:25 PM the internet.

                          Faster Internet speed and ability to
                          download/stream appropriate videos for the
39   Apr 26, 2010 5:32 PM classroom.
40   Apr 26, 2010 5:49 PM Not really, except to sit and play to learn
                          Yes, more training with smartboard and an
41   Apr 26, 2010 5:51 PM opportunity to practice with smartboard.
42   Apr 26, 2010 6:09 PM no

43   Apr 26, 2010 6:52 PM I still don't know enough Smartboard stuff.
44   Apr 26, 2010 7:08 PM No
45   Apr 26, 2010 7:46 PM no big concerns

46   Apr 26, 2010 7:54 PM Just to keep up with the times due to budget
47   Apr 26, 2010 8:01 PM Not at this time.

                          I am concerned that the district has not stressed
                          to parents that their children need access to
48   Apr 26, 2010 8:22 PM technology after school for homework projects.
                           Not at this time. You guys always help me when I
49   Apr 27, 2010 12:28 AM have a "technology moment." hehe
50    Apr 27, 2010 1:45 AM Not at this time.
                           I just need some training and practice using the
51    Apr 27, 2010 2:19 AM different programs and equipment
                           Lack of funding for more avaliability of new
52    Apr 27, 2010 2:25 AM equipment

53    Apr 27, 2010 2:41 AM My school laptop is getting old.

54    Apr 27, 2010 3:02 AM Hopefully the Tech Department will not lose staff.
                           Just paying for the replcement items. You guys
55    Apr 27, 2010 3:52 AM have been great!
56    Apr 27, 2010 1:18 PM no
57    Apr 27, 2010 1:20 PM   NO one talks to anyone anymore.
58    Apr 27, 2010 1:53 PM   no
59    Apr 27, 2010 1:55 PM   No
60    Apr 27, 2010 2:36 PM   none
                           I just know enough to get by. I need to take
                           technology to the next level but it's always a time
61    Apr 27, 2010 3:32 PM issue.
62    Apr 27, 2010 3:42 PM NA

                             Would love to make better use of in class lap tops
63    Apr 27, 2010 3:52 PM   and smart board technology
64    Apr 27, 2010 4:05 PM   NA
65    Apr 27, 2010 4:42 PM   No.
66    Apr 27, 2010 5:06 PM   no
                           that I won't be able to use all the tech I have
67    Apr 27, 2010 5:26 PM without help and support next year

                           I just don't know my way around a computer
                           enough to be able to help my students if they
                           needed help with something. They know so much
68    Apr 27, 2010 5:28 PM more than I do.
69    Apr 27, 2010 5:40 PM No
70    Apr 28, 2010 1:56 PM no

                           With budget cuts, I am afraid our level of
                           technology that we have worked so hard to
                           achieve will not keep up with changes in
71    Apr 28, 2010 2:02 PM technology.
Teacher Technology Needs

Do you currently teach students about internet safety and online bullying?

                                                            Response         Response
Answer Options
                                                             Percent          Count
Y                                                             28.6%             26
N                                                             71.4%             65
                                                     answered question                    91
                                                       skipped question                    4




             Do you currently teach students about internet safety and online bullying?




                                                                                               Y
                                                                                               N
Teacher Technology Needs

Which of the following technology hardware topics are you interested in learning more about?
Copiers/Scanners

Answer Options                                              Beginning   Intermediate     Advanced

Please choose the hardware and level of training you wish
                                                               23            17                7
to receive training on.

Digital Cameras (still and video)

Answer Options                                              Beginning   Intermediate     Advanced

Please choose the hardware and level of training you wish
                                                               23            21                9
to receive training on.

Projectors

Answer Options                                              Beginning   Intermediate     Advanced

Please choose the hardware and level of training you wish
                                                               15            10                4
to receive training on.

Student Response Systems (clickers)

Answer Options                                              Beginning   Intermediate     Advanced

Please choose the hardware and level of training you wish
                                                               27            15                5
to receive training on.

Document Cameras

Answer Options                                              Beginning   Intermediate     Advanced

Please choose the hardware and level of training you wish
                                                               27            6                 3
to receive training on.




                                                                                  answered question
                                                                                    skipped question
  Response
   Count

      47



  Response
   Count

      53



  Response
   Count

      29




  Response
   Count

      47



  Response
   Count

      36


Question Totals

             80
             15
Teacher Technology Needs
Do you have expertise in any of the previously listed areas?
                                                                                           Response
Answer Options                                            Response Percent
                                                                                            Count
Y                                                                 15.3%                       13
N                                                                 84.7%                       72
If Yes, please list                                                                           15
                                                                      answered question               85
                                                                        skipped question              10
Number          Response Date               If Yes, please list
            1         Apr 26, 2010 3:11 PM Digiatl Cameras and Scanners
            2         Apr 26, 2010 3:14 PM Office programs
            3         Apr 26, 2010 3:20 PM digital cameras
                                           Marginal, somewhat rusty without some
            4         Apr 26, 2010 3:22 PM "refresher time"
            5         Apr 26, 2010 3:59 PM Digital cameras, vidoes
            6         Apr 26, 2010 4:37 PM Clickers
            7         Apr 26, 2010 4:56 PM all
            8         Apr 26, 2010 5:33 PM intermediate skills in several areas
            9         Apr 26, 2010 6:09 PM Clickers, projecters, scanners
           10         Apr 26, 2010 6:53 PM just general use
           11         Apr 26, 2010 7:35 PM love and use often Microsoft Excel
           12     Apr 27, 2010 12:29 AM Are you kidding me!
                                        wouldn't call it expertise, but sufficient in
           13      Apr 27, 2010 3:43 PM some areas

           14         Apr 27, 2010 3:52 PM I'm pretty good at power point
           15         Apr 27, 2010 4:44 PM I use them...but I am not an expert.

                        Do you have expertise in any of the previously listed areas?




                                                                                               Y
                                                                                               N
District Technology Needs

What is your name?

                                                        Response
Answer Options
                                                         Count
                                                           15
                                 answered question                 15
                                   skipped question                 1


Number        Response Date                           Response Text
          1                    Apr 27, 2010 7:37 PM   Lucille Strunk
          2                    Apr 27, 2010 7:39 PM   Patty Tolman
          3                    Apr 27, 2010 7:45 PM   Sue Mountain-Frost
          4                    Apr 27, 2010 7:55 PM   Marty Boswell
          5                    Apr 27, 2010 7:55 PM   diane
          6                    Apr 27, 2010 8:02 PM   Tim Hopper
          7                    Apr 27, 2010 8:09 PM   Crystal Ward
          8                    Apr 27, 2010 8:37 PM   mona meyer
          9                    Apr 27, 2010 8:53 PM   Janna
         10                   Apr 27, 2010 10:31 PM   jim hart
         11                   Apr 28, 2010 11:44 AM   Denise Heimerman
         12                   Apr 28, 2010 12:13 PM   Pat Gilbert
         13                   Apr 28, 2010 12:32 PM   Ron Turley
         14                    Apr 28, 2010 2:12 PM   Christy
         15                    Apr 28, 2010 2:29 PM   Brenda Rowe
District Technology Needs

Are you interested in attending summer technology training classes?

                                                          Response         Response
Answer Options
                                                           Percent          Count
Y                                                           40.0%             6
N                                                           60.0%             9
                                                    answered question                 15
                                                      skipped question                 1




         Are you interested in attending summer technology training classes?




                                                                                Y
                                                                                N
District Technology Needs
Part 2-Which of the following technology software topics are you interested in learning?
GoEdustar
Answer Options                                                                                   Response
                                                       Beginning   Intermediate    Advanced
                                                                                                  Count
Please select the software and level of training you
wish to receive.                                           1            0                  0        1

Email
                                                                                                 Response
Answer Options                                         Beginning   Intermediate    Advanced
                                                                                                  Count
Please select the software and level of training you
                                                           1            0                  0        1
wish to receive.
School Fusion
Answer Options                                                                                   Response
                                                       Beginning   Intermediate    Advanced
                                                                                                  Count
Please select the software and level of training you
                                                           1            0                  0        1
wish to receive.
Office-Word
                                                                                                 Response
Answer Options                                         Beginning   Intermediate    Advanced
                                                                                                  Count
Please select the software and level of training you
                                                           1            3                  0        4
wish to receive.
Office-Excel
                                                                                                 Response
Answer Options                                         Beginning   Intermediate    Advanced
                                                                                                  Count
Please select the software and level of training you
                                                           2            4                  0        6
wish to receive.
Office-PowerPoint
                                                                                                 Response
Answer Options                                         Beginning   Intermediate    Advanced
                                                                                                  Count
Please select the software and level of training you
                                                           2            0                  0        2
wish to receive.
Office-Publisher
                                                                                                 Response
Answer Options                                         Beginning   Intermediate    Advanced
                                                                                                  Count
Please select the software and level of training you
wish to receive.                                           3            2                  0        5

                                                                                                 Question
                                                                                                  Totals
Other (please specify)                                                                              0
                                                                            answered question               8
                                                                              skipped question              8
District Technology Needs

What are your top technology wishes?

Answer Options                                                   Response Count

                                                                        4
                                  answered question                                        4
                                    skipped question                                      12

Number        Response Date                            Response Text
                                                     It would be nice to have our own
                                                     software program instead of
                                                     GoEdustar for the nurses. This would
                                                     allow us to be able to maintain and
                                                     edit the frequent changes that occur in
          1                     Apr 27, 2010 7:51 PM the immunization program .

          2                    Apr 27, 2010 7:57 PM becoming computer literate.
          3                    Apr 27, 2010 8:38 PM new computer ....health office
          4                   Apr 28, 2010 11:46 AM how to fix viruses
District Technology Needs

Do you have any technology concerns?

Answer Options                                          Response Count

                                                                3
                              answered question                                    3
                                skipped question                                  13

Number        Response Date                   Response Text
                                              MONEY............I think our tech
                                              department does an excellent
          1              Apr 27, 2010 7:51 PM job!!!

                                              Just want to learn the computer
          2              Apr 27, 2010 7:58 PM and feel confortable with it.
          3              Apr 28, 2010 2:13 PM No
District Technology Needs

Which of the following technology hardware topics are you interested in learning more about?
Copiers/Scanners
                                                                                       Response
Answer Options                              Beginning    Intermediate    Advanced
                                                                                        Count
Please choose the hardware and level of         2             0              0                 2
training you wish to receive training on.

Computers
                                                                                       Response
Answer Options                              Beginning    Intermediate    Advanced
                                                                                        Count

Please choose the hardware and level of         0             2              0                 2
training you wish to receive training on.

                                                                                        Question
                                                                                         Totals
                                                                  answered question                 3
                                                                    skipped question               13
Student Technology Survey
How do you access computers at school? (check all that apply)
                                                 Response       Response
Answer Options
                                                  Percent        Count
Individually                                       94.6%          209
As a whole class                                   69.2%          153
In small groups                                    46.2%          102
In pairs                                           58.8%          130
                                          answered question            221
                                            skipped question             3


                     How do you access computers at school? (check all that apply)
    100.0%
     90.0%
     80.0%
     70.0%
     60.0%
     50.0%
     40 0%
     40.0%
     30.0%
     20.0%
     10.0%
       0.0%
                       Individually
Student Technology Survey
In an average week, how often do you use computers at school?

