Sherman Central School

District Technology Plan

2006 - 2009

It is the mission of Sherman Central School to graduate students who are equipped with adequate technological skills to meet the needs of modern society. Students must be nurtured and directed to be life-long learners and contributing citizens of a continually evolving world. This mission requires active participation of the students, teaching and support staff, administration, parents, business leaders, and the community at large.

Submitted by:

David S. Brown, Ph.D.

Technology Coordinator

(716) 761-6121

TABLE OF CONTENTS

I. District Technology Mission Statement ………………… page 1

II. Technology Committee Information ……………………...page 4

III. History …………………………………………………...…page 5

IV. Funding ……………………………………………………..page 6

V. Current Status ………………………………………….…page 6

Elementary ………………………………….….page 7

High School ……………………………………..page 8

Administration …………………………………page 9

Physical Security …………………………….page 11

SMS/Data Warehouse ………………………..page 11

Academic Intervention ……………………….page 11

VI. Technical Support Issues ………………………………..page 12

VII. Planning & Implementation ………………………………page 12

VIII. Standards & No Child Left Behind ……………………….page 14

IX. Assessment of Progress ………………………………..page 18

Surveys ……………………………………….page 19

X. Fair Use Policy & Internet Filtering …………………....page 20

XI. Technology Training Issues ……………………………..page 21

XII. Plan of Action/Timetable ………………………………..page 22

XIII. APPENDICES ………

A Technology Budget 2005 - 2006

B Student Success Plan (with PDP)

C TimeTable 1996 - 2006

D Survey Form

E Survey Results (2000)

F Survey Assessment Form (2006)

G Survey Assessment Form Results (2006)

H Survey Results (2006)

I SCS Fair Use Policy

J Internet Filtering Policy

Sherman Central School Technology Committee

2005-2006

Neil Young School Board Member (neil@Erisco-wire.com)

Karen Beimel Librarian, parent (Karen_Beimel@sherman.wnyric.org)

James Breakey Custodian, SCS parent (James_Breakey@sherman.wnyric.org)

David Brown, PhD Chair, Tech Coordinator (David_Brown@sherman.wnyric.org)

John Brustrom Computer Science (John_Brustrom@sherman.wnyric.org)

Judy Card District Clerk, SCS parent (Judy_Card@sherman.wnyric.org)

Holly Brink Art Teacher (Holly_Brink@sherman.wnyric.org)

Evan Bowman student (Evan_Bowman@sherman.wnyric.org)

Howard Ferguson, EdD District Supt. (Howard_Ferguson@sherman.wnyric.org)

Pamela Fisher Guidance Secretary (Pamela_Fisher@sherman.wnyric.org)

Bill George Erie II Technician, parent (wgeorge@e2ccb.org)

David Hickey High School Principal (David_Hickey@sherman.wnyric.org)

History-

The Sherman Central School Board of Education adopted a policy in 1984 that addressed computer literacy. In the years since, through the District's Technology Committee, many new and different recommendations have been made and implemented. The level of technology in the school has evolved from simple VIC-20 computers to high-level, networked, computers in every room.

In 1998, the Board of Education made a commitment to Technology that has had a large effect on Sherman’s technological capabilities. A full-time Technology Coordinator was hired to budget, oversee, and implement the school’s Technology Plan. The Board also established that this position would include twenty extra days, distributed over vacations or summer, as necessary. This commitment occurred shortly after the first Building Bond Issue passed. The project included nearly $225,000 dedicated to technology. The plan allowed for the entire building complex to be wired internally (with 10/100BaseT, Cat5), as well as the addition of numerous computers. Two control racks were established, one in each building section, that are connected by fiber optic cable. These in turn are wired to some 400+ individual “drops” (potential connections to the server/Internet) around the building.

An early goal of the Technology Plan was to connect the local public library with the school. This was done in 1999, through grants and a community service project by the local cable company, when the school and public library were connected by fiber optic cable. The public library has access to the school server and Internet, and shares its collection database with the two school libraries through a link on the Sherman Central School webpage (www.sherman.wnyric.org).

Another goal that has been realized was the establishment of a Distance Learning Room. This was done through a second Building Project in 1999, funded primarily through a USDA grant, and was completed for the 1999-2000 school year. The room includes twelve computer stations.

In general, the Board’s commitment allowed Sherman to move in two years from a one-computer-to-ten-student ratio to one computer for every three (now 1:2) students. The school is fully Internet connected. Every student and staff member has the potential to use his/her own server account (accessible anywhere in the building), school-provided and web-accessible email, and access the Internet. This is only limited by pertinent school policy. In addition, many other forms of technology have been incorporated into the school culture and setting.

