Centerville Public School District 60-1

610 Lincoln St.

P.O. Box 100

Centerville, SD 57014

Phone: 605-563-2291

Approved Plan will be effective through January, 2006

Technology Plan Submitted by: Centerville School Technology Team

Sandi.king@k12.sd.us

Index

Chapter 1	Page
Technology Committee	2
Vision	3
Needs Assessment	4
Three Year Goals and Objectives	5
Chapter 2	Page
Curriculum Integration	6
Staff Development	7
Chapter 3	Page
Inventories	7-8
Facilities and Model Classroom Configurations	8
Chapter 4	Page
Three Year Action Plans	13
Chapter 5	Page
Acceptable Use	10-11
Distance Learning Policy	14
Children’s Internet Protection Act	13
Three Year Telecom. Services and Equipment	17
Chapter 6	Page
Funding Source	13
Chapter 7	Page
Evaluation	18

CHAPTER 1 – VISION AND GOALS

Technology Committee

Doug Voss	Superintendent
Pat Norin	School Board and Parent
Bill Hansen	School Board and Parent
Tracy Bird	Teacher
Gus Miller	Teacher
Shell Diercks	Teacher and Parent
Sandi King	Teacher
Lisa Kraning	Teacher
Amy Plucker	Community/Business/Parent
Nick Laska and Brian Hardaswick	Current Students
Linda Holmberg	Parent

The Technology Committee will meet each quarter during in-service time. Members of the team will assemble according to availability, with an attempt to get a mix of parents, teachers, students, administration, and administration with the realization that not everyone can make it to every meeting. An agenda will be emailed to members prior to the meeting requesting input if they are unable to attend.

Vision

The Centerville School District will prepare its students to graduate with the knowledge and skills necessary to excel in higher education and in careers with the confidence necessary not only to dream, but to determine their futures.

Having teachers that use technology in their classrooms will support students’ learning experiences and will prepare them for the rapid changes in today’s world. New skills must be learned and existing skills must be maintained in order to embrace the available opportunities. Students must take responsibility for managing their own learning, both the pace and the depth. They must embrace collaborative learning while improving communication skills. The use of technology will enhance their ability to become a success as an adult.

As we advance through the 21^st century, the challenge we face is to create an environment that prepares all of our students to successfully participate in a highly competitive society. We will cultivate an environment where technology is a part of the academic culture empowering students to meet state academic standards in all content areas using traditional and innovative technologies. Centerville school is committed to developing independent life-ling critical thinkers and learners who can communicate effectively, work collaboratively, and resolve problems efficiently by using technology.

Needs Assessment

All of our K-12 classrooms are currently equipped with computer stations for 2-6 students, including Internet hookups. Also, we have two computer labs, one for use with grades K-6 and the other for use with 7-12 grades. The offices all have computers as well as the kitchen, After School Program, and library. There are remote Internet access ports around the school to facilitate laptop use. In addition to our desktop computers, we have 7 laptops that are used in classrooms as well as being available for checkout to teachers and staff. Three of these laptops are on carts with InFocus projectors stationed in the labs and also available for teachers to use in their own classrooms or elsewhere in the building for special events.

Technology is used from the minute school begins to the end of the day and beyond at Centerville. With the use of DDN Infinite Campus, attendance, assignments, announcements and other information is available to teachers, administration, students and parents. Teachers are encouraged to integrate technology into their lesson plans, students are encouraged to discover new ways to use the available technology and everyone uses the Internet on a daily basis. In our K-6 curriculum, for example, the classroom teachers and the computer teacher work closely in using technology to enhance lessons, themes and assignments. Junior high and high school students are offered several technology-related courses from which to choose.

To stay current with our technology planning, our district has used paper-pencil surveys biannually, (surveying students, parents, teachers, administration, businesses and recent graduates) to assess strengths and needs in the areas of accessibility, software and hardware use in classrooms, businesses and homes, and projected future needs. The team then compares and discusses the data from year to year and uses the information to plan in-services and goals and to direct our purchases of hardware and software. We have created a survey using the www.Quia.com survey tool and will use it each year to collect most of this information at school. We will still use mail-in forms to survey alumni, businesses and parents.