                                               Response         Response
Answer Options
                                                Percent          Count
Never                                            0.5%               1
Once or twice a week                             26.9%             59
Daily                                            72.6%            159
                                         answered question             219
                                           skipped question              5

             In an average week, how often do you use computers at school?




                                                                             Never
                                                                             Once or twice a week
                                                                             Daily
Student Technology Survey
How often do you use a computer to complete the following tasks?
Answer                                          Once or twice                                         Response
               Answer Options           Never                   Monthly   Weekly      Almost daily
Options                                            a year                                              Count
Play games     Play games                11           8            44       91             65           219
Do             Do schoolwork             7            9            55       62             83           216
Word           Word                      11          15            39       90             64           219
Excel          Excel                     62          48            58       37             5            210
Powerpoint     Powerpoint                20          63            83       44             6            216
Create a
computer       Create a computer         158         43            6        4              1            212
program        program
Produce
multimedia     Produce multimedia        101         48            43       17             2            211
projects       projects
Use the
                                          1           0            3        26            188           218
internet       Use the internet
Search the
                                          7           1            13       52            142           215
web            Search the web
Email          Email                     98          14            19       36             49           216
Use
tutorials/drill                          58          30            28       45             49           210
& practice      Use tutorials/drill &
software        practice software
PhotoElements                            88          51            43       17             9            208
Other (please specify)                                                                                   11
                                                                                 answered question            221
                                                                                   skipped question             3
Number                Other (please specify)
          1           photo cropping
          2           Internet Accounts
          3           Read books
          4           facebook daily
          5           photo croping
          6           IM, Skype, Webcam
          7           multi-media messaging
          8           CD copyer
          9           Google
         10           Create Webpages
         11           Picasa

                      How often do you use a computer to complete the following tasks?
  250


  200


  150
                                                                                Never

  100                                                                           Once or twice a year
                                                                                Monthly

   50                                                                           Weekly
                                                                                Almost daily

    0
         Play games
Student Technology Survey
When using each of the following software programs, check the statement that most accurately describes how much
help you need. (skip those that you have not used yet.)
                                                                                             I can help other
                                       I always   I sometimes   I rarely need I never need                      Response
Answer Options                                                                                 people. I am
                                      need help     need help        help         help                           Count
                                                                                                an expert.
Games                                     2           6              45           70               95             218
Word                                      1           41             77           51               47             217
Excel                                     14          79             56           20               12             181
Powerpoint                                6           45             70           44               52             217
Computer programming                      48          64             30           12                4             158
Access                                    41          34             23           20                9             127
MovieMaker                                41          64             31           19               13             168
Internet                                  1           2              16           49               149            217
Email                                     9           11             29           50               86             185
Tutorials/drill & practice software       18          42             56           44               26             186
Working with graphics and
                                          14          69             46           34                35            198
pictures
Other (please specify)                                                                                             5
                                                                                       answered question                218
                                                                                         skipped question                 6

                Other (please
Number
                specify)
            1   IM, Skype, Webcam
            2   Call of Duty MW2-expert
            3   gaming software
            4   CD copyer
            5   Mavis Beacon
           When using each of the following software programs, check the statement that most
          accurately describes how much help you need. (skip those that you have not used yet.)
250



200



150
                                                                       I always need help
                                                                       I sometimes need help
100                                                                    I rarely need help
                                                                       I never need help
                                                                       I can help other people. I am an expert.
50



  0
      Games
Student Technology Survey
Check the response that most accurately describes your level of agreement with the following staements:
                                                                                  Neither
                                                         Strongly                                         Strongly   Response
Answer Options                                                       Disagree    agree nor    Agree
                                                         disagree                                          agree      Count
                                                                                 disagree
Computers make schoolwork easier to do.                     1            5          32          104         77         219
I prefer to use computers to do school-work instead of
                                                            10          27           58         58          66         219
using pencil and paper.
Using computers for schoolwork can also have
                                                            13          20           49         120         16         218
disadvantages.
Computers make schoolwork more fun/interesting.             4           15           72         82          45         218
Computers help me to improve the quality of my              4           26           68         82          35         215
schoolwork.
Computers help me understand my classes better.             8           42          100         46          23         219
I need to learn many new skills to use computers for
                                                            20          69           64         53          10         216
my schoolwork.
Many of my classmates know more about computers
                                                            28          70           68         31          19         216
than I do.
I want to learn more about computers.                       12          18           69         76          40         215
Having computer access is an advantage when it
                                                            6            5           52         83          67         213
comes to learning.
                                                                                             answered question               219
                                                                                               skipped question                5
                                 Check the response that most accurately describes your level of agreement with the
                                                               following staements:
250

200

150

100
                                                                                                          Strongly disagree
50
                                                                                                          Disagree

 0                                                                                                        Neither agree nor disagree
                                                                                                          Agree
      schoolwork easier to do.




                                                                                                          Strongly agree
         Computers make
                                   Renwick USD 267
                                     Kindergarten
                                 Computer Pacing Guide
Indicator I.D. #
                                            Power Indicator Long Descriptions

1.1.1              Demonstrate proficient mouse skills
1.1.2              Start up and shut down a computer system
1.3.1              Open and quit an application software package
2.1.1              Use computers productively and in an appropriate way
2.1.2              Demonstrate respect and privacy for the computer work of others
2.2.1              Identify uses technology at home and at school




Created by Holly Francis, Renwick USD 267                                  Page 1    11/9/2010
                                   Renwick USD 267
                                      First Grade
                                 Computer Pacing Guide
Indicator I.D. #
                                            Power Indicator Long Descriptions

1.1.1              Demonstrate proficient mouse skills
1.1.2              Start up and shut down computer system.
1.1.3              Use printers to produce hard copy of student products.
1.3.1              Open and quit application software package.
2.1.1              Use computers productively and in appropriate way.
2.1.2              Demonstrate respect and privacy and computer work for others.
2.2.1              Identify uses for technology at home and at school.




Created by Holly Francis, Renwick USD 267                                 Page 1   11/9/2010
                                   Renwick USD 267
                                     Second Grade
                                 Computer Pacing Guide
 Indicator
                       Power Indicator Long
   I.D. #
                               Descriptions
1.1.1        Demonstrate proficient mouse skills.
1.1.2        Start up and shut down computer system.
1.3.1        Open and quit an application software
             package.




Created by Holly Francis, Renwick USD 267                Page 1   11/9/2010
                                   Renwick USD 267
                                     Third Grade
                                 Computer Pacing Guide
 Indicator
                                            Power Indicator Long Descriptions
  I.D. #


1.1.3        Use printers to produce hard copy of student’s products.
1.1.4        Demonstrate correct keyboarding technique.
1.2.1        Recognize and use basic computer vocabulary, especially generic terms.
1.3.2        Independently operate computer and hardware and software for class.
1.3.6        Uses problems solving strategies for trouble shooting.
2.1.1        Uses computer productively and in an appropriate way.
2.1.2        Demonstrate respect and privacy for the
              computer work of others.
3.1.1        Uses a word processor to load, enter, edit, save, and print text.
3.1.2        Changes text such as font, style, and size.




Created by Holly Francis, Renwick USD 267                                 Page 1      11/9/2010
                                   Renwick USD 267
                                     Fourth Grade
                                 Computer Pacing Guide
Indicator I.D. #
                                            Power Indicator Long Descriptions

1.1.4              Demonstrate correct keyboarding technique.
1.2.1              Recognize and use basic computer vocabulary, especially generic terms.
1.3.2              Independently operate computer hardware and software for class.
1.3.3              Identifies the physical components of a computer system as input, output, or
                   processing and storage devices.
1.3.6              Using problem solving strategies for trouble shooting.
2.1.1              Use computers productively and in an appropriate way.
2.1.2              Demonstrate respect and privacy for the computer work of others.
3.1.1              Uses a word processor to load, enter, edit, and print text.
3.1.2              Changes text such as font, style, and size.
3.1.3              Uses a word processor to write and edit reports. (one paragraph)
3.1.4              Uses specialized word processing utilities (spell check, dictionary, thesaurus.)




Created by Holly Francis, Renwick USD 267                                      Page 1     11/9/2010
                                   Renwick USD 267
                                      Fifth Grade
                                 Computer Pacing Guide
 Indicator
                                            Power Indicator Long Descriptions
   I.D. #


1.1.4        Demonstrate proficient skills (20 wpm)
1.3.3        Identifies the physical components of a computer system as input, output, processing,
             and storage devices.
1.3.4        Demonstrate proficient file management skills associated with opening, closing,
             saving and deleting files.
1.3.6        Use problem solving strategies for trouble shooting.
4.1.1        Develops, illustrates and communicates visually thoughts ideas, stories and problems
             using technology.
4.3.1        Accesses, with teacher help, age appropriate web based information.




Created by Holly Francis, Renwick USD 267                                 Page 1     11/9/2010
01/2007
          Name
                                    Assessment
                                6th Grade Common




          1.1.4
          Demonstrate proficient
          keyboarding skills
          (25 WPM) 25 pots.



          1.3.4
          Demonstrate proficient file
          management skills
          associated with opening,
          closing, saving and deleting
          files. (40 pts)




          3.1.5
          Uses a word processor to
          copy and move text (20
          pts.)



          3.1.6
          Uses text and graphics
          to organize information
          into a presentable format
          (20 pts.)
                          Renwick USD 267
                 Seventh Grade Computer Applications
                       Curriculum Pacing Guide
  Indicator I.D. #    Performance
                                                    Power Indicator Long Descriptions
                           Level
1.1.4                7th              Demonstrate proficient keyboarding skills (30 WPM)
1.3.5                7th              Demonstrate file management skills associated with file format, platform, file copy,
                                      file transfer, and file download
2.2.2                7th              Identify ways that telecomputing promotes a world-wide community




Created by Holly Francis, Renwick USD 267                                                  Page 1        11/9/2010
            Name
                                      Common
                                      8th Grade

                                     Assessment




01/2007
          1.1.4
          Demonstrate proficient keyboarding
          skills
          (40 WPM) (40 pts)


          1.2.1 80% mastery
          Recognize and use basic computer
          vocabulary especially generic terms



          1.2.2 80% mastery
          Identify terms related to computer
          generated productions(desktop
          publishing, WYSIWYG, clip art,
          hypertext, multimedia, laser disk,
          CD-ROM, VCR, scanner, camcorder)




          1.2.3 80% mastery
          Identify and use terms related to data
          communications(modem, upload,
          download, bulletin board, e-mail)




          3.1.7 80% mastery
          Uses a word processing program to
          publish a report that contains
          centering, tab, columns and more
          than one paragraph




