Pre-K thru 12 Curriculum Guides

GALENA CITY SCHOOL DISTRICT TECHNOLOGY PLAN 2006-2009 Galena City School District P.O. Box 299 Galena, AK 99741 Phone: (907) 656-1205 FAX: (907) 656-1368 TABLE OF CONTENTS INTRODUCTION…………………………………………………………………………………1 MISSION STATEMENT………………………………………………………………………….2 Vision Statement……………………………….………………………………………………..2 I. Goals, Standards and Strategies……………………...……………………………….…………3 II. Technology Integration…………...…………………………………………………………….5 A. Past……………………………….……………………………………………………… …6 B. Present….……………………………………………………………………………………7 1. Assessment and Learning Model………………………………………….………………7 2. On-Line Diagnostic/Assessment Tools…………………………………………………...8 III. Professional Development……………………………………………………………..………8 A. PEAK Learning……………………...………..………………………… ...…………...…...9 B. Research Behind the PEAK Model…………………………………………...……………12 C. Galena City School District Professional Development Plan………………………...........14 D. Staff Technology Needs Assessment Results……………………………………………...18 IV. Access & V. Resources……………………………..…………………….………………….19 A. Network Description………………………………………………………...…………….19 B. Videoconferencing...………………………………………………………………………20 C. Servers……………………………………………………...……………………………...20 D. Non-Networked Computer Services……………...……………………………………….21 E. Policies………………………...…………………………………………………………..22 F. Alliances and Partnerships………...…………………………………………………...….25 G. Adult Literacy……………………………..…………………………………………...….25 VI. Accountability……………………………………………………..………………………..26 A. Evaluation…………………………………………...………………………………….…26 B. Review and Revision………………………...……………………………………………26 C. Persons Involved with Plan…………………………………...…………………………..27 i INTRODUCTION Technology is rapidly changing the way people communicate throughout the world. We are truly a global community with the ability to effectively and efficiently communicate with others around the world in real time. The future is here. Telecommunication technology, whether in the form of fax, telephone, E-mail, web pages, or videoconferencing, is changing the way we communicate. Galena City School District (GCSD) is committed to literacy in technology. The work force of today and the future demand workers with the ability to use technology and the flexibility to adapt to changes in this area. As educators, our duty is to prepare students with a sound foundation and necessary skills for them to compete in the ever-changing workforce. Recognizing the need to prepare students to be competitive in current and future job markets, Galena City School District has set many goals in the area of technology. Realization of those goals has begun. In 1996, Galena City School District committed “to continue to upgrade our computers and network and connect to the Internet to help our students learn and stay up-to-date with current developments.” In December 1996, this goal became a reality with 128K direct line installed at Galena City School (GCS). Galena City School District continues to meet its goals; Galena Interior Learning Academy (GILA) was approved in July 1997 and classes started September 1997. Galena Interior Learning Academy is a boarding school program available to students who are looking for alternative choices in education. GILA offers rigorous academic and vocational preparation through interest-led curricula, integrated with the very latest in computer technology, training, and computerized courses. Each student has a computer workstation and unlimited free Internet access. Good citizenship is encouraged at GILA, with students earning privileges through a citizenship-level system by which they can earn a laptop computer. Interior Distance Education of Alaska (IDEA), a statewide homeschool support program where home-educated students, their parents, and Galena City School District are equal partners in education, also began in September 1997. IDEA offers parental choice of curriculum materials selected from a board-approved menu, in-home use of an IBM-compatible computer, and Internet access, along with special projects and contests open to all district students. In addition to the offerings from the certified teachers of Galena City School District, all IDEA students have the opportunity to take advantage of the vast resources of the Internet. These resources include any online courses of their choosing, and they may utilize the certified teachers of Galena City School District as resources, tutors, and mentors. IDEA students in grades 9-12 have the option of attending the GILA boarding school. New frontiers in education are being charted though the collaborative efforts of Galena City School District, its students, and their parents. As we move toward technology driven, customized learning environments, we are guided by a districtwide Technology Plan. This plan focuses on the Internet and other telecommunication technologies as educational tools which enhance our curriculum. Galena City School District’s Technology Plan covers the three programs: Galena City School, Galena Interior Learning Academy, S and Interior Distance Education of Alaska. A Technology Committee will evaluate the changes needed and monitor the direction of the district’s Technology Plan at biannual meetings. Implementation strategies will be established to provide avenues for integrating technology into the current classroom curriculum, with new technologies evaluated as they become available. 1 08/28/06 MISSION STATEMENT Every Student will be afforded the opportunity to be successful on the exit exam. Vision Statement This Technology Plan is integrated with our Local School Improvement Plan, Professional Development Plan, and Assessment Model. The Galena City School District’s Technology Plan is committed to computer literacy and providing students with cutting-edge technology. Technology is integrated into the school district curriculum. The curriculum is aligned with the Alaska Quality School Initiatives, Alaska Benchmarks, the California Achievement Test 5, and the Alaska Performance Standards at grades 3, 6, 8, and 11. All students and families use technology responsibly and understand its impact on individuals and society. Technology is used as a tool to: • • • Locate, select, and manage information. Explore ideas, solve problems, and derive meaning. Express ideas and exchange information. In realizing this vision, we will focus on the following key areas: • • • • • Update all district computers to the latest operating systems, filtering system, and memory capacity. Continue to supply staff, parents, and students with updated hardware and software packages. Provide training to all involved personnel in how to use the tools associated for success. To all families and students, provide access to the tools for connecting worldwide. Use current and future technology to increase communication with parents. We have met all of the technology goals listed in our 2003-2006 Technology Plan. See Appendix A (2003-2006 Goals) 2 08/28/06 I. GOALS, STANDARDS, AND STRATEGIES The district will set specific and measurable goals, aligned with state academic content and performance standards, for using advanced technology to improve student academic achievement. Goals address specific state content and performance standards across several areas. Goals are clear and measurable. Baseline measurements are identified. The district will develop strategies for improving academic achievement and technology literacy of all students. Specific strategies will be identified to improve academic achievement and technology literacy of all students. Goal #1 – Full integration of technology into Assessment and Learning Model Goal #2 – Full integration of technology into Professional Development Plan Goal #3 – Continue to update technological services to support Goals 1 & 2 Goal Goal #1 – Full integration of technology into Assessment and Learning Model Current Status Need to increase use of technology to support implementation of Assessment and Learning model Strategy To utilize technology to communicate student achievement data to all stakeholders, design prescriptive programs, and report evaluation results. To utilize technology to communicate student achievement data to all stakeholders, design prescriptive programs, and report evaluation results To utilize technology to communicate student achievement data to all stakeholders, design prescriptive programs, and report evaluation results Evaluation Student, parent, staff surveys. State mandated assessment. District assessment results Student, parent, staff surveys. State mandated assessment. District assessment results Student, parent, staff surveys. State mandated assessment. District assessment results Timeline Spring 2009 Funding Title II, Title V, E-rate, Foundation Goal #2 – Full integration of technology into Professional Development Plan Need to increase to use of technology to support Professional Development Plan Spring 2009 Title II, Title V, E-rate, Foundation Goal #3 – Continue to update technological services to support Goals 1&2 Need to increase use of technology to support Professional Development Plan and Assessment and Learning Model Spring 2009 Title II, E-rate, Foundation See Appendix B (GCSD Technology Plan Timeline 2006 – 2009) These districts goals are supported by the following objectives. Student Objectives Students will be able to use software applications – such as databases and spreadsheet programs –as problem-solving and decision-making tools. 3 08/28/06 Students will be able to use telecommunications to gather information not available locally within the district. Students will combine telecommunications research skills with word processing skills to communicate with others in the local and global society. Students will be able to access, analyze, and interpret information gathered from multiple media sources. Sources include World Wide Web, CD-ROM, DVD, E-mail, videoconferencing, laser disc, and written resources. Students will be able to use common computer technology, including video capture cards, digital cameras, and scanners. Students will use E-mail to communicate and exchange information with others. Teacher Objectives Teachers will be able to use the technology available in the district as a means to enrich the content of the existing curriculum. This technology includes multimedia, word processing, spreadsheet, database, presentation software and telecommunications. Teachers will be able to use technology to support and improve professional development and improve contact with parents, students, and other teachers through the use of E-mail, video conferencing, and telephone communication. Teachers will be able to use Powerschool and Powergrade as vehicles to communicate with parents regarding attendance, current grade standing, checklist progression, and discipline issues in real time. Finally we will conduct an annual needs assessment, so that we can provide for the technology needs of our students, parents, teachers, administrators, and others. Parent Objectives Parents will be able to use technology in the home to support and improve educational opportunities through the use of Email, World Wide Web, and related software. Parent/Teacher conferences are led by students. Students are encouraged to display semester goals and accomplishments through electronic portfolios. Students provide the information bridge to their parents by instructing them on the use of student portfolios, district websites, and Powerschool. The mastery of these objectives is measured through annual student and parent surveys. See Appendix C (Parent Survey) and Appendix D (Student Survey). These objectives are an integral part of the Galena City School District Learning and Assessment Model, which will be described in detail throughout this narrative. II. TECHNOLOGY INTEGRATION The district will use curricula and teaching strategies that integrate technology effectively leading to improvements in student academic achievement that are: based on a review of relevant research, aligned to the Alaska State Content and Performance Standards, lead to improvements in student academic achievement, and include a timeline for integration. Technology includes software and electronically delivered learning materials. A description of how the district will: review, identify, and select relevant