Our school purchased a new server during the summer of 2003 and also a 72-port switch to replace one that sustained damage from a lightning storm. Within the next 5 years, we plan to replace 6 switches that are 24 ports each.

Three Year Goals and Objectives

District Goals

Provide for effective staff development for all teachers, paraprofessionals and support staff.
Provide for relevant State and ISTE standards-based curriculum integration at all grade levels and curriculum areas.
Provide up to date and well maintained infrastructure for hardware and software needs.
Provide for relevant student learning that incorporates the needs of our student population into a coherent strategy for lifelong learning.

The technology team has formulated the following objectives according to the results of our most recent surveys.

Goal 1: Staff Development

Objectives:

To continue to survey staff annually to determine strengths and training needs
To continue to provide all staff with training and support as necessary to increase the level of technology integration according to ISTE and to improve user skills
To develop a library of effective online and software resources for staff and students
To develop or locate a useful evaluation tools to measure software/online resource effectiveness
To make use of distance learning opportunities, conferences, workshops, university classes and independent learning.

Goal 2: Curriculum Development

Objectives:

To include all survey results when determining technology needs
To encourage teachers to frequently include technology components in their lesson plans according to technology standards (NETS/ ISTE)
To provide a variety of grade/subject appropriate software and Internet resources to complement the curriculum

Goal 3: Infrastructure

Objectives:

To use current inventory to determine the need for future technology purchases/leases
To develop a strategy for cycling out damaged or outdated hardware and software
To identify funding sources for new technology purchases
To develop a strategy for updating the network capabilities throughout the district
To ensure all instructional areas are networked and accessible to all students and staff
To develop a long distance learning policy regarding intellectual property and copyright

Goal 4: Student Learning

Objectives:

To survey students grades 3-12 annually, using the Taglit survey tool, to determine strengths and learning needs

To provide students access to effective software, on-line resources and hardware as part of the school’s curriculum
To increase the use of the Distance Learning Network at all levels
To provide a safe, appropriate atmosphere for student learning
To increase technology course offerings for students at the high school level, such as programming, computer maintenance, etc…

We feel as though our goals and objectives fit nicely with our vision statement, meet the needs of our students by preparing them for higher education and careers, and create an environment that fills the need for staff development according to the needs assessment that is both challenging and enjoyable.

CHAPTER 2 – TECHNOLOGY INTEGRATION AND PROFESSIONAL DEVELOPMENT

Curriculum Integration

Part of funding under the Consolidated Application pays for our technology coordinator part-time position. The technology coordinator is responsible for many areas of the Technology Plan. Services provided are: professional development, technology support services, innovative technological strategies and guidance to administration regarding purchases of hardware and software. Without this position, our school would not be providing our students with a curriculum that would prepare them for a competitive world.

Hardware and software are updated yearly in our district. They are budgeted items. Generally, the newest technology is located in the DDN, LDL and elementary or high school labs. Equipment that is replaced in the labs is parceled out to the individual classrooms according to need and request.

In the elementary, the process is based on the need and applicability of the technology. In some cases, the teachers are using technology as an integral part to meet a state standard in a subject area…such as South Dakota History. In other classrooms, teachers are deciding to integrate because the medium will re-teach or enhance what is delivered in a traditional manner. Our elementary computer teacher works with the teachers to develop projects to support their content areas during computer classes.

In high school, we require freshmen to take Computer I which is Microsoft Office applications. Some of the coursework lends itself to technology careers. The decision was made to have some elective courses that were exclusive to the use of technology. This process is verified by the presence of courses such as Desktop Publishing, Advanced Computer – Web Design, and Video Editing.