          3.4.1 80% mastery
          Develops multimedia projects with
          linear movement including text and
          graphics
                Renwick USD 267
  Computer Programming Curriculum Pacing Guide
                     AHS
Week       Unit
                                            Power Indicator Long Descriptions
  1       Unit 1 Simple statements – print, clear, end, pause, get key
                 Assignment statement, numeric constants and variables
                 Arithmetic expressions and operations
                 Program development cycle
  2      Unit 2 Input and input prompt
                 Strings and string variables
                 Read and data statements
                 Print using statement and print formatting
  4      Unit 3 Modular programming (external and internal)
                 Parameters and arguments
                 Problem solving using flow charts
  5      Unit 4 Relational operators
                 Loops (do while, do..loop until, for…next)
                 Counter control, sentinel control, query control
                 Nested loops
  7      Unit 5 Decision structures (if, else if, case)
                 Logical operators
                 Menu-driven programs
  9      Unit 6 One-dimensional array
                 Sorting arrays
                 Searching arrays
                 Two-dimensional array
 11      Unit 7 Graphics (setting up screen, statements)
                 Animation
 13      Unit 8 String manipulation
 14      Unit 9 Sequential data files
 15      Unit 10 Sound
 15      Unit 11 Project




Created by Holly Francis, Renwick USD 267                                 Page 1   11/9/2010
                Renwick USD 267
  Computer Programming Curriculum Pacing Guide
                                              AHS-HCC
Week         Unit
                                             Power Indicator Long Descriptions
 1         Unit 1        Classes and objects
                         Messages and methods
                         Class and instance data values
 3         Unit 2        Programming environment
                         Program components
                         Edit-compile-run
 5         Unit 3        Numerical data
                         Variables, expressions, constants
                         Standard output and input
                         Math class
 7         Unit 4        Defining and using a class
                         Passing objects to a method
                         Constructors
                         Class constants and local variables
 10        Unit 5        Decision structures
                         If and nested if
                         Boolean expressions and variables
                         Switch statement
 12        Unit 6        Repetition statements
                         Do, while, for
                         Nested repetitions
                         Formatting output
 14     Unit 10,11       Array basics
                         Passing arrays to methods
                         Two-dimensional arrays
                         Sorting arrays
                         Searching arrays




Created by Holly Francis, Renwick USD 267                                 Page 1   11/9/2010
                           TO BE COMPLETED IN FALL 2007, DUE TO NEW TEXTBOOKS


                               Renwick USD 267
                           HS Computer Applications I
                            Curriculum Pacing Guide
  Indicator
                                            Power Indicator Long Descriptions
   I.D. #


1.2.4          Recognize and use vocabulary especially for database
1.2.5          Recognize and use vocabulary especially for spreadsheets
2.1.3          Distinguish between violation/nonviolation of copyright law

3.1.8          Integrates word processing applications with other productivity tools to
               prepare and present information
3.1.9          Use formatting skills in a word processor(margins, page number, headers,
               footers)
3.3.1          Gather data, designs/creates a spreadsheet
3.3.2          Design a graph using gathered data
3.3.3          Perform and display the value of calculations using formulas and functions

3.3.6          Display a series of charts to determine what displays information
               appropriately
3.3.7          Insert and deleting rows, columns
3.3.8          Copy formulas (relative and absolute references)
4.3.2          Independently accesses web




Created by Holly Francis, Renwick USD 267                                  Page 1   11/9/2010
                                        Renwick USD 267
                                 Computer Applications II
                                 Curriculum Pacing Guide
                                          GPHS

     Week              Unit                       Power Indicator Long Descriptions
         1                A        Opening and Saving Publications
                                   Viewing and Printing Publications
                                   Entering Text in Text Boxes
        1-2               B        Planning a Publication
                                   Designing a Publication
                                   Replacing Text
                                   Adding Graphics and Sidebars
                                   Using Design Gallery Objects
                                   Grouping Objects
         3                C        Using Layout and Ruler Guides
                                   Formatting Text Boxes
                                   Painting Formats
                                   Adding Tables
         4                D        Manipulating Clip Art
                                   Cropping Images
                                   Aligning and Grouping Images
                                   Layering and Rotating Objects
                                   Using Drawing Tools
                                   Filling Colors and Patterns
         5                E        Defining, Applying, and Modifying Styles
                                   Creating Columns
                                   Text Overflow
                                   Continued on/from Notices
                                   Drop Caps
                                   Reversed Text
         5                F        Critiquing Publications
                                   Strengthening Text
                                   Rearranging Elements
                                   Refining Pages
         6                G        Adding and Deleting Pages
                                   Working with a Master Page
                                   Create Headers and Footers
                                   Adding Page Numbers
         7                H        Adding BorderArt
                                   Manipulating WordArt
                                   Understanding a Mail Merge
         8                J        Planning and Designing a Web Site
                                   Adding Hyperlinks
                                   Testing and Publishing a Web Site
        9                          Movie Theater Capstone Project
       10                          Word Review
      11-12                        Excel Review
       13               Ch 10      Choose Function
                                   VLookup Function

Created by Holly Francis, Renwick USD 267                                     Page 1   11/9/2010
                                   Embedding and Linking Objects
        14                         Happy Time Theme Park Capstone Project
        15              Ch 11      Designing an Access Database
                                   Creating Tables and Fields
                                   Creating and Using Forms
                                   Adding, Sorting, Viewing and Printing Records
                                   Updating and Deleting Records
                                   Modifying Forms
        16              Ch 12      Creating Select Queries
                                   Modifying and Deleting Select Queries
                                   Range, Complex, Parameter, and Update Queries
                                   Mail Merge
        16              Ch 13      Creating a Report
                                   Report Summaries
                                   Modifying a Report
        17                         Photoshop Elements Tutorials
        18                         Ollies Cycles Capstone Project