research; select appropriate Alaska State Content and Performance Standards; and identify the measures that indicate improvements in student academic achievement. The timeline details the actions to be taken throughout the length of the plan 4 08/28/06 Technology is the backbone of our District School Improvement Plan. Galena City School District places the mastery and utilization of technology as a district wide standard. The ability to successfully implement our School Improvement Plan is reliant on all community stakeholders (student, staff, parents, community, and administration) mastering technology. The ability to utilize district technology is imperative to being involved, on any level, with the district vision and path. In conclusion, Galena City School District not only requires students to be proficient in technology, but also requires a strand of technological proficiency throughout the system. Goal #1 – Full integration of technology into Assessment and Learning Model. Curriculum development is a dynamic process. Since we have established the foundation of our curriculum guidelines, we can now refine them to align with the Department of Education and Early Development’s (DEED) Grade Level Expectations (GLE). The Galena City School District assessment plan is based around the GLEs in all available subjects. In order to track individual progress relating to the GLE, each student will have an Individual Learning Plan (ILP) which will include the appropriate GLEs for that individual. Progression on the ILPs will be based on mastery learning. The student’s ability to perform each GLE will be based on two ratings MASTERED or NOT YET. All district curriculum and supplemental curriculum resources will align and support the GLE’s In response to No Child Left Behind legislation and increased school accountability Galena City School District has adopted a learner out-come based educational plan. All district plans will be aligned towards our district goal of “Every Student will be afforded the opportunity to be successful on the exit exam.” In order to describe where we are going, with our district assessment and learning model, we must first describe where we have come. A. Past Galena City School curriculum in the core areas of Language Arts and Math has been rigorously reviewed and revamped over the past five years and has been aligned to Alaska’s standards, benchmarks, and exit exams, During the academic year FY99 the Galena Schools developed a three-part curriculum and assessment system which addresses the current state and federal requirement. It consists of sets of curriculum documents in each of four core academic areas: Language Arts & Reading, Mathematics, Social Studies, and Science. Each subject area curriculum (Language, Math, etc.) will comprise the following for each grade level or course (Grade 1 or Algebra): Checklist-Progress Report A one-page checklist of 25-30 essential standards, which the student must master. This checklist will serve as a summary of the content learned over the year and can be used by the teacher as a quarterly report card. The checklist shows the parent and child which standards the student has mastered, is showing progress toward mastery, or is failing to show progress. A student’s grade will be based on the percentage of skills in which he/she shows mastery or progress. This checklist is the most important document for parents and children. The checklist includes and synthesizes in a summary report form all of the key skills and content included in the Terra Nova, the Alaska Benchmark Tests, and High School Diploma Exam, as well as the Alaska State Content Standards and national frameworks. Assessment Benchmarks-Testing Guide The Assessment Benchmark is a 2-4-page document of approximately 100 competencies, which lists skills tested on the CAT 5 test in Science and Social Studies, and in Math and Language Arts (Reading and Writing) to the Alaska Benchmark Tests when they are made public. Every skill included on these essential tests is listed in the Assessment 5 08/28/06 Benchmark documents. Furthermore, these benchmark statements provide information specifically about how the skill is tested. These documents are primarily for use by the teacher to plan quarterly and semester units for ensuring that all skills on the tests are taught and that the skills are addressed in the classroom in the same way they are tested on the tests. Curriculum Frameworks The Curriculum Frameworks provide the teacher with a 4-15 page comprehensive list of 200-400 objectives. The content of each framework has been aligned 100% with the Alaska Content Standards. In addition, it includes material from national curriculum associations such as the National Council of Teachers of Math, National Council of Teachers of English, National Science Teachers Association, and Geography. This comprehensive document includes not only student skills and objectives, but also activities and teaching suggestions. It will serve as a reference resource guide for the teacher in developing detailed daily lesson plans for teaching to the standards on the one-page checklists. These documents have been presented to and approved by the Galena School Board and have become a part of district policy. Teachers will be required to implement them. Principals will supervise teachers and review lesson plans to ensure that these instructional skills are covered. New text materials will be reviewed and selected based on their match to the target curriculum competencies. Student assessment and report cards will be revised to reflect the new competencies, and parents will receive quarterly feedback on how well students are doing at mastering the specific goals outlined in the Assessment Core. Classroom posters and other informational material for the parents and community will ensure that children, teachers, parents, and administration are all focused on the targeted skills. For more information on the GCS curriculum system, visit the district website: http://www.galenaalaska.org/ These curriculum landmarks in coordination with the following requirements form the foundation for our District School Improvement Plan. Board Policies regarding student achievement; • • • • Graduation Requirement of four years Math, Science, Social Studies, and Language Arts 10-Day Attendance Policy Highly Qualified Teachers in the areas of Math, Science, Social Studies, and Language Arts Student, Staff, and Parental Technology Objectives established The following standards were placed within our Web-based student database, called Powerschool. How Powerschool is utilized will be further described in the Assessment and Learning Model section. B. Present 1. Assessment and Learning Cycle A student assessment cycle is based on the ability to gauge a student’s status regarding GLE progression, prescribe a corrective loop if necessary, and reassess mastery. Galena City School District will utilize technology to collect analyses and evaluate our Assessment and Learning Cycle. The aspects of Galena City School District assessment cycle are: • • • Focus on Data – Use technology to collect and report all current student achievement results. Focus on Change – Utilizing technology to bring parent, student, and staff together in order to discuss how to identify achievement needs and how to develop strategies for positive change. Focus on Measuring change – Utilizing technology to collect and analyze all district assessment results in order to evaluate if positive change is taking place and how to support that positive change or develop new strategies. 6 08/28/06 • Focus on Accountability – Utilizing technology as a tool to report to parents, students, and staff the final results of the year-long assessment cycle. The Galena City School District Assessment and Learning Model is graphically represented in Appendix E (Galena Assessment and Learning Model) 2. On-Line Diagnostic/Assessment Tools Student assessment takes cooperation between all aspects of a community. Parent, students, teachers and administrators need to understand and access the Individual Learning plans in order to support each individual student. Powerschool Galena City School utilizes an online student database program called Powerschool. Utilizing Powerschool allows teachers to construct and update the Individual Learning Plans (ILPs) based on recorded grades. The ILPs are viewable to parents, students, and administration within a password required construct. Following the Leaders Following The Leaders (FTL) is an on-line diagnostic assessment and prescriptive remediation tool kit for students in 3rd through 12th grades in Math, Reading, and Language Arts. FTL is designed to identify a student’s areas of need, and then target those areas which require mediation into order to reach mastery. The Follow the Leaders Program is 100% aligned to the Alaska “Grade Level Expectations”, and the Alaska State Standards Based Assessments. The assessment questions are designed to “Look, Smell, Taste, and Feel” like the actual questions students encounter on the state assessments. FTL follows the research proven learning process of Assess, Analyze, and Act. In short, this means that students can take a test and be “Assessed,” then their results are “Analyzed” (for areas of weakness), and then they can “Act” to improve their understanding by conducting parallel tutorials and activities. By spring of 2006, all schools within the Galena City School District will have access to the Follow the Leaders diagnostic assessment tools. All aspects of the Assessment and Learning Model require technology to collect current student data, communication, and clear strategies for change, and the communication of student achievement results. III. PROFESSIONAL DEVELOPMENT The district will provide on-going, sustainable professional development for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center. Plans for the professional development program are clear. Technology professional development includes training in some content areas. A staff technology needs assessment survey is used, which can be part of needs assessment for Title IIA. The district will ensure that teachers are prepared to integrate technology effectively into curricula and instruction. Description of strategies to improve the capacity of teachers to integrate technology in each academic content area in the three-year time period is included. Goals #2 – Full integration of technology into Professional Development Plan 7 08/28/06 The Galena City School District Student Assessment cycle is supported by a researched professional development plan and online diagnostic and assessment tools, described in the following narrative. A. PEAK Learning Educators have long been committed to being successful will all children, but recent events have made it a priority. The PEAK Learning model is an effective integration of research-supported approaches to curriculum, instruction, and assessment principles, strategies, and techniques that have consistently made positive differences in leaving no child behind. Numerous studies have shown that parental background has a powerful influence on student achievement. In general, the higher the socio-economic status (SES), the greater we can expect student achievement to be. However, many studies (primarily through the Effective Schools Movement) have shown that the impact typically caused by background can be overcome through effective instruction. When data is effectively used to drive decisions, and when sound, researchsupported principles are used as decision screens, we can expect significant gains in reducing achievement gaps and moving toward no child being left behind. Students within different regions of the SES distribution tend to be driven by different factors. What is motivating and effective for students from economically advantaged homes often has little impact with students from the opposite end of the distribution. Typical curriculum, instruction, and assessment approaches tend to be most effective with the upper portion of an SES distribution. To reach students across the entire scale, it is important to have effective principles, frameworks, and strategies that can be used to guide educators in their work. Context, Content, and Process have been identified