At present our district is continuing to work on integration already in place such as coordinating with teachers to increase technology-based activities in the elementary classes with their weekly computer classes. Also, special needs students have the advantage of using a Kurzwell reader to listen to written assignments instead of having a person read to them, and at the jr. high and high school levels, students and teachers use technology seamlessly in their lessons. We have a wide variety of software available to address many different needs from desktop publishing, web page design and video editing to tutorial math and reading programs that improve performance in the classroom and on state testing that meets the requirements of NCLB. Math, accounting and science classes make use of graphing calculators, specialized software and handheld devices to collect and interpret information.

In the future staff will be encouraged to attend trainings, meetings and workshops to assist them in developing thematic units and lesson plans including technology and to increase their own skills using new hardware and/or software. The Centerville school district offers a Technology Incentive Plan to teachers, which allows staff to demonstrate their increasing skills and receive financial compensation.

Teachers will act as a resource to review new hardware and software and make recommendations to the technology team, coordinator or administrator regarding purchases. In accordance with our Consolidated Application, on a daily basis the technology coordinator will provide technical support, and staff meetings will address the technical side of curriculum integration. Teachers will adopt textbooks on the basis of state content standards as well as state and national technology standards to further the use of technology in the classroom.

Currently our school district provides many distance learning opportunities for students. We have one DDN lab and one LDL lab, which are busy continually. In the future we will add an additional DDN lab to make even more opportunities available, which may include increased elementary usage, additional junior high or high school classes and staff or community use.

Staff Development

Currently, the Centerville School District staff development has focused on DDN Infinite Campus, which was new to our district in 2004. We held in-service before the beginning of the school year as well as quarterly during the year at monthly in-service to provide information and support for teaching staff prior to each grading period. These sessions have been well-received and relieved staff anxiety about using the new system. Other in-service topics have been based on upgraded software, hardware and server changes. Our local technology coordinator and high school administrator has provided the training. We have not addressed distance learning for the entire staff. However, those using the equipment and software will attend a 1-day training workshop during the summer months at USD.

Our tech team sees staff development as being directed by our needs assessment, discussions with staff and during technology team meetings. The scope and sequence of staff development sessions or requirements will be determined after reviewing this information and survey data. The Centerville School District will ensure ongoing professional development through monthly in-service meetings, attendance at workshops and conferences, university classes, and also will encourage mentoring and individual learning at the teacher’s own pace. A select group of mentors also will offer mini sessions to refresh skills, answer questions and assist as needed to develop technology rich lessons and improve overall skills and confidence.

The technology committee, coordinator and administration support and encourage teachers to experiment with hardware and software and then share their experiences with others across the curriculum. The use of distance learning equipment as a staff development tool has been little used and deserves attention. The technology team will discuss implementing this as a source of information for future reference.

Mini sessions and in-services will be assessed through a short Q/A at the end of each session to evaluate success and plan future mini sessions. The annual needs assessment survey will direct the content of further in-service training. Stipends will also continue to be paid to teachers completing the Technology Incentive Plan levels.

CHAPTER 3 – INFRASTRUCTURE AND IMPLEMENTATION

Inventories

The Centerville School District keeps information on hard drive size, RAM and processor speed. We currently do not keep records on whether a computer has video capability or type of external ports. We also maintain date of purchase, building location, and which dollars purchased the equipment.

Currently we do not keep records of miscellaneous components. Also, our school budgets for technology purchases each year so there are funds available to make needed upgrades.

At Centerville School the technology committee meets quarterly and at that time, members may discuss needed software or hardware or other equipment concerns. These requests can also be made directly to the technology coordinator or business manager by staff or students for immediate needs or future planning.