Created by Holly Francis, Renwick USD 267                                          Page 2   11/9/2010
User ID     Date/Time     Time in Tes       1           2           3           4           5           6
 2.62E+09 4/19/2010 13:23    0:28:31 f           f           p           p           p           f
 6.98E+09 4/19/2010 15:06    0:35:30 f           p           p           f           p           p
  6.9E+09 4/19/2010 14:58    0:30:23 p           f           p           p           p           f
 8.44E+09 4/19/2010 13:23    0:28:50 f           p           p           p           p           f
 7.29E+09 4/19/2010 14:56    0:28:35 p           f           p           f           p           f
 4.09E+09 4/19/2010 13:23    0:29:32 p           p           f           p           p           p
 8.71E+09 4/19/2010 13:23    0:24:34 p           p           p           f           p           p
 5.73E+09 4/19/2010 14:57    0:27:27 p           f           p           f           p           p
 3.54E+09 4/19/2010 14:58    0:18:43 f           p           f           p           f           f
 8.99E+09 4/19/2010 13:23    0:27:13 f           p           p           p           p           p
 7.95E+09 4/19/2010 14:56    0:30:45 p           p           p           p           p           p
 2.58E+09 4/19/2010 14:58    0:25:50 p           p           p           f           p           p
 6.02E+09 4/19/2010 14:58    0:28:05 p           p           p           f           p           p
 5.81E+09 4/19/2010 13:23    0:25:30 p           p           p           p           f           p
 2.45E+09 4/19/2010 13:23    0:27:39 p           p           f           f           p           p
 2.51E+09 4/19/2010 14:56    0:28:24 f           p           p           p           p           p
 7.24E+09 4/19/2010 13:23    0:29:49 p           p           f           p           p           p
  5.2E+09 4/19/2010 14:56    0:25:41 p           f           p           p           p           f
 9.37E+09 4/19/2010 13:23    0:24:07 f           p           p           f           p           p
 1.09E+09 4/19/2010 14:58    0:34:05 p           p           p           f           p           p
 3.39E+09 4/19/2010 15:01    0:24:40 p           f           p           p           p           p
 7.26E+09 4/19/2010 13:23    0:26:34 f           p           p           f           p           f
 2.84E+09 4/19/2010 14:56    0:31:30 p           p           p           p           f           p
 4.08E+09 4/19/2010 13:23    0:24:30 p           p           p           f           p           p
 8.36E+09 4/19/2010 13:23    0:31:47 p           p           p           f           p           f
 6.88E+09 4/19/2010 13:27    0:33:02 p           p           p           p           f           p
 2.16E+09 4/19/2010 14:58    0:29:31 f           f           p           p           p           p
 9.21E+09 4/19/2010 14:56    0:25:19 f           p           f           f           f           p
  6.4E+09 4/19/2010 14:56    0:30:22 f           f           p           f           p           f
 4.47E+09 4/19/2010 13:23    0:21:36 f           p           p           p           p           f
 6.72E+09 4/19/2010 13:23    0:20:34 f           f           p           p           p           f
 5.19E+09 4/19/2010 14:58    0:29:11 p           p           p           p           p           p
 7.45E+09 4/19/2010 14:57    0:23:18 p           p           p           p           p           f
 4.86E+09 4/19/2010 14:57    0:27:14 p           f           p           p           p           f
 7.51E+09 4/19/2010 13:23    0:37:29 p           f           p           p           p           p
 4.49E+09 4/19/2010 13:23    0:21:49 p           p           p           p           p           p
 3.06E+09 4/19/2010 14:56    0:30:27 f           p           p           p           p           p
 9.41E+09 4/19/2010 14:58    0:36:20 f           p           p           p           p           p
 6.57E+09 4/19/2010 13:23    0:23:42 f           p           p           p           p           f
 1.75E+09 4/19/2010 13:23    0:30:37 p           f           p           p           p           p
 4.45E+09 4/19/2010 13:23    0:21:16 f           p           f           p           p           p
 3.13E+09 4/19/2010 13:23    0:19:35 p           p           p           p           p           p
 3.15E+09 4/19/2010 13:23    0:26:11 p           f           p           p           p           f
Total Passed:                               26          30          37          29          38          28
Total Failed:                               17          13           6          14           5          15
Total:                                      43          43          43          43          43          43
Percent Passed:                          60.47       69.77       86.05       67.44       88.37       65.12
Percent Failed:                          39.53       30.23       13.95       32.56       11.63       34.88
       7           8          9          10          11          12          13          14          15
f           p           p          p           f           f           f           f           f
f           f           p          f           p           f           f           f           p
f           p           f          f           f           f           f           p           f
f           f           p          p           f           p           f           p           p
p           p           p          p           f           f           p           f           p
p           p           p          f           f           f           p           f           f
f           f           f          p           f           f           p           f           f
p           f           f          f           f           p           p           p           p
f           p           p          p           f           f           p           f           f
f           f           p          f           p           f           p           f           f
p           p           p          p           f           p           p           p           f
p           f           p          p           f           f           f           p           p
p           f           f          p           f           f           f           f           p
f           f           f          p           f           p           p           f           p
p           f           p          p           f           p           p           p           f
p           f           p          p           f           f           p           p           p
p           p           p          p           f           f           f           p           p
f           p           p          p           f           p           p           f           f
p           f           p          f           p           p           f           f           f
f           f           p          p           f           p           p           p           p
f           f           p          f           f           p           p           p           p
p           f           p          p           f           p           f           p           p
p           f           f          p           f           p           p           f           p
p           p           p          f           f           f           p           f           p
p           p           p          p           f           f           p           p           f
p           p           f          p           f           p           p           f           p
f           p           p          f           p           f           p           f           p
f           p           p          p           f           p           p           p           p
f           f           p          p           p           f           p           p           p
p           p           p          p           p           f           p           p           p
f           p           p          f           p           f           p           p           p
f           f           p          p           f           f           p           p           p
f           p           p          p           f           f           p           p           p
p           f           p          p           p           p           f           p           p
p           p           f          p           f           p           f           f           p
p           p           p          p           f           p           p           p           p
f           p           p          p           f           p           f           p           p
f           p           p          f           f           p           p           p           p
p           f           p          p           f           f           p           p           p
f           f           p          p           f           p           f           f           p
p           f           p          p           p           f           p           p           p
p           f           p          f           p           p           p           p           f
p           f           p          p           f           p           p           p           p
       23          20        35           31          10          21          30          26          31
       20          23          8          12          33          22          13          17          12
       43          43        43           43          43          43          43          43          43
    53.49       46.51       81.4       72.09       23.26       48.84       69.77       60.47       72.09
    46.51       53.49       18.6       27.91       76.74       51.16       30.23       39.53       27.91
     16          17          18          19          20          21          22          23         24
f          f           f           f           f           f           f           p           f
f          f           f           f           p           p           p           p           f
p          p           p           p           f           f           p           p           f
p          f           f           p           f           f           f           p           f
p          f           f           f           f           p           p           p           f
p          p           f           f           f           f           p           p           f
p          f           f           p           f           f           f           p           p
p          f           f           f           p           f           p           p           f
f          f           f           p           f           f           p           p           f
p          f           f           p           f           f           p           p           p
p          f           f           p           f           f           f           p           f
p          f           f           p           f           p           p           p           f
p          f           f           f           f           p           p           p           p
p          p           f           p           p           p           f           p           f
p          f           f           p           f           f           p           p           f
p          f           f           p           f           f           f           p           p
p          f           p           p           f           p           p           p           f
f          p           f           p           f           p           p           p           f
p          f           f           p           f           p           p           p           f
p          p           f           f           f           p           p           p           f
p          p           f           p           f           f           p           p           f
p          f           f           p           f           p           p           p           f
p          f           f           p           f           p           f           p           f
p          p           f           f           f           f           f           p           f
p          f           f           p           f           f           f           f           f
p          f           f           p           f           p           p           p           f
p          f           f           p           f           p           f           p           f
p          f           f           p           f           p           p           p           f
p          f           f           p           p           p           f           p           f
p          f           f           p           p           p           p           p           f
p          p           f           p           f           p           p           p           f
p          f           f           p           f           p           p           p           f
p          f           p           p           p           p           p           p           f
p          p           f           p           p           p           p           p           p
p          f           f           p           p           p           p           p           f
p          f           f           p           f           p           p           p           f
p          f           p           p           f           p           f           p           p
p          p           f           f           f           p           p           p           f
p          p           f           p           p           p           p           p           f
p          p           f           p           f           p           p           p           p
p          p           f           p           f           p           p           p           f
p          f           p           p           f           p           p           p           p
p          f           f           p           f           f           p           p           f
      39          13           5          34           9          28          31          42          8
       4          30          38           9          34          15          12           1        35
     43           43          43          43          43          43          43          43        43
    90.7       30.23       11.63       79.07       20.93       65.12       72.09       97.67       18.6
     9.3       69.77       88.37       20.93       79.07       34.88       27.91        2.33       81.4
    25          26          27          28          29          30         31          32          33
p         p           p           p           p           f           p          p           f
p         f           p           f           p           p           p          f           f
p         p           p           f           p           f           p          p           f
p         f           p           f           p           f           f          p           f
p         f           p           p           f           f           p          p           f
p         f           f           f           p           f           p          p           f
p         f           p           p           p           f           p          f           f
p         f           p           p           f           p           p          f           f
p         f           p           f           f           p           p          p           f
p         f           p           f           p           f           f          p           f
p         f           p           p           p           p           p          f           f
p         p           p           f           f           f           p          f           f
p         p           p           f           p           p           p          p           f
p         p           p           f           f           f           p          f           f
p         f           p           p           p           f           p          p           f
p         p           p           f           p           f           p          f           f
p         p           p           p           p           f           p          p           f
p         f           p           p           p           f           p          p           f
p         f           p           p           p           f           p          p           f
p         p           p           f           p           f           p          p           f
p         p           p           p           p           f           f          p           f
p         f           p           p           p           p           p          p           f
p         p           p           f           p           f           p          p           f
p         p           p           p           p           p           p          p           f
p         p           p           p           p           f           p          p           f
p         f           p           f           f           p           f          p           f
p         p           p           p           p           f           p          p           f
p         f           p           f           p           f           p          f           f
p         p           p           p           p           p           p          p           f
p         p           p           f           p           f           p          p           f
p         p           p           p           p           f           p          p           f
p         f           p           f           p           p           p          p           f
p         p           p           f           f           f           p          p           f
p         p           p           p           f           f           p          f           f
p         p           p           p           p           p           p          p           f
p         p           p           p           p           f           p          p           p
p         p           p           f           p           f           p          p           f
p         p           p           p           p           f           p          p           f
p         p           p           p           p           f           p          p           f
p         p           p           p           p           p           p          p           f
p         p           p           p           p           p           p          p           f
p         p           p           p           f           p           p          p           f
p         p           p           p           p           p           p          p           f
     43          27          42          25          34          15         39          34           1
      0          16           1          18           9          28          4           9          42
     43          43          43          43          43          43         43          43          43
    100       62.79       97.67       58.14       79.07       34.88       90.7       79.07        2.33
      0       37.21        2.33       41.86       20.93       65.12        9.3       20.93       97.67
      34         35          36          37          38          39          40          41         42
f           f          f           p           f           f           f           f           f
f           f          f           p           p           f           f           f           f
f           f          f           p           f           p           f           f           f
f           f          p           p           f           f           p           p           f
f           f          f           f           p           f           f           f           f
f           f          p           p           f           p           f           f           f
f           p          f           p           f           p           f           f           f
f           f          p           p           p           f           f           p           f
f           f          p           p           p           p           p           p           f
f           f          p           p           p           p           p           f           f
f           f          f           p           p           f           f           f           f
f           f          p           p           p           p           f           p           f
f           f          p           p           f           f           p           p           f
f           f          p           p           f           f           p           f           f
p           f          p           p           f           f           f           p           f
p           f          p           f           p           f           f           f           f
f           f          p           p           f           f           p           p           f
p           f          p           p           p           f           p           p           f
p           f          f           p           f           p           p           p           f
f           f          p           f           p           f           p           p           f
f           p          p           p           f           f           p           p           f
f           p          p           f           p           f           p           p           f
f           f          p           p           p           p           p           p           f
p           f          p           f           f           f           p           p           f
p           f          p           p           p           p           f           f           p
p           f          p           p           p           f           f           p           f
p           f          p           p           p           f           p           p           f
p           f          p           p           p           p           p           p           f
f           f          p           p           p           p           p           p           f
p           f          p           f           f           f           f           f           f
f           f          f           p           p           p           p           p           f
p           p          p           p           p           f           p           p           f
p           f          p           p           p           p           f           f           f
p           f          f           p           p           p           p           f           f
p           f          p           p           p           p           f           f           f
p           f          f           f           p           f           p           p           f
f           f          p           p           p           f           p           p           p
p           f          p           p           f           f           p           f           f
p           f          f           p           p           p           p           p           p
f           f          p           p           f           f           p           p           f
p           f          f           p           p           p           p           p           p
f           f          p           p           p           p           p           f           f
p           f          p           p           p           p           p           p           f
       19          4          31          36          28          19          27          26          4
       24         39          12           7          15          24          16          17        39
       43        43           43          43          43          43          43          43        43
    44.19        9.3       72.09       83.72       65.12       44.19       62.79       60.47        9.3
    55.81       90.7       27.91       16.28       34.88       55.81       37.21       39.53       90.7
      43         44          45          46          47          48          49        50          51
f           p          p           p           p           p           p           p         f
p           p          p           p           f           p           p           p         p
p           f          p           p           p           f           p           p         p
p           p          p           p           f           f           p           p         p
p           p          p           p           p           p           p           p         f
f           p          p           p           p           p           p           p         p
p           f          p           p           p           f           p           p         f
f           f          p           p           f           f           p           p         p
f           p          p           p           p           p           p           p         f
p           p          p           p           p           f           p           p         f
p           p          p           p           p           f           p           p         f
p           p          p           p           p           p           p           p         f
f           p          p           p           f           p           p           p         p
p           p          p           p           p           p           p           p         p
p           p          p           p           f           p           p           p         p
p           p          p           p           p           p           p           p         p
p           p          p           p           f           p           f           p         p
p           p          p           p           p           p           p           p         f
p           p          p           p           p           p           p           p         p
p           p          p           p           f           p           p           p         p
p           f          p           p           p           p           p           p         f
p           p          p           p           p           p           p           p         f
p           f          f           p           f           p           p           p         p
f           p          p           p           p           p           p           p         p
p           p          p           p           p           p           p           p         p
p           f          p           p           p           p           p           p         p
f           p          p           p           p           p           p           p         p
p           f          p           p           p           f           p           p         p
p           p          f           p           p           f           p           p         f
f           p          p           p           p           p           p           p         p
p           p          p           f           p           p           p           p         p
p           p          p           p           p           p           p           p         p
p           p          p           p           p           f           p           p         p
p           f          p           p           f           p           p           p         p
p           p          p           p           p           f           p           p         p
p           p          f           p           p           f           p           p         p
p           p          p           p           p           p           p           p         f
p           p          p           p           p           p           p           p         p
p           p          p           p           p           p           p           p         f
p           p          p           p           p           p           p           p         p
p           p          p           f           p           p           p           p         f
f           p          p           p           p           p           p           p         p
p           p          p           p           p           f           p           p         p
       34        35           40          41          34          31          42        43          29
        9          8           3           2           9          12           1         0          14
       43        43           43          43          43          43          43        43          43
    79.07       81.4       93.02       95.35       79.07       72.09       97.67       100       67.44
    20.93       18.6        6.98        4.65       20.93       27.91        2.33         0       32.56
      52          53          54          55          56         57          58          59          60
p           p           f           f           p           p          p           p           f
f           p           f           f           p           p          p           p           f
f           p           f           f           f           p          p           p           p
f           p           f           p           p           p          p           f           f
f           p           p           f           p           p          p           p           f
p           p           p           f           f           p          f           p           f
f           p           p           p           p           p          p           p           p
f           p           p           p           f           p          f           p           p
p           p           p           f           p           p          p           p           f
f           p           p           p           f           p          p           p           f
f           p           f           f           p           p          p           p           f
f           p           f           f           p           f          p           p           f
p           p           p           p           p           f          f           p           f
p           p           f           f           p           p          p           p           f
f           p           f           f           p           p          p           p           f
p           p           f           p           f           p          p           p           f
f           p           f           f           f           p          f           p           f
p           p           p           f           p           f          f           p           f
f           p           p           f           p           p          p           p           f
f           p           p           p           f           p          f           p           f
f           p           p           p           p           p          p           p           f
f           p           p           f           p           p          p           p           f
p           p           p           p           p           p          p           p           f
f           p           p           p           p           p          p           p           f
p           p           p           p           p           f          p           p           f
p           p           p           f           p           p          p           p           p
f           p           f           p           p           p          p           p           p
p           p           p           p           p           p          p           p           p
p           p           p           f           p           p          p           p           p
p           p           p           p           p           p          p           p           f
p           p           p           f           p           p          p           p           f
f           p           p           f           f           p          p           p           f
f           p           p           p           p           p          p           p           f
p           f           p           f           p           p          p           p           p
p           p           p           f           f           p          p           p           p
p           p           p           f           f           p          p           p           f
f           p           p           p           f           p          p           p           p
p           p           p           p           p           p          p           p           p
f           p           p           f           p           p          p           p           f
f           p           p           p           p           p          p           p           p
f           p           p           p           f           p          p           p           f
p           p           p           p           p           p          f           p           f
p           p           p           p           p           p          p           p           p
       20          42          32          21          31        39           36          42          13
       23           1          11          22          12          4           7           1          30
       43          43          43          43          43        43           43          43          43
    46.51       97.67       74.42       48.84       72.09       90.7       83.72       97.67       30.23
    53.49        2.33       25.58       51.16       27.91        9.3       16.28        2.33       69.77
Score
        47
        52
        53
        53
        55
        55
        55
        55
        57
        58
        60
        60
        62
        62
        62
        63
        63
        65
        65
        65
        67
        67
        67
        67
        68
        68
        68
        68
        68
        70
        70
        72
        72
        72
        73
        73
        73
        75
        75
        75
        75
        77
        78
         0
                                                                        Organization:              Participants:   Data Collected:
                                                                      Renwick Unified                       112       Jul 01, 2009
                                                                       School District                                     through
                                                                                                                     Jun 30, 2010