by the National Staff Development Council as the three critical domains to ensure effective instruction. Context Context refers to the physical and emotional environment for the learning. The physical context refers to lighting, colors, sounds, temperature, smells, and spacing. Emotional context has to do with the feelings or emotional impacts that result from being in the learning environment. Content We use the word content to mean the specific knowledge, skills, and understandings that we wish the learners to acquire. Content needs to be effectively managed and carefully determined in terms of specific, observable behaviors that can identify successful learning. In addition, the learning needs to be carefully task-analyzed from the perspectives of what it is, how it fits into varied and valued contexts, and how it can be best learned. And, of course, the last step to managing content is developing and using effective on-going and final assessment tools to guide instructional decisions until the desired learning standard has been met. Process Process includes the style, strategies, and technique components that are drawn upon to ensure that the learning objectives are met by the learners. Process applies to what we do to manage both content and context. • • • Style refers to who we are as people – the personality, stories, and experiences that we bring to our teaching and learning experience. Strategies are the multi-step procedures we use to establish and maintain an effective context design and deliver content to ensure that the real learning objectives are met. Technique is that special magic which ensures that our strategies work effectively and efficiently, and that they accomplish their intended purposes. Instructors who have mastered effective techniques will have smooth running classrooms in which students learn with pleasure and ease. The PEAK model provides a comprehensive approach to ensure learning by spanning all three of the critical domains with six keys that add operational guidance to curriculum, instruction, and assessment. 8 08/28/06 When these six keys are used effectively as a decision screen in the planning and execution of instruction, high motivation and performance can be expected. But when the keys are “broken” for students, we can expect resistance, inappropriate behaviors, and low performance. Safety People have a need to feel and be safe from fear, physical harm, embarrassment, or loss of dignity. In order to keep students engaged, we need to be certain that they believe they are safe in our teaching situations. With some learners, this is not easy to do and takes time. But with excited learners, the only worry is unintentionally creating situations in which they begin to feel unsafe and withdraw or attack. One implication of this key is that students need to be able to opt out of any activity that may result in what they perceive as unsafe. Success For sustained motivation, learners need a sense of success. This manifests itself through recognition for past and on-going accomplishments, while simultaneously providing visible progress toward new and challenging objectives. First and foremost, students need to feel respect and recognition for their previous successes and accomplishments. They need to know we value what they have done so far. For reluctant learners, this requires deliberate efforts on our part, but for others, it just requires that we don’t accidentally, or deliberately, do or say anything that could possibly lead to students doubting their worth, skillfulness, knowledge, creativity, and/or accomplishments. Second, throughout the teaching and learning process, students need regular, convincing, and valued evidence of their progress toward reaching challenging goals, and finally, the mastery of them. In a classroom, this cannot be satisfied by moving from unit to unit with less than what the student considers mastery unless the student is only interested in “just getting through it.” It is important for learners to see themselves continuously learning more and more at levels they consider to be challenging. Love and Belonging Feelings of inclusion, respect, acceptance, and being cared about are vital to people. This Key is critical in several ways. For many people, when they are not supported, held accountable for standards, taught things deemed worthwhile, protected, and respected for their uniqueness, it is interpreted as the “teacher doesn’t care enough” Too often, this results in the learners withdrawing, losing interest, or behaving inappropriately. From another perspective, it is critical that our instructional practices absolutely prevent all put-downs and sarcasm; protect every learner from any situation in which a student could feel excluded or not respected; incorporate effective leadership for building and maintaining collaborative, mutually supportive and respecting behaviors on the part of everyone; and use varied and safe cooperative, class-building, and team-building structures to ensure mutual respect, support, and protection across the group. Freedom and Independence Choice, individuality, and freedom from what might be perceived as excessive control or manipulation is important to all people. First, determine what is really important for students to be learning, what constitutes convincing evidence that the desired learning has truly occurred, and what is critical in how they learn what is being taught. Then, let everything else be an option. When our instruction is effective and our techniques are good enough, our students will most likely do whatever we ask of them. Fun and Enjoyment When students consider instruction fun and enjoyable, they are more likely to significantly exert themselves. But, there is more to it than that. As soon as they begin to become bored, afraid, or frustrated, they tend to “drop out of the flow” and lose interest. Valued Purpose If we want learners to diligently apply themselves, we must create situations in which they consider the efforts we desire from them to be worth their efforts and sacrifices. This can be done in one of several ways. We can teach topics in which students already have an intense interest; teach something that will – from our students’ perspective – solve a problem that they believe they have and want solved; build and maintain strong enough relationships with our students for them to 9 08/28/06 willingly work at learning what we are teaching – even if they don’t see enough value in it to otherwise justify the time, energy, discomfort, or expenditure of resources. The bottom line is that students will work hard to learn what is being taught if they see enough importance in either learning the content or in meeting the needs of others they value. From Ruby Pane’s book, Framework for Understanding Poverty, we can easily interpret much of the problem encountered with motivation and achievement in school across SES levels. Students at different ends of the scale are motivated by significantly different factors. The PEAK Model in a Nutshell The PEAK model closely replicates the approach to education often found in healthy families and places of work – situations in which learning well is more important than learning time or method. To clarify, imagine the approaches most parents in healthy homes use to teach their children bike riding, driving, manners, and family values. Almost without exception, we find: A clear set of objectives based on overall goals, standards, and expectations Standards for performance levels • Differentiated instruction matched to the needs of each learner • On-going coaching toward mastery with a requirement for meeting standards • Greater value placed on the quality of the learning than on the speed of learning • Context embedded, on-going practice • Incremental development of skills and understandings • Forgiveness and coaching until standards are met • A focus on each individual objective for mastery • Celebration upon the meeting of the standards These are the characteristics of an instructional setting in which learning is of critical importance. If we were to compare them to the characteristics found in business and military training situations, we would find a 100% match. And yet, if we were to compare these characteristics with those prevalent in most classrooms, we would find them close to 180 degrees out of alignment. The Galena City School District assessment cycle imbeds all the previous concepts into their teaching model. In addition the assessment cycle depends on two other concepts, distributed practice and parallel assessments. • Parallel Assessments Parallel assessments are an “in-school” adaptation of the rigorous standards approach to assessment outside the classroom. Parallel assessments are classroom assessments that evaluate the same learning objectives at exactly the same level of difficulty for a specific unit of instruction. With multiple parallel versions of a unit assessment, we can make learning non-negotiable and hold the learning constant for all students while being flexible with the time it takes students of varying abilities to reach the standards. If students demonstrate they have not met the standard of one or more learning objectives within a unit of instruction, then we engage students in further instruction, activities and additional practice until we determine that the students have met the learning objective. At that time, we reassess the student using a parallel form of the assessment. Parallel assessments promote assessment of individual, separate objectives within the assessment for improved diagnostic and corrective focus. Distributed Practice When combined with parallel assessments, distributed practice is a powerful tool to impact student learning and achievement. Learning is increased when people have the opportunity to practice what they are learning over an extended period of time. Distributed practice is the deliberate reengagement of students with learning objectives from previous instructional units at ever increasing levels of difficulty. The distributed practice objectives that are spread throughout each unit are also included on the unit’s parallel assessments. 10 08/28/06 B. Research Behind the PEAK Model PEAK Learning Systems: Galena City Schools contracts with PEAKLearning Systems to provide on-going staff development in the use of effective proven standards-based strategies. The system designed will include on-site training, development of a staff leadership team to provide on-going collegial training and support, and follow-up training and consultation. As a tactic for ensuring that all teachers have the same baseline knowledge in these strategies, the district will provide PEAK Learning Systems basic training to all new teachers hired by the district. PEAK Learning Systems is headed by Director Spence Rogers. PEAK Learning Systems offers a variety of services focused on building high-performance classrooms, helping to make learning by all students a reality through enhanced student motivation, improved curriculum, and assessment that is aligned with research-supported brain compatible instruction. Mr. Rogers is widely recognized for his abilities to make research practical for teachers, while helping them build on their strengths. He is the co-author of three best selling books, highly praised by both classroom teachers and experts in the field for their practicality and adherence to research and bestknown practices. Mr. Rogers is also a featured consultant with the National School Conference Institutes' Satellite Staff Development Telecasts in the area of Increasing Motivation, Learning and Performance Quality. Spence Rogers, one of the co-founders of PEAK Learning Systems, invested 17 years with the Glendale Union High School District. Dr. Jerry George, the superintendent of the district for about 20 years, began his leadership by developing the Glendale Educational Management System (GEMS) driven by a well-defined curriculum (in observable, behavioral terms) and accompanying secure assessments for each objective. The data provided by the assessments provided the fuel that drove reform within the district, until it became a system in which continuous improvement supported by data and research became the norm. As the data provided the need for improved