SOFTWARE LICENCES

FrontPage 2003 – 10 licenses
Symantec Ghost - 30
Deep Freeze – 25
Windows 2000 Server – All Languages - 1
Windows 2000 Client – All Languages - 175
Office Professional XP (Office XP Suites) – 60
Fireworks – 10
Macromedia Dreamweaver 4 - 8
Macromedia Flash MX 2004 – 7
Macromedia Flash 5 – 8
Macromedia Fireworks – 8
Windows 95 – 30
FrontPage 2000 – 20
Server 2003 – 1

Centerville School District has a maintenance agreement with Connecting Point, which covers all technical support that our technology coordinator is unable to take care of in-house. Hours are contracted each year including server problems, hardware, hubs, etc. which may need repair.

Facilities and Model Classroom Configurations

Typically a classroom in the Centerville School contains between 3 and 6 student workstations with Internet hookups. Each teacher also has a computer workstation available on a desk or table for administrative/personal use. Class appropriate software is available or may be accessed from the server. Elementary classrooms have a color printer/copier or easy access to them. TV/VCR combinations are either on a cart or installed in the classroom. Using the in-classroom phone system allows teachers to contact the office or one another – a welcome convenience. Parents and students may also leave messages for teachers in their classrooms using the teacher’s voicemail system or via the teacher’s email. Several classrooms have the possibility of connecting computer processors to their TV screens, or may opt to use the laptop/projector cart in their classrooms. Classrooms also have access to digital still and video cameras and assorted software for creating projects such as books, movies, presentations and the like. This equipment may be checked out, and some teachers have purchased their own equipment using grant funding.

Our school contains two computer labs. The elementary lab has 29 Windows computer workstations, a black and white and a color printer, a scanner and a laptop/projector cart for teaching and demonstrating skills. Storage closets and cabinets contain materials and software for student projects. This lab is used weekly for K-4 students, 2-3 times weekly for 5^th and 6^th grade students and daily for 9^th grade Computer I class. Other times are available for teachers to sign up and bring in their classes to use the Internet, software or work on projects. The high school lab contains 18 Windows computer workstations, 2 Macintosh workstations for video editing, a TV monitor/VCR setup for viewing creations, a laptop/projector cart and several digital still and video cameras which may be checked out for use. Also, there are 8 desks/chairs for student work areas and a teacher desk with its own computer workstation. This lab is used during 1^st, 3^rd, 6^th and 7^th class periods; other times are available for teachers and students to use for specific classes.

The technology team, surveys, administrative recommendations and parent input all assist in making decisions regarding future purchases of hardware, software, equipment and servers. Our school budget contains dollars to be directed toward these purchases on an annual basis which is approved by the Board of Education.

Wireless for gym and music room

Ag, title, FACS, Kindergarten, line that leads to switch for elementary lab

Server room, science, LDL, art, math, library, Supt. office, secretary, business manager, elevator room

72-port switch

Our elementary lab has 29-networked computers. There are 12 RJ45 connectors. We have a big switch in this room to network the remainder of the computers.

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Our high school lab has 20 computers in it that are all networked computers. There are 20 RJ45 end connectors.

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A typical classroom in our school contains 6 to 8 RJ45 end connectors and 6 to 8 networked computers for student use and one networked computer for teacher use.

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CHAPTER 4 – ACTION PLAN

Three Year Action Plans

Activity or Objective	Specific Goal	Person Responsible	Timeline	Projected Cost	Assessment to Measure Impact		Category of Funding	Funding Source
Staff Development
Staff survey	Goal 1	Tech coordinator/ admin.	Once annually	$50	Online or paper/pencil		Software fund	General Fund
Staff training/ in-service	Goal 1	Tech coordinator/ individual teachers	Monthly	$1500	Verbal assessment		Professional Development	General Fund
Develop and purchase software and online resources	Goal 1	Librarian, technology coordinator, teachers	Ongoing	$3500 annually	Verbal assessment		Professional Development	Capital Outlay
Develop evaluation tool	Goal 1	Teachers, librarians	Within 1 year	None	N/A		N/A	N/A
Distance learning opportunities	Goal 1	Administration, technology coordinator, teachers	Within 1-2 years	$4500 tuition $4500 connection	Verbal assessment/ annual survey		Professional Development	General Fund
Curriculum Development
Determine technology needs using survey results	Goal 2	Technology team, coordinator, teachers, admin.	Once annually	None		N/A	N/A	N/A
Include technology components in lesson plans	Goal 2	Teachers	Weekly	None		Student achievement, observation, verbal assessment	N/A	N/A
Provide subject or grade appropriate software and Internet resources	Goal 2	Technology team, teachers, coordinator	Quarterly	Included in software and distance learning budget		Verbal assessment, teacher reports, observation	Software	Capitol Outlay/ General Fund
Provide subject or grade level textbooks with tech. components	Goal 2	Teachers, administrators	Rotation by subject	$20,000		Student achievement tests, observation, verbal assessment	Curriculum	Capitol Outlay