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                     1
             Today, LoTi as Levels of Teaching
             Innovation represents the transformation
             from didactic teaching practices and
             student compliant learning to digital-age
             teaching and learning characterized by
             the use of digital tools and resources to
             promote higher order cognitive
             processing, engaged student learning,
             and authentic, real-world problem-solving.
             The acronym, LoTi, is similar to other
             international school improvement efforts
             to improve student achievement and
             classroom pedagogy employing
             research-based best practices, but differs
             in its fundamental approach-an approach
             that uses digital-age literacy (e.g.,
             learning-centered instruction, real-world
             problem-solving, collaborative learning
             environments) to achieve targeted
             outcomes impacting student success in
             the classroom.




2   LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         Your organization recently conducted a digitalage                           each participant's fluency level with digital tools
         profile to ascertain each participant's current level                       and resources for student learning as well as their
         of teaching innovation using the LoTi Digital-Age                           use in the workplace. The Current Instructional
         Survey. This instrument measures three critical                             Practices (CIP) profile reveals each participant's
         components pivotal to digital-age literacy and                              support for or implementation of instructional
         innovative teaching practices: LoTi (Levels of                              practices consistent with a learner-based
         Teaching Innovation), PCU (Personal Computer                                curriculum design (e.g., learning materials
         Use), and CIP (Current Instructional Practices).                            determined by the problem areas under
         The LoTi Digital-Age Survey focuses on teacher                              investigation, multiple assessment strategies
         behaviors, perceptions, and instructional practices                         integrated authentically throughout the curriculum,
         using digital tools and resources which collectively                        teacher as co-learner/facilitator, focus on
         have the greatest impact on student achievement                             learnerbased questions) and research-based best
         and success in the classroom. Such information                              practices.
         will enable school systems to target funding
         sources and provide differentiated professional                             The LoTi Digital-Age Survey also generated a
         development opportunities directed at moving                                customized professional development priority
         participants to a higher level of teaching                                  profile for each participant as well as for your
         innovation in the classroom, and in doing so,                               school system based on the LoTi Digital-Age
         better prepare students for the challenges facing                           Priority Areas aligned to the ISTE National
         them in a highly competitive, Digital-Age society.                          Educational Technology Standards for Teachers
                                                                                     (NETS-T). (See Appendix A.) This profile
         The LoTi Digital-Age Survey generated a profile                             identifies priority areas for professional
         for each participant in three domains: Levels of                            development in five specific categories aligned to
         Teaching Innovation (LoTi), Personal Computer                               the NETS-T: Digital-Age Work and Learning;
         Use (PCU), and Current Instructional Practices                              Digital-Age Learning Experiences and
         (CIP). The Levels of Teaching Innovation (LoTi)                             Assessments; Student Learning and Creativity;
         profile approximates the degree to which each                               Professional Growth and Leadership; and Digital
         participant either supports or implements the                               Citizenship and Responsibility. The resulting
         tenets of digitalage teaching and learning in a                             profile, in essence, represents a personalized
         classroom setting. The Personal Computer Use                                professional development growth plan for each
         (PCU) profile addresses                                                     individual as well as for your school system
                                                                                     targeting Digital-Age literacy, classroom
                                                                                     pedagogy, and student achievement.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                           3
    The LoTi Digital-Age   Digital-Age Priority: Student Learning and Creativity
    Priorities focus on
                           Student Learning and Creativity was determined to have the highest-level need for
                           professional development while Professional Growth and Leadership was determined to have
    the delicate balance
                           the lowest-level need for professional development. It is highly recommended that staff
                           development planners use the data from the five empirically-validated LoTi Digital-Age
    between instruction,
                           Priority Areas to offer professional development onsite and online via courses, workshops,
                           seminars, and/or mentoring opportunities that address the highest priority areas identified.
    assessment, and
                           As you review the individual priorities for professional development, it is recommended that
    the effective use
                           your school, district, or region align existing professional development offerings (e.g.,
                           courses, seminars, webinars, mentoring opportunities, workshops) with the specific LoTi
    of digital tools
                           Digital-Age Priority Areas. These categories are aligned directly to ISTE's National
                           Educational Technology Standards for Teachers (NETS-T) and have been
    and resources
                           empirically-validated to provide school systems with a road map to close the achievement
                           gap, promote Digital-Age literacy, and elevate the overall level of teaching innovation in the
    to promote 21st
                           classroom, This process will enable classroom teachers to make a connection between their
                           individual LoTi Digital-Age Profile and staff development opportunities provided by your
    Century teaching
                           school system.
    and learning.




4                                                   LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         LoTi
         Digital-Age
         Priority              LoTi Digital-Age Priority Level Description
         Digital-Age           According to the National Education Technology Standards for Teachers (NETS-T) from ISTE,
         Work and              Digital-Age Work and Learning signifies a teacher's exhibition of the “knowledge, skills, and work
         Learning              processes representative of an innovative professional in a global and digital society.” Based on this
                               priority area, a teacher is able to demonstrate fluency in a variety of technology systems,
                               communicate relevant information and collaborate with others (e.g., students, parents, community
                               members) using a variety of digital tools and resources, and employ current and emerging
                               technologies for data analysis purposes in support of research and learning.

         Digital-Age           According to the National Education Technology Standards for Teachers (NETS-T) from ISTE,
         Learning              Digital-Age Learning Experiences and Assessments signifies a teacher's ability to “design, develop,
         Experiences           and evaluate authentic learning experiences and assessments incorporating contemporary tools and
         and                   resources to maximize content learning....” Based on this priority area, a teacher is able to create and
         Assessments           implement engaging and relevant learning experiences that incorporate a variety of digital tools and
                               resources, promote learner-based investigations, and provide a myriad of formative and summative
                               assessment schemes aligned to the content and technology standards to improve and adjust future
                               learning experiences.

         Student               According to the National Education Technology Standards for Teachers (NETS-T) from ISTE,
         Learning and          Student Learning and Creativity signifies a teacher's ability to “use their knowledge of subject matter,
         Creativity            teaching and learning, and technology to facilitate experiences that advance student learning,
                               creativity, and innovation in both face-to-face and virtual environments.” Based on this priority area, a
                               teacher is able to promote, support, and model creative and innovative thinking; engage students in
                               real-world problem-solving and issues resolution; model collaborative learning communities; and
                               support student reflection using a variety of collaborative tools and resources.

         Professional          According to the National Education Technology Standards for Teachers (NETS-T) from ISTE,
         Growth and            Professional Growth and Leadership signifies a teacher's inclination to “continuously improve their
         Leadership            professional practice, model lifelong learning, and exhibit leadership in their school and professional
                               community by promoting and demonstrating the effective use of digital tools and resources.” Based on
                               this priority area, a teacher is able to participate in local and global learning communities, evaluate
                               and reflect on current research and professional practice involving the use of digital tools and
                               resources, and exercise leadership in promoting the technology skills of others as well as
                               improvements to the teaching profession.

         Digital               According to the National Education Technology Standards for Teachers (NETS-T) from ISTE, Digital
         Citizenship           Citizenship and Responsibility signifies a teacher's understanding of the “local and global societal
         and                   issues and responsibilities in an evolving digital culture and (the ability to) exhibit legal and ethical
         Responsibility        behavior in their professional practice.” Based on this priority area, a teacher is able to to advocate,
                               model, and teach safe, legal, and ethical use of digital information and technology; employ
                               learner-centered strategies to address the diverse needs of all learners; promote and model digital
                               etiquette; and promote Digital-Age communication and collaboration tools with diverse groups and
                               cultures.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                           5
    The Levels of           LoTi Level 2: Exploration
    Teaching Innovation
                            At a Level 2 (Exploration) the instructional focus emphasizes content understanding and
                            supports mastery learning and direct instruction. Teacher questioning and/or student learning
    (LoTi) Profile
                            focuses on lower levels of student cognitive processing (e.g., knowledge, comprehension)
                            using the available digital assets.
    approximates the

    degree to which

    each participant is

    either supporting or

    implementing the

    tenets of digital-age

    teaching and learning

    in a classroom

    setting.




6                                                   LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         LoTi                                                                                      Percent of     Number of
         Level            Description                                                              Participants   Participants
         Level 0:         Instructional focus may vary; digital tools and resources are                  1%             1
         Non-use          not used during the instructional day.

         Level 1:         Instructional focus emphasizes information dissemination;                     27 %           30
         Awareness        teachers use digital tools and resources for classroom
                          management tasks or instructional presentations.

         Level 2:         Instructional focus emphasizes content understanding;                         44 %           49
         Exploration      students use digital tools and resources to generate
                          multimedia products that showcase content understanding.

         Level 3:         Instructional focus emphasizes engaged higher order learning;                 17 %           19
         Infusion         students use digital tools and resources to solve
                          teacher-directed problems related to the content under
                          investigation.

         Level 4a:        Instructional focus emphasizes student-directed exploration of                 6%             7
         Integration      real-world issues; students use digital tools and resources to
                          answer self-generated questions that dictate the content,
                          process, and product.

                          Level 4a teachers experience classroom management or
                          climate issues that restrict full-scale integration.

         Level 4b:        Instructional focus emphasizes student-directed exploration of                 4%             5
         Integration      real-world issues; students use digital tools and resources to
         (Routine)        answer self-generated questions that dictate the content,
                          process, and product.

                          Level 4b teachers facilitate full-scale inquiry-based teaching
                          regularly with minimal implementation issues.

         Level 5:         Instructional focus emphasizes global student collaboration to                 1%             1
         Expansion        solve world issues; students use digital tools and resources for
                          authentic problem-solving opportunities beyond the classroom.