instruction, the district adopted the Madeline Hunter Models for Instruction and Clinical Supervision. The Effective School Model was used as the structure to support continuous growth in student achievement and reductions in achievement gaps. The outcome-based (later know as “standards-based”) movement brought a tight focus on specific learning driven by higher level standards and the incorporation of mastery learning. And finally, the higher level standards brought a commitment to ensure the effective teaching and assessment of complex processes and deep understandings in addition to critical knowledge and skills. Mr. Roger’s background in Glendale as a teacher, department chairperson, staff-developer, and curriculum coordinator provided the basis in his consulting with other districts for the formal integration of many power components to create the comprehensive PEAK model. The model effectively integrates the findings of the following educational movements and research arenas, which have proven successful: • • • Dr. Madeline Hunter’s work in her pursuit of Teaching for Mastery. Dr. Hunter identified what has often been called the Essential Elements of Instruction through her validated analysis of effective teachers. Effective Schools under the direction of Dr. Larry Lazotte and Ron Edmonds. The Effective Schools movement identifies what are commonly know as the Correlates of Effective Schools – the most critical characteristics evident in schools which have significantly reduced achievement gaps across groups. Validated successes at the statistical .001 level in the Glendale Union High School District with standards/outcome/competence-based instruction as validated through articles by Dr. Robert Marzano (MCREL) and the findings reported by Dr. Mike Schmoker in his books Results – the key to continuous school improvement and The Results Fieldbook – Practical Strategies from Dramatically Improved Schools (ASCD). Dr. Robert Marzano’s findings as shared in Transforming Classroom Grading (ASCD 2000) and with Pollock and Pickering in Classroom Instruction that Works (ASCD 2001) regarding learning time and repetition/engagement with skills and concepts. Mastery Learning – Validated and reported as a successful instructional approach through the studies of Dr. Tom Guskey (U. of Kentucky), Dr. Jim Block (U. of California, Santa Barbara), and Dr. Benjamin Bloom (U. of Chicago). Cooperative Learning – Validated through studies by Dr. Roger Johnson, Dr. David Johnson, and Dr. Robert Slavin Accelerated Learning – Shown effective through the Accelerated Schools and the research of Dr. H. Levin. Dr. Robert Canady (U. of Virginia) and Dr. Thomas Guskey’s (U. of Kentucky) research regarding the impact of grading practices on student achievement. • University of San Francisco, Dr. S. Alan Cohen’s research suggesting significant gains in student achievement through careful alignment of curriculum, instruction, and assessment. • • • • • 11 08/28/06 • • • • Dr. Carol Ann Tomlinson’s studies showing the potential for positive impacts on student achievement through differentiated instruction. Abraham Maslow’s hierarchy of human needs. Dr. Raymond Wlodkowski’s research findings regarding student motivation. Brandt and Perkins’ (ASCD 1999 Yearbook) studies showing that successful instructional reform requires a comprehensive approach. Additional Relevant Studies and Works: • Dr. William Sander’s (University of Tennessee) findings which suggest the profound influence of teacher effectiveness on student achievement. • Dr. Robert Marzano, Dr. Jane E. Pollock and Dr. Debra Pickering’s findings as shared in Classroom Instruction that Works (ASCD 2001) regarding learning time and repetition/engagement with skills and concepts. C. Galena City School District Professional Development Plan After analyzing student achievement and collecting Performance Matrix, parent surveys, and student surveys, individual school needs are prioritized. Interior Distance Education of Alaska Initial Priorities – Standards that need immediate and continued attention • Continued improvement in the area of participation rate for all students, with special emphasis on African American students. • Continued improvement in meeting AMO for Language Arts for all students, with special emphasis on students with disabilities. • Continued improvement in meeting AMO for Math for all students, with special emphasis on African American students, Alaska Native students, and students with disabilities. • Continued emphasis on standards, with the addition of focus on life skills, money management, and college preparation. • IDEA parents need assistance in understanding what needs to be covered in the curriculum to ensure their children pass the HSQE and how to judge the quality of curricula. • In higher-level math and science, homeschool parents need additional tools to teach these subjects. They would like a math workshop for parents. • Need long-term follow-up of graduates for feedback about the strengths and weaknesses of the school and how we can make it better. • Continuation of the use of Powerschool and academic checklists to monitor every student's performance toward standards-based goals. • Increase the vocational offerings available to students through the design and implementation of courses that meet industry standards and lead to certification in areas of need in rural communities and areas of growth throughout the state. • Design and implementation of on-line and CD-based resources that teach and reinforce standards-based skills in reading, writing, and math. • The staff needs continued training in developmental needs and learning styles. • The IDEA contact teachers need to receive more training regarding home school environments. • Increased cooperation between IDEA parents and contact teachers via the computer. • Staff will have a clear set of objectives based on overall goals, standards, and expectations. • Staff will have standards for performance levels. • Staff will develop differentiated instruction matched to the needs of each learner. Secondary Priorities – Standards that need continued progress • Development and implementation of individualized educational plans for students who are in need of additional assistance. 12 08/28/06 • • • • • • Staff will utilize on-going coaching toward mastery with a requirement for meeting standards. Staff will utilize context embedded, on-going practice. Staff will utilize incremental development of skills and understandings. Staff will foster forgiveness and coaching until standards are met. Staff will focus on each individual objective for mastery. Staff will focus on celebration upon the meeting of the standards. Galena Interior Learning Academy Initial Priorities – Standards that need immediate and continued attention • Continued improvement in meeting AMO for Language Arts for all students with special emphasis on Alaska Native students. • Continued emphasis on standards, with the addition of focus on life skills, money management, and college preparation. • Continuation of the use of Powerschool and academic checklists to monitor every student's performance towards standards-based goals. • Implementation of class-size reductions, in order to increase the likelihood of each student getting adequate time and attention from teachers. • Increase the vocational offerings available to students through the design and implementation of courses that meet industry standards and lead to certification in areas of need in rural communities and areas of growth throughout the state. • The staff needs continued training in developmental needs and learning styles. • Staff will have a clear set of objectives based on overall goals, standards, and expectations. • Staff will develop differentiated instruction matched to the needs of each learner. • Staff will utilize on-going coaching toward mastery with a requirement for meeting standards. • Staff will utilize incremental development of skills and understandings. • Staff will foster forgiveness and coaching until standards are met. • Staff will focus on each individual objective for mastery. • Staff will focus on celebration upon the meeting of the standards. • Staff will receive training and develop support systems for grief. Galena City School Initial Priorities – Standards that need immediate and continued attention • Continue to meet AYP in all areas. • Reinstitution of the team approach to children with problems – the multi-agency team worked well for children with academic, social and other problems. Issues of confidentiality can be overcome so this team approach can once again address the needs of the students. • Need long-term follow-up of graduates for feedback about the strengths and weaknesses of the school and how we can make it better. • Staff will develop differentiated instruction matched to the needs of each learner. • Staff will utilize incremental development of skills and understandings. • Staff will focus on celebration upon the meeting of the standards. • Staff will receive training and to develop support systems for grief. Secondary Priorities – Standards that need continued progress • Continued emphasis on standards, with the addition of focus on life skills, money management, and college preparation. 13 08/28/06 • • • • • • • • • • • • • GCS parents need assistance in understanding what needs to be covered in the curriculum to ensure their children pass the HSQE and how to judge the quality of curricula. Continuation of the use of Powerschool and academic checklists to monitor every student's performance toward standards-based goals. Development and implementation of individualized educational plans for students who are in need of additional assistance. Increase the vocational offerings available to students through the design and implementation of courses that meet industry standards and lead to certification in areas of need in rural communities and areas of growth throughout the state. The staff needs continued training in developmental needs and learning styles. Increased cooperation between GCS parents and teachers via the computer. Staff will have a clear set of objectives based on overall goals, standards, and expectations. Staff will have standards for performance levels. Staff will utilize on-going coaching toward mastery with a requirement for meeting standards. Staff will insure that greater value is placed on the quality of the learning than on the speed of learning. Staff will utilize context embedded, on-going practice. Staff will foster forgiveness and coaching until standards are met. Staff will focus on each individual objective for mastery. Galena City School District Board Approved Professional Benchmarks The Galena City School Board is integral to the professional development process. The school board is involved in all aspects of analysis, review, and revision of the professional development plan along with all other district directional plans. In order to foster continued student achievement, the Galena City School District Board has established that grades 3-9 continue to be tested by the Terra Nova, Standards Based Assessment. In addition, the High School Graduation Exam will show significant grade composite score improvements and graduation rates will continue to show improvement. Noncompliance with this and each of the following will be addressed through the staff evaluation process. New Initiatives: Increasing GCSD’s instructional and assessment efficiency: Principals are to provide leadership, training, and monitoring with implementation by teachers of more frequent assessment to ensure that more frequent monitoring and bolstering of student achievement and develop greater support for student learning: • • • • Create and adopt district Assessment and Learning Model K-12 core class room teachers: Assess every 2 – 3 weeks at a minimum by shortening current parallel assessments, reducing the number of questions per assessment objective, clearly defining the content limits for each parallel assessment objective, and increasing the deliberateness of distributive practice objectives. Vocational education, physical education, special education and other such areas: significantly increase the number of student engagements with math application problems/tasks 2-3 times per week in each course or grade level. Use the PEAK Math METERS, where applicable. allied arts (Koyukon Studies, computer technology, and art): significantly increase the depth of student engagements with writing application tasks that are clearly articulated with the curricula through the continual development, refinement, and implementation of semester writing projects that support end-of-semester course outcomes, OR significantly increase and improve the number of student engagements (2-3 times per week) with writing application tasks that support student learning and are clearly articulated with the curricula. Principals: develop, lead, and monitor summer writing workshops to support the effective and efficient implementation of parallel assessments, math application problems/tasks, and writing application tasks in the classrooms. • Continuing Initiatives: Classroom Management and Instructional Practices: Principals are to support and document teachers’ growth and use of effective instructional practices that are clearly and appropriately aligned with target objectives. 