Infrastructure
Determine future technology needs	Goal 3	Technology coordinator, team, teachers, admin.	Assess annually	$24,000 (salary, supplies…)		Verbal assessment, agreement of team	Hardware and Software, Telecom.	General Fund
Strategy for cycling out old/obsolete hardware and software	Goal 3	Technology team, coordinator, admin, school board	Within 1 year	None		team agreement, board approval	N/A	N/A
Strategy to update network capabilities	Goal 3	Technology coordinator	Assess annually	None		Team agreement, board approval	N/A	N/A
Ensure network accessibility	Goal 3	Technology coordinator	Assess annually	None		Team agreement, board approval	N/A	N/A
Develop a long distance learning policy regarding intellectual property and copyright	Goal 3	Technology Team, administration, school board	Within 1 year	None		Team agreement, board approval	N/A	N/A
Student Learning
Survey students annually	Goal 4	Computer teacher, technology coordinator, admin.	Assess annually	None	Survey results		N/A		N/A
Provide access and support to software, online resources and hardware	Goal 4	Teachers, technology coordinator	Assess annually	Included in salaries	Student achievement, verbal assessment, observation, annual survey		Curriculum, hardware, software		N/A
Increase use of distance learning opportunities	Goal 4	Technology coordinator, guidance counselor, teachers, admin.	Assess annually	Evaluate need – based on available $$	Student achievement, verbal assessment, observation, annual survey		Curriculum, hardware, software		N/A
Continue to provide safe, appropriate atmosphere for student learning	Goal 4	All staff, admin, school board	Assess annually	Included in technology budget (Infrastructure – future needs)	Observation, annual survey, teacher and parent input		Infrastructure		N/A
Provide additional course offerings	Goal 4	High School staff, admin, school board	Within 2 years	Evaluate need based on available $$	Class size, survey responses, student skills		Curriculum		N/A

CHAPTER 5 - POLICIES

Acceptable Use Policy

Students, staff and community members are expected to act in a responsible, ethical and legal manner in accordance with district policy, accepted rules of network etiquette, Federal and State law.

Specifically, the following are prohibited:

Use of the network to facilitate illegal activity.
Use of the network for commercial or for-profit purposes.
Use of the network for non-work or non-school related work unless specifically permitted to do so.
Use of the network for hate mail, discriminatory remarks, reproduction or use of copyrighted materials.
Use of the network for product advertisement or political lobbying.
Unauthorized or illegal installation, distribution, reproduction, or use of copyrighted materials.
Use of network to access obscene or pornographic material.
Use of inappropriate language or profanity on the network.
Use of the network to transmit material likely to be offensive or objectionable to recipients.
Use of the network to intentionally obtain or modify files, passwords and data belonging to other users.
Impersonation of another user, anonymity and pseudonyms.
Use of the network facilities for fraudulent copying, communications, or modification of materials in violation of copyright laws.
Loading of unauthorized games, program files, or other electronic media.
Use of the network to disrupt the work of other users.
Destruction, modification, or abuse of network hardware and software.
Quoting personal communications in a public forum without the author’s prior consent
Use of the network for email unless specifically permitted.
NO outside disks will be brought into any District network computer without prior consent.