         Level 6:         Instructional focus is entirely learner-based; students                        0%             0
         Refinement       experience seamless integration of digital tools and resources
                          for their self-directed problem solving and issues resolution.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                 7
    The Current            CIP Intensity Level 3
    Instructional
                           At a CIP Intensity Level 3, the participant supports instructional practices aligned somewhat
                           with a subject-matter based approach to teaching and learning-an approach characterized by
    Practices (CIP)
                           sequential and uniform learning activities for all students, teacher-directed presentations,
                           and/or the use of traditional evaluation techniques. However, the participant may also support
    Profile reveals
                           the use of student-directed projects that provide opportunities for students to determine the
                           "look and feel" of a final product based on their modality strengths, learning styles, or
    each participant's
                           interests.
    support for or

    implementation

    of instructional

    practices consistent

    with a learner-based

    curriculum design

    and research-based

    best practices.




8                                                  LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         CIP                                                                                       Percent of     Number of
         Level            Description                                                              Participants   Participants
         CIP              No formal classroom setting.                                                   2%              2
         Intensity
         Level 0

         CIP              Instructional practices align exclusively with a subject-matter                6%              7
         Intensity        based approach to teaching and learning; teaching strategies
         Level 1          lean toward lectures and/or teacher-led presentations.

         CIP              Instructional practices still consistent with a subject-matter                19 %            21
         Intensity        based approach to teaching and learning; emphasis on
         Level 2          didactic instruction and teacher-generated questions.

         CIP              Instructional practices align somewhat with a subject-matter                  29 %            32
         Intensity        based approach to teaching and learning with limited options
         Level 3          given to students for their final products.

         CIP              Instructional practices align with a subject-matter based                     23 %            26
         Intensity        approach to teaching and learning, but students are given
         Level 4          expanded options with the content, process, and/or products.

         CIP              Instructional practices lean toward a learner-based approach;                 14 %            16
         Intensity        teaching strategies and assessments used for learning are
         Level 5          diversified and driven by student questions.

         CIP              Instructional practices consistent with a learner-based                        7%              8
         Intensity        approach; student inquiry and self-directed problem solving
         Level 6          influence the content and context of instruction.

         CIP              Instructional practices align exclusively with a learner-based                 0%              0
         Intensity        approach to teaching and learning; students establish
         Level 7          personal goals and monitor their own pace and progress with
                          a purposeful learning space.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                 9
     The Personal            PCU Intensity Level 2
     Computer Use (PCU)
                             A PCU Intensity Level 2 indicates that the participant demonstrates little to moderate fluency
                             with using digital tools and resources for student learning. Participants at Intensity Level 2
     Profile addresses
                             may occasionally browse the internet, use email, or use a word processor program; yet, may
                             not have the confidence or feel comfortable using existing and emerging digital tools beyond
     each participant's
                             classroom management tasks (e.g., grade book, attendance program). Participants at this
                             level are somewhat aware of copyright issues and maintain a cursory understanding of the
     fluency level with
                             impact of existing and emerging digital tools and resources on student learning.
     digital tools and

     resources for student

     learning as well

     as their use in the

     workplace.




10                                                   LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         PCU                                                                                       Percent of     Number of
         Level            Description                                                              Participants   Participants
         PCU              No Inclination or skill level to use digital tools and resources               9%             10
         Intensity        for either personal or professional use.
         Level 0

         PCU              Little fluency with using digital tools and resources for                     14 %            16
         Intensity        student learning; may have a general awareness of various
         Level 1          digital tools and media but is not using them.

         PCU              Little to moderate fluency with using digital tools and                       29 %            33
         Intensity        resources for student learning; does not feel comfortable
         Level 2          using digital tools/resources beyond classroom
                          management.

         PCU              Moderate fluency with using digital tools and resources for                   21 %            23
         Intensity        student learning; may begin to become “regular” user of
         Level 3          selected digital-age media and formats.

         PCU              Moderate to high fluency with using digital tools and                         15 %            17
         Intensity        resourcesfor student learning; commonly uses a broader
         Level 4          range of digital-age media and formats in support of
                          curriculum.

         PCU              High fluency level with using digital tools and resources for                  5%              6
         Intensity        student learning; commonly able to expand range of
         Level 5          emerging digital-age media and formats in support of
                          curriculum.

         PCU              High to extremely high fluency level with using digital tools                  5%              6
         Intensity        and resources for student learning; sophisticated in the use
         Level 6          of most existing and emerging digital-age media or format.

         PCU              Extremely high fluency level with using digital tools and                      1%              1
         Intensity        resources for student learning; sophisticated in the use of
         Level 7          any existing and emerging digital-age media or format.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                 11
     Demographic

     profile questions

     provide additional

     information that

     can aid stakeholders

     in determining

     appropriate

     professional

     development goals

     for staff.




                            Demographic Profile: Teacher Computer Use
                            * Required *
                            How often are you (the teacher) using digital tools and resources during the instructional
                            day?

                                                                                                   Percent of           Number of
                            Response                                                               Participants         Participants

                            Multiple times each day                                                less than 1%                0

                            At least once a day                                                          54%                  59

                            At least once a week                                                         24%                  26

                            At least once a month                                                        15%                  17

                            At least once a year                                                         3%                    3

                            Never                                                                        3%                    3

                            Other                                                                        2%                    2
                            110 out of 112 participants responded to this question.




12                                                  LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         Demographic

         profile questions

         provide additional

         information that

         can aid stakeholders

         in determining

         appropriate

         professional

         development goals

         for staff.




                                            Demographic Profile: Student Computer Use
                                            * Required *
                                            How often are your students using digital tools and resources during the instructional day?

                                                                                                         Percent of      Number of
                                             Response                                                    Participants    Participants

                                             Multiple times each day                                     less than 1%          0

                                             At least once a day                                             25%               27

                                             At least once a week                                            30%               33

                                             At least once a month                                           26%               29

                                             At least once a year                                            13%               14

                                             Never                                                            3%               3

                                             Other                                                            4%               4
                                            110 out of 112 participants responded to this question.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                          13
     Demographic

     profile questions

     provide additional

     information that

     can aid stakeholders

     in determining

     appropriate

     professional

     development goals

     for staff.




                            Demographic Profile: Grade Level
                            Which category best describes your primary grade level?

                                                                                                  Percent of           Number of
                            Response                                                              Participants         Participants

                            Elementary Grades (PreK-Grade 2, PreK-Grade 5,                              47%                  51
                            PreK-Grade 6, PreK-Grade 8, Grade 3-5)

                            Intermediate Grades (Grade 6-8, Grade 6-9, Grade 7-8)                       21%                  23

                            Secondary Grades (Grade 9-12, Grade 10-12)                                  28%                  31

                            All Grade Levels (PreK-Grade 12)                                            4%                    4
                            109 out of 112 participants responded to this question.




14                                                 LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         Demographic

         profile questions

         provide additional

         information that

         can aid stakeholders

         in determining

         appropriate

         professional

         development goals

         for staff.




                                            Demographic Profile: Subject Specialty
                                            Which category best describes your primary subject/specialty?

                                                                                                       Percent of     Number of
                                             Response                                                  Participants   Participants

                                             Humanities (e.g., Language Arts, Fine Arts, Theatrical         31%           34
                                             Arts, Social Studies)

                                             Sciences (e.g., Physical Science, Chemistry, Health            8%             9
                                             Science)

                                             Mathematics (e.g., Geometry, Algebra, Statistics)              13%           14

                                             Other (e.g., Physical Education, Industrial Technology,        49%           54
                                             Administration, Elementary, Other Electives)
                                            111 out of 112 participants responded to this question.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                     15
     Demographic

     profile questions

     provide additional

     information that

     can aid stakeholders

     in determining

     appropriate

     professional

     development goals

     for staff.




                            Demographic Profile: Years Teaching
                            How many years of experience do you have in education?

                                                                                                  Percent of           Number of
                            Response                                                              Participants         Participants

                            Less than Five Years                                                        9%                   10

                            Five to Nine Years                                                          22%                  24

                            Ten to Twenty Years                                                         37%                  41

                            More than Twenty Years                                                      32%                  36
                            111 out of 112 participants responded to this question.




16                                                 LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         Demographic

         profile questions

         provide additional

         information that

         can aid stakeholders

         in determining

         appropriate

         professional

         development goals

         for staff.




                                            Demographic Profile: Greatest Obstacle
                                            What do you perceive as your greatest obstacle to further using technology in your
                                            instructional setting?

                                                                                                        Percent of      Number of
                                             Response                                                   Participants    Participants

                                             Access to Technology                                           18%                  20

                                             Time to Learn, Practice, and Plan                              60%                  67

                                             Other Priorities (e.g., Statewide Testing, New Textbook        15%                  17
                                             Adoptions)

                                             Lack of Staff Development Opportunities                         7%                  8
                                            112 out of 112 participants responded to this question.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                       17
     Approximately 5% of Renwick Unified School District participants (6
     participants) completing the LoTi Digital-Age Survey self-assessed themselves
     at the Proficient Level as defined by the National Education Technology
     Standards for Teachers (NETS-T). This level is characterized by the use of
     digital tools and resources embedded in challenging and engaging learning
     experiences that promote problem solving, critical thinking, and self-directed
     learning.

     Approximately 71% of the 112 Renwick Unified School District participants were
     clustered in Levels 0 through 2. These levels represent the lower portion of the
     LoTi Framework (see Appendices) and focus primarily on teacher's use of
     productivity tools, student use of tutorial programs, and “project-based” learning
     opportunities at the knowledge/comprehension level.

     Though 100% of Renwick Unified School District participants reported having
     instructional access to digital tools and resources for teacher and student use,
     approximately 47% of these same participants indicated that they felt fluent in
     using digital tools and resources in the workplace for student learning.

     Approximately 73% of Renwick Unified School District educators indicated that
     they either supported or implemented one or more attributes of a
     learner-centered curriculum. A learner-centered curriculum includes attributes
     such as a focus on multiple assessment strategies, an emphasis on
     higher-order thinking skills, and the creation of a problem-based learning
     environment. Research has found strong links between digital tools and
     resources used in conjunction with these attributes and higher student
     achievement based on standardized test scores.

     Based on their responses to the LoTi Digital-Age Survey, the highest
     professional development priority for Renwick Unified School District
     participants was in the area of Student Learning and Creativity; the lowest
     professional development priority area for Renwick Unified School District
     participants was in the area of Professional Growth and Leadership.




18               LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         Move 12% of the staff member(s) positioned at a Level 2 implementation of
         technology to a Level 4a during the current school year. This recommendation is
         based on the relatively high Current Instructional Practices (CIP) scores of these
         staff members toward a learner-based approach in the classroom and their
         relatively high Personal Computer Use (PCU) scores.

         Move 88% of the staff member(s) positioned at a Level 2 implementation of
         technology to a Level 3 during the current school year. This recommendation is
         consistent with these staff members current scores for Current Instructional
         Practices (CIP) and Personal Computer Use (PCU).

         Move 100% of the staff member(s) positioned at a Level 0 implementation of
         technology to a Level 2 during the current school year. This recommendation is
         consistent with these staff members current scores for Current Instructional
         Practices (CIP) and Personal Computer Use (PCU).

         Additional goal statements that target other participants at their respective level
         of technology implementation should be considered based on available financial
         and personnel resources.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010   19
     Consolidate all professional development interventions into a single staff
     development program based on the five LoTi Digital-Age Professional
     Development Priority Areas aligned to the NETS-T. This step will provide a
     common focus for teachers to create individualized professional development
     plans based on empirically-validated constructs aligned to school or district
     professional development offerings.