14 08/28/06 Curriculum Alignment: Principals will ensure that curricula remain aligned with appropriate district, state, and national standards and are entered into Powerschool. Changes to checklists must receive specific administrative recommendation and the GCSD School Board’s approval. Powerschool: Principals are to monitor and support teachers in the requirement that they regularly and consistently record student progress with respect to the report card checklist standards. These records will be monitored by principals biweekly to ensure compliance with effective practices and benchmarks. Curriculum Maps: Principals will lead the teachers’ growth in maintaining effective, working curriculum maps aligned with their curriculum checklists and consistent with their classroom instruction and assessment. Principals will monitor the development and use of the checklists. Parallel Assessment, Math Application, and Writing Application Development and Management: Principals are to lead, monitor and support the following: K-12 core class room teachers: implement or refine PAs in one core content area or course per year and use GOLD and PEAK Math METERS in applicable courses. Implementation and refinement will show consistent growth with the implementation rubric. If teachers are moving to a new grade level or subject area, they will use the PA materials left by the previous teacher, or implement PA in one additional area per year at the principal’s discretion and with his/her support. D. Staff Technology Needs Assessment Results Needs assessment surveys were distributed to each staff member with a date for return. Upon reading these surveys several areas were identified. First, the individual staff software and hardware desires were identified. Upon software identification a member of the technology staff will meet with the teachers and discuss software and hardware options and place orders with regard to budget. The second piece of data these surveys identify is training needs. Training and inservice is then based upon these surveys. The goals and timeline created for this plan directly represent district needs. See Appendix F (Needs Assessment Survey) Present Level of Staff Skills with Technology The Needs Assessment instrument used by GCSD can be broken down into four areas of technical knowledge. These areas being: • • • • AREA #1 - Basic Computer/Technology Operations and Concepts AREA #2 - Personal and Professional Use of Technology AREA #3 - Application of Technology in Instruction AREA #4 - Productivity Tools Each of these areas corresponds with several questions and a final score was given to each individual for the four areas. These scores were then averaged by school and graphed as to percentage of mastery. See Appendix G (Results of Needs Assessment) In order to provide comprehensive professional development we separated the results by school: School GILA GCS IDEA Area #1 (% Mastery) 61 72 67 Area #2 (% Mastery) 82 77 76 Area #3 (% Mastery) 73 71 67 Area #4 (% Mastery) 62 53 59 15 08/28/06 After analysis of these results, our professional development plan will center around productivity tools. These are software and hardware devices that increase productivity, creativity, and technological integration within the classroom. Continued training in the three other areas will exist with emphasis on combining necessary training with university courses. This marriage will allow us to fulfill our No Child Left Behind “highly qualified personnel” requirements in areas of direct professional development need. III. ACCESS & IV. RESOURCES The district will ensure all students and teachers have increased access to educational technology in all schools. Description includes how Ed Tech funds will be used to help students in high-poverty and high-needs schools, or Title I schools in school improvement status (identified as level 2 or above). The district will encourage the development and use of innovative delivery strategies through the use of technology. Description of strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources. The district will ensure effective use of technology to promote parental involvement and increase parent communication. Description of strategies to promote parental involvement and increase communication with parents including informing parents of the use of technology in their child’s education, so that the parents are able to reinforce at home the instruction their child receives at school. The district will describe how its schools will develop technology-based programs in collaboration with adult literacy services. Describe a measurable strategy to work with adult literacy services. If not applicable, a description must be provided for the absence of a program. Galena City School District requires technology to communicate and implement all three of the district technology goals. In order to fully implement the Assessment and Learning Model, the district Professional Development Plan, and support a vast library system, we must have the ability to contact our stakeholders in a reliable and speedy fashion. The application of Individual Learning Plans (ILPs) for all three of our schools including our Title I program GILA, requires constant communication with parents and community stakeholders. In addition to the ILPs, our students have access to several on-line course options and on-line assessment tools. The following is a description of how that level of communication is established and maintained. Galena City School District will continue to operate a healthy budget management plan. The maintenance and continued vitality of our technology plan is supported and allowed to grow through several federal funding programs. See Appendix I (E-rate Application) A. Network Description Currently the Galena City School District (GCSD) has approximately 375 computers running on a Wide Area Network (WAN). The computer models present on our network are as follows: Model Processor Dell Inspiron Dell Latitude Dell Latitude Laptop Laptop Laptop 2650 600 610 1.6gGHz 1.6GHz 1.73GHz Dell Optiplex GX-260 1.8GHz Dell Optiplex GX-270 2.4GHz 16 08/28/06 RAM 256Mb 30Gb DVD-CD/R Combo 30 512Mb 30Gb DVD-CD/R Combo 5 512Mb 40Gb DVD-CD/R Combo 75 256Mb 20Gb DVD-CD/R Combo 235 512Mb 40Gb DVD-CD/R Combo LCD Panel 30 Hard Drive Specialty Drives Total on Network The slowest are the Dell Inspiron Laptops with a 1.6 GHz processor with 256Mb of RAM. Our most recent purchases were Dell Optiplex GX-270s with 2.4GHz processors and 512Mb of RAM. We try to replace approximately 90 computers every year, so that the oldest computer on our network is no older than 4 years. We also have 25 networked printers, 7 multifunction high-speed devices (copy/scan/print), 10 digital still cameras, 3 digital video cameras, and 1 DVD burner. B. Videoconferencing The district also owns 8 Polycom ViewStation videoconferencing systems and 10 Polycom Via-Video II videoconferencing units, which are placed in each school, as well as in each Interior Distance Education of Alaska field location serving homeschool students. The Polycom ViewStation units were received as part of a USDA – Rural Utility Services grant and installed in August 2002. Each field office contains a resource room/library, computer lab, and instructional support. These systems run on our existing network bandwidth to deliver interactive instruction to students, which provide opportunities to go on virtual missions at the Challenger Learning Center and participate in Battle of the Books competitions and the Spelling Bee and Geography Bee. Other uses of the videoconferencing equipment have been proposed, such as the Cisco Academy program, but those are currently taught strictly on-site, with pending funding and authorization from Cisco Systems Inc. to offer for distance delivery. The Galena On-Line Delivery (GOLD) provides support for students all over Alaska who are preparing for the Alaska High School Qualifying Exam (AHSQE). The GOLD program is currently stored on DVD and is supported by phone, E-mail and videoconferencing. C. Servers We have a Dell 2650 file server on each campus in Galena. The GCSD/ Interior Distance Education of Alaska (IDEA) field locations all contain Compaq ML 350 file servers, which store Individual Learning Plans (ILP), student work samples and student progress reports as required by state law. We have a Dell 1650 as our Web server and a Compaq ML350 as our mail server, which runs Seattle Labs Mail (SLMail). Our Norton Corporate Edition Anti-Virus Gateway is running on a Compaq ML 320. In addition we have two servers running Powerschool, which contains all student data and tracks progress on standards attainment, test scores, and student grades. Our servers are running Windows 2000 Server with all of the latest service packs, patches and updates. To provide connectivity between our locations for the purposes of e-mail, Internet, file sharing and videoconferencing we have a WAN running over 768kb terrestrial or full T-1 by satellite circuit. The Internet hub is in Anchorage and all locations connect from the co-location room at a secure location. Note: See network graphic on the following page. For Network Diagram, See Appendix H (Galena WAN 2006) D. Non-Networked Computer Services: 17 08/28/06 Currently the Galena City School District/Interior Distance Education of Alaska (IDEA) has about 2,120 computers running independent of the WAN. The models of workstations presently located in the homes of students are as follows: Model Processor Dell Optiplex GX-260 1.8GHz 256Mb 20Gb DVD-CD/R Combo 578 Dell Optiplex GX-260D 2.4GHz 256Mb 40Gb DVD-CD/R Combo 202 Dell Optiplex GX-270 2.4GHz 256Mb 40Gb DVD-CD/R Combo 312 Dell Optiplex GX-280 2.4GHz 512Mb 80Gb DVD-CD/R Combo 15“ LCD Panel 652 Dell Optiplex GX-520 2.8GHz 512Mb 80Gb DVD-CD/R Combo 17“ LCD Panel 373 RAM Hard Drive Specialty Drives Total off Network These computers are connected by dial-up, DSL or cable modem to various providers around the state. IDEA pays for these connections directly as they are not eligible for E-rate being located off campus. The IDEA program provides advanced computer training along with Dell certified technical support and repair based out of 5 locations: Fairbanks (Interior), Wasilla (Mat-Su Valley), Anchorage (Metro), Soldotna (Kenai Peninsula) and Juneau (Southeast). Students and parents have E-mail accounts provided by the district. Each student also has a district-provided fax/copier/printer, which is used to enhance communication. The IDEA program is the most successful correspondence program in the state, with an enrollment of 3,450 students. We are also planning to replace the computers in the IDEA program at the rate of 550 per year, which factors in a flat growth in the program. At this rate, no computer in our IDEA program will be more than 4 years old. E. Policies Our District Filtering Policy was received and approved by the department via official letter dated April 29, 2002. It was also included in our district transitional plan, approved via official letter dated, April 4, 2003. Internet and Technology Use Policy As telecommunications, Local Area Networks (LANs) and Wide Area Networks (WANs) have become routine methods of doing business in our schools, and as the skills of accessing and manipulating information become requirements for work and communications in the workplaces in which our students will be employed, we realize and endorse the need and the right of students to access networks, information systems, and the Internet. However, with all rights come responsibilities. With the power of information networks and the Internet come possibilities and opportunities for abuse. Although the dynamic and changing characteristics of the Internet and telecommunications networks make it available, use of media materials does not indicate endorsement of their contents by the district. Making electronic information access available to students does not imply endorsement of any and all content that may be available and accessible via electronic means. The Internet and Technology Use Policy of the GCSD has at its core two fundamental principles: • With all rights comes the responsibility to act in a legal, ethical, and responsible manner. 