User accounts and their content are considered the property of the District. The School District expressly reserves the right at any time to review the subject, content and appropriateness of electronic communications or other computer files and remove them if warranted. Any violation will be reported to the school administration and/or law enforcement officials.

Persons using the District network should have no expectation of privacy or confidentiality in the consent of electronic communications or other computer files sent and received on the District network.

Violating the Acceptable Use Policy may result in:

· Loss of network access

· Disciplinary or legal action, including but not limited to, criminal prosecution under appropriate State and Federal laws.

Confidentiality of Records

Confidentiality is protected in the following ways:

A firewall (Sonic Wall) is installed as a filter against objectionable or inappropriate material on the Internet.
Centerville School students and their parents sign a user agreement (contract) annually – on this agreement is a section explaining Internet safety and a section regarding our school’s policy on publishing pictures, names, and other information about Centerville students. Parents’ wishes are recorded on these agreements, whether they give permission to use their child’s picture or name in any school publication.
Centerville School’s Acceptable Use Policy contains language that addresses the consequences for anyone violating the school’s policies regarding technology use.
Students are not allowed to use email, give out personal information on the Web, or participate in chat rooms, etc… unless those items are specifically part of a class and/or with special permission from teachers and parents.
Students’ last names are not permitted on the school’s web pages
Internet safety is taught in the elementary grades and reinforced at the middle and high school levels through discussions, bulletin boards and lessons.
The school board plans an informational meeting for parents and community during parent-student open house held at the beginning of each school year.

Distance Learning Policy

At Centerville School, the distance learning policy is set according to the SILDL/DDN policies for teachers and students. Contained in this policy handbook is information for teachers, registration, operational policies, general procedures, community education, student fees (if any) and the student policy and contract. At the present time WebCT is not used in our district, therefore we have no policy addressing its use, however if WebCT were used in the future, policy would be set prior to going online with teachers and students.

The members of the consortium determine the academic calendar of the SILDL and DDN network. There is an annual survey done to determine needs for the upcoming school year. Currently, foreign language is offered, an Ag. class is taught from Centerville, and an Anatomy class is offered as well. These classes are needed to provide a full curriculum for our students and for the Regent Scholarship program. Accreditation, evaluation, grading, curriculum review, etc. are all the responsibility of the district of origin for each class. A technology coordinator is available in the event of a technological breakdown, troubleshooting or to report problems.

Intellectual property agreements and copyright statements are currently covered under the district’s Acceptable Use Policy. A separate policy regarding intellectual property when using distance-learning equipment does not exist, however it is under consideration. Student issues such as support, advising, library services, and privacy are explained in the SILDL/DDN policy handbook and/ or in the library policy handbook.

Children’s Internet Protection Act

Internet Safety Policy for Centerville School District

Introduction

It is the policy of Centerville School to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].

Definitions

Key terms are as defined in the Children’s Internet Protection Act.

Access to Inappropriate Material

To the extent practical, technology protection measures (or “Internet filters”) shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information.

Specifically, as required by the Children’s Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors.

Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes.

Inappropriate Network Usage

To the extent practical, steps shall be taken to promote the safety and security of users of the Centerville School online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications.

Specifically, as required by the Children’s Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called ‘hacking,’ and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors.

Supervision and Monitoring

It shall be the responsibility of all members of the Centerville School or library staff to supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children’s Internet Protection Act.

Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Technology Coordinator or designated representatives.

Adoption

The Board of Centerville School adopted this Internet Safety Policy at a public meeting on August 10, 1998, following normal public notice.