     Provide staff development that models specific strategies and techniques for
     integrating higher-order thinking skills and engaged learning with the available
     digital tools and resources. This recommendation is targeted at moving
     participants to Level 3 relating to their level of technology implementation.

     Provide staff development that increases participants' confidence and
     competence with designing LoTi Level 4+ learning experiences using a
     constructivist, learner-based approach to curriculum planning. This
     recommendation is targeted at (1) moving participants to a LoTi Level 4a and 4b
     and (2) improving the perceptions of LoTi Level 4a participants regarding their
     ability to support or promote authentic, problem-solving learning opportunities.

     Review existing districtwide professional development programs in light of the
     results from this study. Currently, 71% of the survey participants self-assessed
     themselves at Levels 0-2, yet close to 66% of these same participants indicated
     that they were implementing one or more of the attributes of a learner-centered
     curriculum. It is respectfully recommended that stakeholders consider new
     approaches and/or modify existing approaches to districtwide professional
     development so that educators can make better connections between
     technology use and student authentic problem-solving in the classroom. This
     recommendation is targeted at moving lower level survey participants to Level 3.




20               LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
     LoTi (Levels of Teaching Innovation) was designed to harness the critical attributes of existing initiatives (e.g., Daggett's Rigor
     & Relevance, Marzano's Research-based Best Practices, and Wiggins and McTighe's Understanding by Design) into
     one UNITED EFFORT to improve instruction and maximize student achievement.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                           21
     NETS-T
     Standard         Description

     Model            Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in
     Digital-Age      a global and digital society. Teachers:
     Work and
     Learning               a. demonstrate fluency in technology systems and the transfer of current knowledge to new
                               technologies and situations.
                            b. collaborate with students, peers, parents, and community members using digital tools and
                               resources to support student success and innovation.
                            c. communicate relevant information and ideas effectively to students, parents, and peers using
                               a variety of digital-age media and formats.
                            d. model and facilitate effective use of current and emerging digital tools to locate, analyze,
                               evaluate, and use information resources to support research and learning.

     Design and       Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating
     Develop          contemporary tools and resources to maximize content learning in context and to develop the
     Digital-Age      knowledge, skills, and attitudes identified in the NETS-S. Teachers:
     Learning
     Experiences            a. design or adapt relevant learning experiences that incorporate digital tools and resources to
     and                       promote student learning and creativity.
     Assessments            b. develop technology-enriched learning environments that enable all students to pursue their
                               individual curiosities and become active participants in setting their own educational goals,
                               managing their own learning, and assessing their own progress.
                            c. customize and personalize learning activities to address students' diverse learning styles,
                               working strategies, and abilities using digital tools and resources.
                            d. provide students with multiple and varied formative and summative assessments aligned with
                               content and technology standards and use resulting data to inform learning and teaching.

     Facilitate and   Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
     Inspire          experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
     Student          environments. Teachers:
     Learning and
     Creativity             a. promote, support, and model creative and innovative thinking and inventiveness.
                            b. engage students in exploring real-world issues and solving authentic problems using digital
                               tools and resources.
                            c. promote student reflection using collaborative tools to reveal and clarify students' conceptual
                               understanding and thinking, planning, and creative processes.
                            d. model collaborative knowledge construction by engaging in learning with students,
                               colleagues, and others in face-to-face and virtual environments.




22                                                       LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         NETS-T
         Standard              Description

         Engage in             Teachers continuously improve their professional practice, model lifelong learning, and exhibit
         Professional          leadership in their school and professional community by promoting and demonstrating the effective
         Growth and            use of digital tools and resources. Teachers:
         Leadership
                                       a. participate in local and global learning communities to explore creative applications of
                                          technology to improve student learning.
                                       b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared
                                          decision making and community building, and developing the leadership and technology
                                          skills of others.
                                       c. evaluate and reflect on current research and professional practice on a regular basis to make
                                          effective use of existing and emerging digital tools and resources in support of student
                                          learning.
                                       d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of
                                          their school and community.

         Promote and           Teachers understand local and global societal issues and responsibilities in an evolving digital culture
         Model Digital         and exhibit legal and ethical behavior in their professional practices. Teachers:
         Citizenship
         and                           a. advocate, model, and teach safe, legal, and ethical use of digital information and technology,
         Responsibility                   including respect for copyright, intellectual property, and the appropriate documentation of
                                          sources.
                                       b. address the diverse needs of all learners by using learner-centered strategies providing
                                          equitable access to appropriate digital tools and resources.
                                       c. promote and model digital etiquette and responsible social interactions related to the use of
                                          technology and information.
                                       d. develop and model cultural understanding and global awareness by engaging with
                                          colleagues and students of other cultures using digital-age communication and collaboration
                                          tools.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                           23
     LoTi Level    Description

     Level 0:      At a Level 0 (Non-Use), the instructional focus ranges anywhere from a traditional direct instruction
     Non-use       approach to a collaborative student-centered learning environment. The use of research-based best
                   practices may or may not be evident, but those practices do not involve the use of digital tools and
                   resources.

                   The use of digital tools and resources in the classroom is non-existent due to (1) competing priorities
                   (e.g., high stakes testing, highly-structured and rigid curriculum programs), (2) lack of access, or (3) a
                   perception that their use is inappropriate for the instructional setting or student readiness levels. The use
                   of instructional materials is predominately text-based (e.g., student handouts, worksheets).

     Level 1:      At a Level 1 (Awareness), the instructional focus emphasizes information dissemination to students (e.g.,
     Awareness     lectures, teacher-created multimedia presentations) and supports the lecture/discussion approach to
                   teaching. Teacher questioning and/or student learning typically focuses on lower cognitive skill
                   development (e.g., knowledge, comprehension).

                   Digital tools and resources are either (1) used by the classroom teacher for classroom and/or curriculum
                   management tasks (e.g., taking attendance, using grade book programs, accessing email, retrieving
                   lesson plans from a curriculum management system or the Internet), (2) used by the classroom teacher
                   to embellish or enhance teacher lectures or presentations (e.g., multimedia presentations), and/or (3)
                   used by students (usually unrelated to classroom instructional priorities) as a reward for prior work
                   completed in class.

     Level 2:      At a Level 2 (Exploration) the instructional focus emphasizes content understanding and supports
     Exploration   mastery learning and direct instruction. Teacher questioning and/or student learning focuses on lower
                   levels of student cognitive processing (e.g., knowledge, comprehension).

                   Digital tools and resources are used by students for extension activities, enrichment exercises, or
                   information gathering assignments that generally reinforce lower cognitive skill development relating to
                   the content under investigation. There is a pervasive use of student multimedia products, allowing
                   students to present their content understanding in a digital format that may or may not reach beyond the
                   classroom.

     Level 3:      At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (i.e., application,
     Infusion      analysis, synthesis, evaluation) and engaged learning. Though specific learning activities may or may not
                   be perceived as authentic by the student, instructional emphasis is, nonetheless, placed on higher levels
                   of cognitive processing and in-depth treatment of the content using a variety of thinking skill strategies
                   (e.g., problem-solving, decision-making, reflective thinking, experimentation, scientific inquiry).
                   Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry
                   models of teaching are the norm and guide the types of products generated by students.

                   Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize
                   higher levels of student cognitive processing relating to the content under investigation.




24                                                       LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         LoTi Level          Description

         Level 4a:           At a Level 4a (Integration: Mechanical) students are engaged in exploring real-world issues and solving
         Integration         authentic problems using digital tools and resources; however, the teacher may experience classroom
         (Mechanical)        management (e.g., disciplinary problems, internet delays) or school climate issues (lack of support from
                             colleagues) that restrict full-scale integration. Heavy reliance is placed on prepackaged materials and/or
                             outside resources (e.g., assistance from other colleagues), and/or interventions (e.g., professional
                             development workshops) that aid the teacher in sustaining engaged student problem-solving. Emphasis
                             is placed on applied learning and the constructivist, problem-based models of teaching that require
                             higher levels of student cognitive processing and in-depth examination of the content.

                             Students use of digital tools and resources is inherent and motivated by the drive to answer
                             student-generated questions that dictate the content, process, and products embedded in the learning
                             experience.

         Level 4b:           At a Level 4b (Integration: Routine) students are fully engaged in exploring real-world issues and
         Integration         solving authentic problems using digital tools and resources. The teacher is within his/her comfort level
         (Routine)           with promoting an inquiry-based model of teaching that involves students applying their learning to the
                             real world. Emphasis is placed on learner-centered strategies that promote personal goal setting and
                             self-monitoring, student action, and issues resolution that require higher levels of student cognitive
                             processing and in-depth examination of the content.

                             Students use of digital tools and resources is inherent and motivated by the drive to answer
                             student-generated questions that dictate the content, process, and products embedded in the learning
                             experience.

         Level 5:            At a Level 5 (Expansion), collaborations extending beyond the classroom are employed for authentic
         Expansion           student problem-solving and issues resolution. Emphasis is placed on learner-centered strategies that
                             promote personal goal setting and self-monitoring, student action, and collaborations with other diverse
                             groups (e.g., another school, different cultures, business establishments, governmental agencies).

                             Students use of digital tools and resources is inherent and motivated by the drive to answer
                             student-generated questions that dictate the content, process, and products embedded in the learning
                             experience. The complexity and sophistication of the digital resources and collaboration tools used in
                             the learning environment are now commensurate with (1) the diversity, inventiveness, and spontaneity
                             of the teacher's experiential-based approach to teaching and learning and (2) the students' level of
                             complex thinking (e.g., analysis, synthesis, evaluation) and in-depth understanding of the content
                             experienced in the classroom.

         Level 6:            At a Level 6 (Refinement), collaborations extending beyond the classroom that promote authentic
         Refinement          student problem-solving and issues resolution are the norm. The instructional curriculum is entirely
                             learner-based. The content emerges based on the needs of the learner according to his/her interests,
                             needs, and/or aspirations and is supported by unlimited access to the most current digital applications
                             and infrastructure available.

                             At this level, there is no longer a division between instruction and digital tools and resources in the
                             learning environment. The pervasive use of and access to advanced digital tools and resources
                             provides a seamless medium for information queries, creative problem-solving, student reflection,
                             and/or product development. Students have ready access to and a complete understanding of a vast
                             array of collaboration tools and related resources to accomplish any particular task.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                          25
     CIP Level   Description

     CIP         A CIP Intensity Level 0 indicates that the participant is not involved in a formal classroom setting (e.g.,
     Intensity   pull-out program).
     Level 0

     CIP         At a CIP Intensity Level 1, the participant's current instructional practices align exclusively with a
     Intensity   subject-matter based approach to teaching and learning. Teaching strategies tend to lean toward lectures
     Level 1     and/or teacher-led presentations. The use of curriculum materials aligned to specific content standards
                 serves as the focus for student learning. Learning activities tend to be sequential and uniform for all
                 students. Evaluation techniques focus on traditional measures such as essays, quizzes, short-answers, or
                 true-false questions, but no effort is made to use the results of the assessments to guide instruction.