18 08/28/06 • Responsible use of the Internet and technology is a behavioral and disciplinary issue, not a technological one. Students and parents will be required to read and sign an Internet Access Agreement with the school district before Internet access will be provided to students. Code of Conduct for Network Services and Technology Tools of the GCSD Network Services refers to services and information accessed over the LAN of our school, as well as over WANs, which includes Internet access and access via telecommunications networks and protocols. Technology Tools refers to computer hardware and software components, along with any devices controlled by them or created by them. Network Users refers to students, staff, and others given access to the Network Services and Technology Tools of the GCSD system. Rights Users have the right to: • • • Use available network services and technology tools in their daily learning. Examine a broad range of opinions and ideas in the educational process, including the right to locate, use, and exchange information and ideas using network services and technology tools. Communicate with other individuals throughout the electronic community using network services and technology tools. Responsibilities Users have the responsibility to: • • • • • Use school district network services and technology tools competently, respectfully, and in a fashion consistent with the purpose for which they were designed. Acquire the skill levels needed to use network services and technology tools in an effective way. Monitor the size of personal file space on LAN and WAN servers and equipment in accordance with district and/or local building guidelines, and adhere to all state and federal statutes regarding copyright and technology use. Maintain and respect the privacy of user accounts and user activities. Follow established guidelines for computer etiquette. Report any known violations of the Code of Conduct or abuses of network services and/or technology tools to school district staff. Unacceptable Uses of Network Services and Technology Tools • • • • • • • • • • Damaging or disrupting equipment or system performance. Corrupting or damaging the data of another user. Wasting resources such as paper through unnecessary or excessive printing, storage space, or access time. Participate in “hacking” by gaining access to unauthorized network areas, management systems, information, and/or files. Breaching the privacy of others by unauthorized activities such as eavesdropping or accessing another’s E-mail or files. Use or publish information about an account used by another person or institution, which could result in breech of privacy of the person’s account. Using profanity, obscenity, or other language, which is not acceptable in the educational environment. Posting anonymous messages. Using the network services and technology tools for any illegal activities, including copyright infringement or plagiarism. Accessing or transferring obscene or pornographic materials using network services or technology tools of the GCSD. 19 08/28/06 Misuse of the GCSD Network Services will result in loss of user privileges. Use of Copyrighted Materials The school district recognizes the importance of copyrights and abides by all state and federal laws that apply. All district staff shall adhere to the provisions of the federal copyright law and maintain ethical standards in using copyrighted materials. The district shall provide no legal support to any employee who violates copyright law. Willful infringement of this law by students or staff may result in disciplinary action. The school board recognizes that computer software piracy contributes to higher cost and decreases commercial incentives for the development of quality educational computer software. In circumstances where the interpretation of the copyright law is ambiguous, the district shall determine appropriate use of computer software by referring to the license agreement and/or policy statements contained in the software packages used in the district. Computer-related instruction for students and staff shall address the ethical and practical problems caused by software piracy. The Superintendent or designee shall maintain procedures to discourage violation of all copyright laws and prevent illegal copying activities. Equity The GCSD Board recognizes the educational and communication opportunities that exposure to the Internet and other computer networks can provide students and staff. GCSD strives to guarantee fair treatment and equitable access to resources and programs for all students as well as programs designed to improve parental involvement. Furthermore, GCSD educators strive to create an educational environment that supports the positive self-esteem needed to enable each student to make a productive contribution to his or her school, community, country, and world. The GCSD School Board provides access to the Internet as a means to improve the effectiveness of education for all of our students by taking students beyond traditional curriculum and learning activities to future-oriented curricula and problem-solving activities. The GCSD School Board has established Internet policies to ensure appropriate use of this resource. The GCSD technology department addresses equity in education using technology in two ways. First, all technology resources are divided among the schools equitably in such a manner so that the student-computer ratio is equal in every school. Peripherals, software and computer accessories are also distributed evenly. Every school connects to the Internet at the same speed. Secondly, through on-going training, we strive to make every teacher technology-literate, so that students in every class have the opportunity to engage in technology and thereby meet local, state, and national educational technology standards. Every student has equal access to all available technology, subject to board policy. (Excerpt from Board Policy 5145.3) Nondiscrimination Note: 4 AAC 51.270 mandates districts to adopt policies to assure equal opportunities and nondiscrimination. District programs and activities shall be free from discrimination with respect to sex, race, color, religion, national origin, ethnic group, marital or parental status, and physical or mental disability. The School Board shall ensure equal opportunities for all students in admission and access to academic courses, guidance, and counseling programs, athletic programs, testing procedures, vocational education, and other activities. (cf. 0410- Nondiscrimination) (cf. 1312.3 – Uniform Complaint Procedures) (cf. 5145.7 – Sexual Harassment) 20 08/28/06 Separate arrangements may be made for students according to sex during sex education programs and physical education activities involving bodily contact. (AS 14.18.050) School staff and volunteers must be especially careful to guard against unconscious sex discrimination and stereotyping in instruction, guidance, and supervision. (cf. 6164.2 – Guidance Services) Legal Reference: ALASKA STATUTES 14.18.010 Discrimination based on sex and race prohibited 14.18.050 Discrimination in course offerings prohibited 14.18.090 Enforcement by board of education ALASKA ADMINISTRATIVE CODE 4 AAC 06.520 Recreational and athletic activities 4 AAC 06.530 Guidance and counseling services 4 AAC 06.540 Course offerings 4ACC 06.600 Definitions 4ACC 51.270 Equal opportunities F. Alliances and Partnerships We have purchased computers for all of the families of students in our school. We have a home/school coordinator who ensures that parents and students understand how to use the computer. Parents and students are provided Internet access in their homes via a grant secured by the school. High school students who are proficient in computer skills provide inservice training related to software and repairs concerning hardware. We have developed an electronic curriculum that is aligned with the Alaska State Content Standards, the Benchmark Tests at Grades 3, 6, and 8, and the High School Competency Test. This curriculum will be posted on the school’s Web site. Parents, students, teachers, and the community will be trained about the curriculum and its implication with teaching practices and these “high stakes” tests. Further, we are developing an electronic portfolio that will enable us to track each student’s progress through the curriculum. In addition, we continue to seek grant funds to launch technologically relevant programs. Included in our district history are several programs that we applied for and received, which use technology as a tool to improve the lives and livelihoods of our district students and community members. G. Adult Literacy Galena City School District does not currently have an adult literacy program. VI. ACCOUNTABILITY The district will measure the effectiveness of integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling students to reach challenging State academic standards. Description of the process and accountability measures that will be used to evaluate the extent to which the activities are effective. The district will provide a list of persons involved in crafting this plan. Representatives of the following five groups are included: administration, teachers, students, community and staff. LEA assures that CIPA compliance has been met Technology Plan Review Processes for periodic review of district needs and revision of the plan. 21 08/28/06 A. Evaluation Our evaluation process will be based upon the evaluation surveys that are written each year to include the revisions and new directions developed by persons involved in crafting the plan. The evaluation process will include data collected from standardized testing, student learning goals, and performance. The evaluation surveys will be distributed to PAC members, school board members, persons involved with crafting the plan, and staff annually. The distribution times will be in the middle of the school year. The survey will include questions relating to amount of time technology is used within the classroom by staff and student, along with perceptions of how technology met their individual goals. All questions on evaluation surveys will be based on learning goals, new funding abilities, new directions and goals based on funding, and our vision statement. The overall evaluation process will be based on student performance (standardized tests, benchmarks) and learning goals in association with our district policies and goals, staff competencies, and partnerships with the community. The evaluation will be conducted once a year. Those responsible for the evaluation are administration, technology coordinators and facilitators, and other individuals who will be included to broaden perspectives. B. Review and Revision Review will be done at the conclusion of the last evaluation survey. All data collected through needs assessment and others means will be presented to all individuals. Data will be compared to and assessed based upon our goals and vision statements. The individuals involved are the same as those involved in the evaluation process. Revision will be based upon the results of the data collected and how that data related to our goals and visions. New goals will be discussed at this time and assessed by budget availability and district goals. If new directions and goals are adopted then those goals will be added to the plan and given a timeline. The individuals responsible for the application of new and previous goals will be decided by the Administration. C. Persons Involved with Plan The following persons contributed to the development of this plan: Meghan McCarthy-Grant, Federal Programs Director Greg Culbert, Assistant Superintendent John Billings, School Board President Jim Smith, Superintendent Steve Musser, IDEA Director Chris Reitan, Principal GCS Harry White, Principal GILA David Fair, Technology Administrator Nate Bair, Student IDEA Debbie Mackie, Parent Marvin Yoder, Galena City Manager Galena City school District assures that CIPA requirements are met. This was established through our last Technology Plan 03-06. 