CIPA definitions of terms:

TECHNOLOGY PROTECTION MEASURE: The term “technology protection measure” means a specific technology that blocks or filters Internet access to visual depictions that are:

1. OBSCENE, as that term is defined in section 1460 of title 18, United States Code;

2. CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or

3. Harmful to minors.

HARMFUL TO MINORS: The term “harmful to minors” means any picture, image, graphic image file, or other visual depiction that:

1. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;

2. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and

3. Taken as a whole lacks serious literary, artistic, political, or scientific value as to minors.

SEXUAL ACT; SEXUAL CONTACT: The terms “sexual act” and “sexual contact” have the meanings given such terms in section 2246 of title 18, United States Code.

Three-Year Telecommunications Services and Equipment

The Centerville School District currently utilizes Fort Randall Telecommunications as the vendor for all local telephone services in the district. PrairieWave handles the long distance, fax, Internet service, DDN and SILDL networks as well as cable TV service. We currently have a total of 45 voice and 2 fax lines for the district. These services receive E-Rate funding as telecommunications services. There is not a current need or plan to make major revisions to the phone systems the school.

The Centerville School District owns fiber data circuits and switches for the purpose of connecting all of the locations together in a WAN with a gigabit backbone. The Centerville School District utilizes one cellular phone that is contracted with CellularOne service on a two-year agreement. New phones could be added as the situation warrants; however there has been no discussion to do so at this time. This service also receives E-Rate funding.

The district plans to continue with these services since the equipment is fairly new and in good working order. In the future, plans could be made to change out older or obsolete phones, fax machines or other equipment as new equipment becomes necessary. This responsibility would be up to, but not limited to the technology coordinator, contracted maintenance personnel, administration, school board, or requests from classroom teachers. The district budgets for upgrades and new equipment on an annual basis, so purchases would need to remain within those constraints. DDN and SILDL systems are upgraded by our local Southeast Distance Learning Consortium and the state of South Dakota deems necessary. There is no plan to dispose of or determine obsolescence of current technology at this time.

CHAPTER 6 – FUNDING SOURCES

Funding Source

The Centerville School District plans to fund each of the activities and goals listed in the plan through these possible funding sources: general fund, capital outlay, title I, II funds, business contribution, etc. Please see the Action Plan section on p. 13 for funding information

CHAPTER 7 – EVALUATION

Evaluation

The technology team, teachers, school board, administration and others such as parents or students (some combination of these groups) will annually review the technology plan and purchases for that year. The team will make necessary revisions if needed and make suggestions to the district’s school board of any technology areas that need to be addressed. Any substantial revisions will be reported as addendums to our current plan at the State Department of Education. Our district currently does not require the board of education’s approval; however this will be changing in the future. We do keep the board informed on all areas of our technology plan.

We will also use the results of the teacher, staff, student, parent and alumni surveys to monitor our progress and stay current with hardware and software. Surveying past graduates will keep us informed and be used as an evaluation tool to assess student performance in the areas of preparing them for college needs, tech. school or job market requirements.

Our plan has been created to be a workable document; therefore we feel the following areas need to be assessed annually:

Inventory – on an annual basis the technology coordinator will update the room-by-room inventory of district hardware. Based on school need for teacher requests, hardware upgrades can be assessed and implemented

Infrastructure – given the state’s support and hardware provisions for the school, changes and upgrades to infrastructure can be examined on the basis of changing technology as well as needs

Needs Assessment – as teachers and administrators update their training and abilities, new additions to the technology committee can offer new insights and observations to classroom needs and improvement.

Goals and Objectives – on an annual basis the technology committee will examine whether district goals and objectives have been met and the need for new or modified action plans

Vision – with the speed of change in technology, software and knowledge of the school’s vision statement can be weighed in light of changing technology and student needs.

Professional Development – as a new staff member enters the district and existing staff members seek new solutions and challenges for students, the technology committee will need to examine other training options for teachers and administration.

Curriculum Integration – curriculum integration needs to be examined on an annual basis as course offerings change and student competencies increase.

Action Plan – needs to be read and evaluated annually to find those areas that have been met and to identify new areas that require an updated action plan

Student Performance – will be examined and test scores evaluated. We will search for a tool to provide us with the ability to accurately evaluate student performance.