                 Student projects tend to be teacher-directed in terms of identifying project outcomes as well as
                 requirements for project completion. No effort is made to differentiate instruction. The use of
                 research-based best practices focuses on basic classroom routines (e.g., providing homework and
                 practice, setting objectives and providing feedback, students summarizing and note taking, providing
                 adequate wait time).

     CIP         At a CIP Intensity Level 2, the participant supports instructional practices consistent with a subject-matter
     Intensity   based approach to teaching and learning, but not at the same level of intensity or commitment as a CIP
     Level 2     Intensity Level 1. Teaching strategies tend to lean toward lectures and/or teacher-led presentations. The
                 use of curriculum materials aligned to specific content standards serves as the focus for student learning.
                 Learning activities tend to be sequential and uniform for all students. Evaluation techniques focus on
                 traditional measures such as essays, quizzes, short-answers, or true-false questions with the resulting
                 data used to guide instruction.

                 Student projects tend to be teacher-directed in terms of identifying project outcomes as well as
                 requirements for project completion. No effort is made to differentiate instruction. The use of
                 research-based best practices focuses on basic classroom routines (e.g., providing homework and
                 practice, setting objectives and providing feedback, students summarizing and note taking, providing
                 adequate wait time).

     CIP         At a CIP Intensity Level 3, the participant supports instructional practices aligned somewhat with a
     Intensity   subject-matter based approach to teaching and learning?Äîan approach characterized by sequential and
     Level 3     uniform learning activities for all students, teacher-directed presentations, and/or the use of traditional
                 evaluation techniques. However, the participant may also support the use of student-directed projects that
                 provide opportunities for students to determine the "look and feel" of a final product based on their
                 modality strengths, learning styles, or interests.

                 Evaluation techniques continue to focus on traditional measures with the resulting data serving as the
                 basis for curriculum decision-making. The use of research-based best practices expands beyond basic
                 classroom routines (e.g., providing opportunities for non-linguistic representation, offering advanced
                 organizers).

     CIP         At a CIP Intensity Level 4, the participant may feel comfortable supporting or implementing either a
     Intensity   subject-matter or learning-based approach to instruction based on the content being addressed.
     Level 4
                 In a subject-matter based approach, learning activities tend to be sequential, student projects tend to be
                 uniform for all students, the use of lectures and/or teacher-directed presentations are the norm as well as
                 traditional evaluation strategies.

                 In a learner-based approach, learning activities are diversified and based mostly on student questions, the
                 teacher serves more as a co-learner or facilitator in the classroom, student projects are primarily
                 student-directed, and the use of alternative assessment strategies including performance-based
                 assessments, peer reviews, and student reflections are the norm.

26                                                       LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         CIP Level            Description

         CIP Intensity        Although traditional learning activities and evaluation techniques are used, students are also
         Level 4(cont.)       encouraged to contribute to the assessment process when appropriate to the content being
                              addressed. The amount of differentiation is moderate based on the readiness level, interests, and
                              learning styles of the students. The use of research-based best practices expands beyond basic
                              classroom routines (e.g., providing opportunities for non-linguistic representation, offering advanced
                              organizers).

         CIP Intensity        At a CIP Intensity Level 5, the participant's instructional practices tend to lean more toward a
         Level 5              learner-based approach. The essential content embedded in the standards emerges based on
                              students “need to know” as they attempt to research and solve issues of importance to them using
                              critical thinking and problem-solving skills. The types of learning activities and teaching strategies used
                              in the learning environment are diversified and driven by student questions. Both students and
                              teachers are involved in devising appropriate assessment instruments (e.g., performance-based,
                              journals, peer reviews, self-reflections) by which student performance will be assessed.

                              Although student-directed learning activities and evaluations are the norm, the use of teacher-directed
                              activities (e.g., lectures, presentations, teacher-directed projects) may surface based on the nature of
                              the content being addressed and at the desired level of student cognition. The amount of
                              differentiation is substantial based on the readiness level, interests, and learning styles of the
                              students. The use of research-based best practices delves deeper into complex classroom routines
                              (e.g., students generating and testing hypotheses, implementing cooperative learning, students
                              identifying similarities and differences).

         CIP Intensity        The participant at a CIP Intensity Level 6 supports instructional practices consistent with a
         Level 6              learner-based approach, but not at the same level of intensity or commitment as a CIP Intensity Level
                              7. The essential content embedded in the standards emerges based on students “need to know” as
                              they attempt to research and solve issues of importance to them using critical thinking and
                              problem-solving skills. The types of learning activities and teaching strategies used in the learning
                              environment are diversified and driven by student questions.

                              Students, teacher/facilitators, and occasionally parents are all involved in devising appropriate
                              assessment instruments (e.g., performance-based, journals, peer reviews, self-reflections) by which
                              student performance will be assessed. The amount of differentiation is substantial based on the
                              readiness level, interests, and learning styles of the students. The use of research-based best
                              practices delves deeper into complex classroom routines (e.g., students generating and testing
                              hypotheses, implementing cooperative learning, students identifying similarities and differences).

         CIP Intensity        At a CIP Intensity Level 7, the participant's current instructional practices align exclusively with a
         Level 7              learner-based approach to teaching and learning. The essential content embedded in the standards
                              emerges based on students “need to know” as they attempt to research and solve issues of
                              importance to them using critical thinking and problem-solving skills. The types of learning activities
                              and teaching strategies used in the learning environment are diversified and driven by student
                              questions.

                              Students, teacher/facilitators, and occasionally parents are all involved in devising appropriate
                              assessment instruments (e.g., performance-based, journals, peer reviews, self-reflections) by which
                              student performance will be assessed. The amount of differentiation is seamless since students
                              completely guide the pace and level of their learning. The use of research-based best practices delves
                              deeper into complex classroom routines (e.g., students generating and testing hypotheses,
                              implementing cooperative learning, students identifying similarities and differences).




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                            27
     PCU Level   Description

     PCU         A PCU Intensity Level 0 indicates that the participant does not possess the inclination or skill level to use
     Intensity   digital tools and resources for either personal or professional use.
     Level 0
                 Participants at Intensity Level 0 exhibit a general disinterest toward emerging technologies relying more
                 on traditional devices (e.g., use of overhead projectors, chalkboards, paper/pencil activities) than using
                 digital resources for conveying information or classroom management tasks.

     PCU         A PCU Intensity Level 1 indicates that the participant demonstrates little fluency with using digital tools
     Intensity   and resources for student learning.
     Level 1
                 Participants at Intensity Level 1 may have a general awareness of various digital tools and media
                 including word processors, spreadsheets, or the internet, but generally are not using them. Participants at
                 this level are generally unaware of copyright issues or current research on the impact of existing and
                 emerging digital tools and resources on student learning.

     PCU         A PCU Intensity Level 2 indicates that the participant demonstrates little to moderate fluency with using
     Intensity   digital tools and resources for student learning.
     Level 2
                 Participants at Intensity Level 2 may occasionally browse the internet, use email, or use a word processor
                 program; yet, may not have the confidence or feel comfortable using existing and emerging digital tools
                 beyond classroom management tasks (e.g., grade book, attendance program). Participants at this level
                 are somewhat aware of copyright issues and maintain a cursory understanding of the impact of existing
                 and emerging digital tools and resources on student learning.

     PCU         A PCU Intensity Level 3 indicates that the participant demonstrates moderate fluency with using digital
     Intensity   tools and resources for student learning.
     Level 3
                 Participants at Intensity Level 3 may begin to become &quote;regular&quote; users of selected digital-age
                 media and formats (e.g., internet, email, word processor, multimedia) to (1) communicate with students,
                 parents, and peers and (2) model their use in the classroom in support of research and learning.
                 Participants at this level are aware of copyright issues and maintain a moderate understanding of the
                 impact of existing and emerging digital tools and resources on student learning.




28                                                     LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010
         PCU Level         Description

         PCU               A PCU Intensity Level 4 indicates that the participant demonstrates moderate to high fluency with using
         Intensity         digital tools and resources for student learning.
         Level 4
                           Participants at Intensity Level 4 commonly use a broader range of digital-age media and formats in
                           support of their curriculum and instructional strategies. Participants at this level model the safe, legal,
                           and ethical uses of digital information and technologies and participate in local discussion forums that
                           advocate the positive impact of existing digital tools and resources on student success in the classroom.

         PCU               A PCU Intensity Level 5 indicates that the participant demonstrates a high fluency level with using digital
         Intensity         tools and resources for student learning.
         Level 5
                           Participants at Intensity Level 5 are commonly able to use an expanded range of existing and emerging
                           digital-age media and formats in support of their curriculum and instructional strategies. Participants at
                           this level advocate the safe, legal, and ethical uses of digital information and technologies and participate
                           in local and global learning that advocate the positive impact of existing digital tools and resources on
                           student success in the classroom.

         PCU               A PCU Intensity Level 6 indicates that the participant demonstrates high to extremely high fluency level
         Intensity         with using digital tools and resources for student learning.
         Level 6
                           Participants at Intensity Level 6 are sophisticated in the use of most, if not all, existing and emerging
                           digital-age media and formats (e.g., multimedia, productivity, desktop publishing, web-based
                           applications). They begin to take on a leadership role as advocates for technology infusion as well as the
                           safe, legal, and ethical uses of digital resources in the schools. Participants at this level continually reflect
                           on the latest research discussing the impact of digital tools on student success.

         PCU               A PCU Intensity Level 7 indicates that the participant possesses an extremely high fluency level with
         Intensity         using digital tools and resources for student learning.
         Level 7
                           Participants at Intensity Level 7 are sophisticated in the use of any existing and emerging digital-age
                           media and formats (e.g., multimedia, productivity, desktop publishing, web-based applications).
                           Participants at this level set the vision for technology infusion based on the latest research and
                           continually seek creative uses of digital tools and resources that impact learning. They actively participate
                           in global learning communities that seek creative uses of digital tools and resources in the classroom.




LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010                                               29
     Bibliography
     Alvarez, Marino C. (Oct., 1998). Developing critical and imaginative thinking within electronic literacy. NASSP Bulletin,
     82(600), 41−7.

     Archer, Jeffery. (October, 1, 1998). The link to higher scores. Technology in Schools supplement to Education Week,
     28(5).

     Flescher, Eric Z. (1997). Discovery and experiential−based learning with computer simulations. University of Kansas.
     Dissertation Abstracts, 59(04A).

     Moersch, Christopher M. (1995). Levels of technology implementation (LoTi): a framework for measuring classroom
     technology use. Learning & Leading with Technology, 40−42.

     Oliver, Kevin Matthew (1999). Student use of computer tools designed to scaffold scientific problem−solving with
     hypermedia resources: a case study. University of Georgia. Dissertation Abstracts, 60(05A).

     Wiburg, Karin M. and Carter, Bruce (Sept. 1994). Thinking with computers. Computing Teacher, 22, 7−10.

     Inquiries
     For any further inquiries, please contact LoTi Connection, Inc. by any means listed below or visit the LoTi Connection
     web site to learn more about the Levels of Teaching Innovation.

     Postal:   LoTi Connection, Inc.
               PO Box 130037
               Carlsbad, CA 92011-0037

     Phone:    760−431−2232

     Fax:      760−931−0203

     Web:      www.loticonnection.com




30                                                       LoTi Digital-Age Profile: Created for Renwick Unified School District on Wednesday, Apr 28, 2010

								
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