22 08/28/06 Appendix A 2003 – 2006 Goals Timeline Goals for FY04 Date July July July July July-June July-June July-June July-June July August August August August August-May October November February March April April Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing as necessary Goal Migrate all Windows 98 machines to Windows XP Pro or XP Home Edition Install replacement computers on the network. Install RAM in all computers to a minimum of 256Mb. Send staff from Galena to PowerSchool University. Update Internet filtering software daily on the Cobalt Server. Conduct weekly meetings with all site technicians for training and sharing. Deploy latest definitions of anti-virus software to computers daily. Account for every licensed copy of software on the network. Write standards for a course, which would allow for students to intern as a LAN/WAN apprentice and get board approval. Refresh all servers on the network and make the applications on them available on every computer on the WAN. Work out any errors in the new library system. Conduct 2 day training in Anchorage for all certified technicians. Provide training to newly-hired staff members at in-service. Provide ongoing training to teachers and site technicians to maximize the integration of technology into the curriculum. Determine viability of current anti-virus provider and renew subscription. Install wireless internet solutions in areas of new construction Send certified staff to Alaska Society for Technology in Education Conference for training. Make sure the teacher training days are listed on the proposed calendar for following year. Reissue “Staff Skill Level” surveys to teachers and assess data. Use the data to plan next year’s training focus. Conduct April meeting to review and evaluate existing GCSD Technology Plan. Provide ongoing training to employees and students in the use of the Sagebrush Library Program. Train staff on educational software usage and integration into the classroom. Provide training opportunities for GCSD Technology Department. Maintain and upgrade hardware and software as necessary. Provide ongoing training to employees and students in the use of PowerSchool. Utilize outside consultants to maximize network efficiency. Goals for FY05 Date July Goals Install replacement computers on the network. 23 08/28/06 July July – June July – June July – June August August August August-May October November January February March April April Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing as necessary Send staff from Galena and IDEA to PowerSchool University. Update Internet filtering software daily on the Cobalt Server. Account for every licensed copy of software on the network. Deploy latest definitions of anti-virus software to workstations daily. Conduct 2 day training in Anchorage for all certified technicians. Provide training to newly-hired staff members at in-service. Make schools aware of course allowing for student WAN/LAN technicians to apprentice under each school’s site tech advisor. Make sure each data port on the network is labeled to improve network organization. Determine viability of current anti-virus provider and renew subscription. Install wireless internet solutions in areas of new construction. Renew Internet filtering service and software updates. Send certified staff to Alaska Society for Technology in Education Conference for training. Make sure the teacher training days are listed on the proposed calendar for following year. Reissue “Staff Skill Level” surveys to teachers and assess data. Use the data to plan next year’s training focus. Conduct April meeting to review and evaluate existing GCSD Technology Plan. Maintain and upgrade hardware and software as necessary. Develop a tool to manage incoming/outgoing data traffic. Determine whether network bandwidth allocation is appropriate. Provide ongoing training to teachers and site tech advisors to maximize the integration of technology into the curriculum. Conduct weekly meetings with all site technicians for training and sharing Provide ongoing training to employees and students in the use of the Sagebrush Library Program. Provide ongoing training to employees and students in the use of PowerSchool. Utilize outside consultants to maximize network efficiency. Goals for FY06 Date July July July – June July – June August August August-November October November December February Goals Install replacement computers on the network. Send staff from Galena and IDEA to PowerSchool University. Update Internet filtering software daily on the Cobalt Server. Account for every licensed copy of software on the network. Conduct 2 day training in Anchorage for all certified technicians. Provide training to newly-hired staff members at in-service. Monitor bandwidth usage data to determine size of bandwidth to solicit for bid when contract expires. Determine viability of current anti-virus provider and renew subscription. Install wireless internet solutions in areas of new construction. Solicit bids for WAN connections based on an Anchorage co-location price structure. Send certified staff to Alaska Society for Technology in Education Conference for training. 24 08/28/06 March April April Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing as necessary Make sure the teacher training days are listed on the proposed calendar for the following year. Reissue “Staff Skill Level” surveys to teachers and assess data. Use the data to plan next year’s training focus. Conduct April meeting to review and evaluate existing GCSD Technology Plan. Maintain and upgrade hardware and software as necessary. Provide ongoing training to teachers and certified site technicians to maximize the integration of technology into the curriculum. Conduct weekly meetings with all certified site technicians for training and sharing. Provide ongoing training to employees and students in the use of the Sagebrush Library Program. Provide ongoing training to employees and students in the use of PowerSchool. Utilize outside consultants to maximize network efficiency. 25 08/28/06 Appendix B GCSD Technology Plan Timeline 2006 - 2009 Goals for FY07 Date July July July July July-June July-June July-June July-June July-August August August August August August-May Goal Migrate all XP Home Edition to Windows XP Pro. Install replacement computers on the network. Migrate all SLMail to Microsoft Exchange. Send staff from GCS and IDEA to PowerSchool University. Update web based Internet filtering software running R3000 (8E6.net) daily on the Squid Server. Conduct weekly meetings with all site technicians for training and sharing. Deploy latest definitions of anti-virus software to computers daily. Account for every licensed copy of software on the network. Approve Microsoft Active Directory Structure Refresh all servers on the network and make the applications on them available on every computer on the WAN. Work out any errors in the web based library system. Conduct 2 day training for all certified technicians. Provide training to newly-hired staff members at in-service. Provide ongoing training to teachers and site technicians to maximize the integration of technology into the curriculum. Determine viability of current anti-virus provider and renew subscription. Install wireless internet solutions in areas of new construction Migrate all Windows 2000 Servers to Active Directory Send certified staff to Alaska Society for Technology in Education Conference for training. Make sure the teacher training days are listed on the proposed calendar for following year. Reissue “Staff Skill Level” surveys to teachers and assess data. Use the data to Responsibility GCSD Certified Technicians GCSD Certified Technicians GCSD Certified Technicians GCSD Director of Technology GCI – School Access GCSD Technology Department Staff GCSD Certified Technicians GCSD Director of Technology GCSD Director of Technology GCSD Certified Technicians GCSD / IDEA Librarian GCSD Technology Department Staff GCSD PowerSchool / Website Manager GCSD Technology Staff September September November December February March April GCSD Director of Technology GCSD Director of Technology GCSD Certified Technicians GCS Principal, PERS Principal and GCSD Director of Technology GCS Principal, PERS Principal and IDEA Director GCS Principal, PERS Principal, IDEA Director and GCSD 26 08/28/06 April Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing as necessary plan next year’s training focus. Conduct April meeting to review and evaluate existing GCSD Technology Plan. Provide ongoing training to employees and students in the use of the web based Library Program. Train staff on educational software usage and integration into the classroom. Provide training opportunities for GCSD Technology Department. Maintain and upgrade hardware and software as necessary. Provide ongoing training to employees and students in the use of PowerSchool. Utilize outside consultants to maximize network efficiency. Director of Technology GCSD Director of Federal Programs, GCSD Director of Technology GCSD / IDEA Librarian GCSD Technology Department Staff GCSD Director of Technology GCSD Certified Technicians GCSD PowerSchool / Website Manager GCSD Technology Department Staff 27 08/28/06 Goals for FY08 Date July July July – June July – June July – June August August August Goals Install replacement computers on the network. Send staff from Galena and IDEA to PowerSchool University. Update web based Internet filtering software running R3000 (8E6.net) daily on the Squid Server. Account for every licensed copy of software on the network. Deploy latest definitions of anti-virus software to workstations daily. Conduct 2 day training in Anchorage for all certified technicians. Provide training to newly-hired staff members at in-service. Make schools aware of course allowing for student WAN/LAN technicians to apprentice under each certified computer technician.. Make sure each data port on the network is labeled to improve network organization. Determine viability of current anti-virus provider and renew subscription. Install wireless internet solutions in areas of new construction. Solicit bids for the Internet connection based on an Anchorage co-location price structure. Renew Internet filtering service and software updates. Send certified staff to Alaska Society for Technology in Education Conference for training. Make sure the teacher training days are listed on the proposed calendar for following year. Reissue “Staff Skill Level” surveys to teachers and assess data. Use the data to plan next year’s training focus. Conduct April meeting to review and evaluate existing GCSD Technology Plan. Maintain and upgrade hardware and software as necessary. Provide ongoing training to teachers and site tech advisors to maximize the integration of technology into the curriculum. Conduct weekly meetings with all site technicians for training and sharing Responsibility GCSD Certified Technicians GCSD Director of Technology GCI – School Access GCSD Director of Technology GCSD Certified Technicians GCSD Technology Department Staff GCSD PowerSchool / Website Manager GCSD Certified Technicians August-May September September December January February March April April Ongoing Ongoing GCSD Certified Technicians GCSD Director of Technology GCSD Director of Technology GCSD Director of Technology GCSD Director of Technology GCS Principal, PERS Principal and GCSD Director of Technology GCS Principal, PERS Principal and IDEA Director GCS Principal, PERS Principal, IDEA Director and GCSD Director of Technology GCSD Director of Federal Programs, GCSD Director of Technology GCSD Certified Technicians GCSD Technology Department Staff GCSD Technology Department Staff Ongoing 28 08/28/06 Ongoing Ongoing Ongoing as necessary Provide ongoing training to employees and students in the use of the web based Library Program. Provide ongoing training to employees and students in the use of PowerSchool. Utilize outside consultants to maximize network efficiency. GCSD Technology Department Staff GCSD PowerSchool / Website Manager GCSD Technology Department Staff 29 08/28/06 Goals for FY09 Date July July July – June July – June August August September September February March April April Ongoing Ongoing Goals Install replacement computers on the network. Send staff from Galena and IDEA to PowerSchool University. Update web based Internet filtering software running R3000 (8E6.net) daily on the Squid Server. Account for every licensed copy of software on the network. Conduct 2 day training in Anchorage for all certified technicians. Provide training to newly-hired staff members at in-service. Determine viability of current anti-virus provider and renew subscription. Install wireless internet solutions in areas of new construction. Send certified staff to Alaska Society for Technology in Education Conference for training. Make sure the teacher training days are listed on the proposed calendar for the following year. Reissue “Staff Skill Level” surveys to teachers and assess data. Use the data to plan next year’s training focus. Conduct April meeting to review and evaluate existing GCSD Technology Plan. Maintain and upgrade hardware and software as necessary. Provide ongoing training to teachers and certified site technicians to maximize the integration of technology into the curriculum. Conduct weekly meetings with all certified site technicians for training and sharing. Provide ongoing training to employees and students in the use of the web based Library Program. Provide ongoing training to employees and students in the use of PowerSchool. Utilize outside consultants to maximize network efficiency. Responsibility GCSD Certified Technicians GCSD Director of Technology GCI – School Access GCSD Director of Technology GCSD Technology Department Staff GCSD PowerSchool / Website Manager GCSD Director of Technology GCSD Director of Technology GCS Principal, PERS Principal and GCSD Director of Technology GCS Principal, PERS Principal and IDEA Director GCS Principal, PERS Principal, IDEA Director and GCSD Director of Technology GCSD Director of Federal Programs, GCSD Director of Technology GCSD Certified Technicians GCSD Technology Department Staff GCSD Technology Department Staff GCSD / IDEA Librarian GCSD PowerSchool / Website Manager GCSD Technology Department Staff Ongoing Ongoing Ongoing Ongoing as necessary 30 08/28/06 Appendix C Parent Survey My child(ren) is (are) enrolled in (circle all that apply) Grade: K 1 2 3 4 5 6 7 8 9 10 11 12 Survey Instructions: Listed below are statements about the Galena City School program. Please review each statement to see the degree to which it reflects how you feel about the GCS program. Please rate each statement using the number 1-5 to indicate how much you agree with the statements listed below. 1=low score 3=okay score 5=very high score 1= no I totally disagree. I am not satisfied. rating=poor 2= I don’t agree very much. Things are not too good. rating=almost okay 3= yes, I agree. I rate the program and school as adequate, rating=okay. 4= yes, I really do agree. The program is pretty good. rating=quite good 5= yes, I absolutely agree. the program is outstanding. It is terrific. rating= Excellent ___1. School Satisfaction: I am generally quite pleased with the program at the Galena City School. ___2. Information: I get an adequate amount of information from the school about my child’s learning progress, the school learning, and school activities. The information is clear, accurate, and timely. ___3. Teacher: I have had an opportunity to meet my child’s teacher. I have reviewed the daily assignments or homework and/or visited the classroom. I feel my child’s teacher understands my child’s needs, provides quality instruction, evaluates fairly, and sends me timely information and reports. ___4. Curriculum: I have adequate information about the curriculum, lessons, and textbooks provided my child. I have reviewed my child’s progress on the essential skills checklists every quarter. I understand the checklists and get answers to my questions about them. ___5. AfterSchool Program: The After School program provides a good range of activities. My child participates in quality activities. I get timely and clear information about the After School Program Schedule. ___6. Child’s Progress: My child is making good progress in learning reading, writing, and math. I can see clearly from the quarterly reports how my child is progressing. I get timely information from the teacher and school if my child needs help or is not progressing. ___7. Career Planing and Vocational Education: the school program is helping prepare my child for his/her future in workplace. Your Input We want to hear from you in your own words. Please fill in the blanks below: 8. The Best : Please list Three Things you like best about GCS School _________________________________________________ _________________________________________________ _________________________________________________ 9. Changes: Please list Three Things you would like changed about the GCS School Program or Activities or Courses: _________________________________________________ _________________________________________________ _________________________________________________ 10. Goal Setting: Please list three goals you would like implemented at GCS: _________________________________________________ _________________________________________________ _________________________________________________ 31 08/28/06 Appendix D Student Survey I am in Grade: (circle one) 9 10 11 12 To the Student: please tell us how you feel about your school. Please rate each part of the school program. 1=Poor 2=Almost okay 3=Good 4=Very good 5=Excellent ___1. PERS School : the PERS program meets my expectations for coming here. PERS standard high school. ___2. Information: school schedule, course selections, calendar, activities, information meets my needs better than a is clear, accurate, and timely. ___3. Teachers: Presentations are clear. Grading is fair. Assignments are varied and interesting. I get help when I need it. Teachers know the material. ___4. Dorm & Food: clean, comfortable dorm; clear, fair, reasonable rules and selections; friendly, fair dorm counselors. . ___5. AfterSchool Program: activities are interesting and fun, good schedule, good bedtimes; tasty, fresh, food with good leaders and good snacks. ___6. My Learning: I am making good progress in basic skills and job training; I can see clearly from the quarterly reports how I am doing. I am learning better here than at my old school. ___7. Curriculum and Vocational Education: good choice of courses in careers I am equipment; teachers know what they are doing. Your Input We want to hear from you in your own words. Please fill in the blanks below: 8. The Best : Please list the Three Things you like best about GCS School _________________________________________________ _________________________________________________ _________________________________________________ 9. The worst: Please list the Three Things you don’t like about school: _________________________________________________ _________________________________________________ _________________________________________________ 10. New Stuff: please list three new things you would like to happen next year. interested in; interesting courses and good _________________________________________________ _________________________________________________ _____________________________________________ 32 08/28/06 Appendix E Assessment and Learning Model 33 08/28/06 Galena Assessment and Learning Model Curriculum Alignment Profile (% alignment to GLEs) Selected Curriculum ‫ٱ‬ ‫ٱ‬ ‫ٱ‬ ‫ٱ‬ ILP/PR A AK GLE 1 __ AK GLE 2 __ AK GLE 3 __ AK GLE 4 __ B NY __ __ __ __ __ __ __ __ Pre-Assess Checklist Items Full Length Pre-test Supplemental Curriculum Individualized Learning Plan or Checklist • FTL (Following The Leaders) Update ILP/Checklist 1 PEAK Instruction Frequent DP & Re-Assessment Over Previously Mastered Checklist Items Update ILPs with Student progress towards mastery of the Checklist Items 5 6 Keys to Success and Learning 2 Ongoing Formative Assessments • FTL • GPA • MSP Skills Tutor -Online After School Tutor 4 Re-Assess Using: • FTL • GPA • MSP Corrective Loops Teacher Guided Activity 3 Key GLE = Grade Level Expectations FTL = Following The Leaders GPA = Galena Parallel Assessments MSP = Measuring Student Progress Assessment Items DP = Distributive Practice 34 08/28/06 Appendix F Needs Assessment Survey Instructions: Rate yourself on a scale of 1 to 5 by circling the number that relates to your current skill (1) = Not able to do this (5) = Doing this on a regular basis without assistance Basic Computer/Technology Operations and concepts. I am able to operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages. I use terminology related to Computers and technology appropriately in written and oral communications. I describe and implement basic trouble shooting techniques for multimedia computer systems with related peripheral devices. I use imaging devices such as scanner, digital cameras, and or video cameras with computer systems and software. I demonstrate knowledge of uses of computers and technology in business, industry, & society. Personal and Professional Use of Technology I use Powergrade for attendance, grade book, and checklist modification I use Powerschool to review student records and communicate with parents I use computer-based technologies including telecommuications to access information and enhance personal and professional productivity I use computers to support problem solving, data collection, information management, communications, presentations and decision-making. Rating 12345 Comments 12345 12345 12345 12345 12345 12345 12345 12345 35 08/28/06 Application of Technology in Instruction I explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation. I describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum. I design, deliver, and assess student-learning activities that integrate computers/technology (GOLD, Follow the Leaders )for a variety of student group strategies and for diverse student populations. I design student-learning activities that foster equitable, ethical, and legal use of technology by students. I practice responsible, ethical and legal use of technology, information, and software resources. Productivity Tools I use advanced features of word processing, desktop publishing, graphics programs ad utilities to develop professional products. I use spreadsheets for analyzing, organizing, and displaying numeric data graphically. I design and manipulate databases and generate customized reports. I use teacher utility and classroom management tools to design solutions for specific purpose. I apply specific-purpose electronic devices (such as a graphing calculate, language translator, scientific probe ware, or electronic thesaurus) in appropriate content areas. 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 36 08/28/06 Appendix G Needs Assessment Results Needs Assessments Results 2006 100 90 80 70 60 50 40 30 20 10 0 Percent of Mastery GILA IDEA GCS Area #1 Area #2 Area #3 Area #4 • • • • AREA #1 - Basic Computer/Technology Operations and Concepts AREA #2 - Personal and Professional Use of Technology AREA #3 - Application of Technology in Instruction AREA #4 - Productivity Tools 37 08/28/06 38 08/28/06 Appendix H GCSD WAN 2006 Galena City School District - Wide Area Network Project Education Residential School Cisco 3662 1.544mb Internet Galena City School Cisco 2611 1.544mb 2.0mb 768kb Fairbanks Cisco 1601 Wasilla Cisco 1601 768kb GCI - SADC Cisco 7204 1.544mb Anchorage Cisco 1601 768kb 768kb Soldotna Cisco 1601 Juneau Cisco 1601 39 08/28/06 40 08/28/06 Appendix I E-Rate Application 41 08/28/06