Funding-

The initial funding for the technology part of the Building Project was a tremendous commitment by the Board and community. To compound this investment, ERATE applications (provided under the Telecommunications Act of 1996) were made shortly after the project began. As a result, additional funds were granted by the Schools and Library Corporation (created by the FCC) amounting to over $84,000 for Internal Connections. The two main categories of the SLC funding are Internal Connections (wiring and connectivity costs) and POTS (telephone and Internet line charges). The POTS for that first year added to more than $8,000. The combined $92,000 was leveraged by additional committed spending through BOCES, which ultimately yielded approximately 78% aid. With the addition of the Distance Learning Lab, and the Erate generated by the T3 line which feeds it, total Erate for line charges approached $37,000 annually.

Another source of income is hardware and software aid from the State. This amounts to more than $17,000 annually. Other income is derived from teaching Distance Learning classes (at $4,000 per course taught). All of these contributions, along with whatever BOCES aid comes back to the District, funds the majority of the Technolgy Budget. The impact on local taxpayers is and has been minimal.

This funding pattern, using Erate, BOCES and State aid, as well as Distance Learning income, will continue. A typical budget is attached (see Appendix A). Note that estimation of future expenditures are included.

Current Status (as of 2005-6)

There are approximately 240 Macintosh computers (PowerPC level or above) networked to servers and the Internet and controlled by a administrative software package. This allows for software maintenance from a single location. Laptop computers are also available for use by teachers, students who are temporarily unable to attend school, or special education students. In addition, there are laptop computers with wireless capability, used in the Distance Learning Lab, Agriculture class/Lab, and the Biology Lab. All of these may be used by other classes for mobile data collection or class projects. There are also a limited number of stand-alone computers around the building that have specific uses (e.g., speech therapy, hearing assessment, word processing, CNC lathe, resource-room applications). There are approximately eighty WINDOWS OS computers, used in Labs and offices, that are networked to the server and Internet.

It is accepted that the best method of controlling and encouraging worthwhile use of computers and applications is the direct supervision of the teacher. Therefore, all computers were placed in rooms in such a way as to be observable by the teacher. The exception to this is the High School Library. As a result, screen observation software was installed on the Librarian’s computer so that all screens could be observed from that computer.

There are strategically-placed laserprinters (black/white and color) and networked color inkjets (labs, offices, central locations). All laser printers are connected through the ethernet network. In individual classrooms, student computers are connected to an inkjet printer or a networked laserprinter. Each teacher has either a dedicated or networked printer in their room. Over the next several years, Sherman will move away from ink jet printers, and rely on networked laserprinters because of the high cost of ink cartridges and the economy of newer laserprinters.

Elementary-

In the Elementary section of the building, each classroom is configured with one Teacher computer, and at least two student computers. All computers are CD-capable PowerPCs or iMacs/eMacs, which are connected to a Novell server.

All networked units have access to the Internet. The standard software contained on student computers is currently Appleworks (integrated word processor, spreadsheet, database program). Each computer is also loaded with our weather software for continual access to our real-time weather station and historical weather data. There are several other standard programs loaded on many student computers (e.g., A to Zap, Kid Pix). Teacher computers have Microsoft Office, Appleworks, MacSchool, and at least two browsers.

There is one Elementary Computer Lab containing 24 networked student computers, several units for system maintenance, a Webserver and Weather Server. The school’s AWS Weather Station display is housed in this Lab, and connected to a sensing station on the building rooftop . Thirty-minute classes are held weekly in this lab for Kindergarten through fourth grade for basic computer, and computer application instruction. The Lab is used daily for keyboarding (taught by a high school teacher). These classes consist of one period per week for fourth, fifth, and seventh grades. There is periodic use of the Elementary Lab by middle school classes for research projects. This lab is also used for teacher training and Adult Education.

The Elementary library has one administrative computer and four student units. There is also one PC dedicated to the Follett Automated Library system. All books have been bar-coded to accommodate this system.

A small TV recording studio was added in the Elementary wing. Morning announcements are given by students and broadcast to all rooms. Because the video system is connected throughout the building, broadcasts may be sent to any room or group of rooms. Currently, only the Elementary students use the TV system. Also, satellite video docks were added to the Agriculture wing so that live filming of animals and horticulture exhibits could be shown to classrooms and/or broadcast through the Distance Learning Lab.

High School-

In the high school the minimal room configuration is one computer for the instructor and at least one for student use. There are several rooms with additional units (e.g., English and Biology classrooms). All resource rooms, whether elementary or high school, have from one to seven student computers (as well as a teacher computer). Printers are located in all rooms and are networked.

The High School Library currently has eight student computers, all networked to the server and Internet. There is one administrative (teacher) computer, as well as two additional PCs being used to implement the Follett Automated software using Circulation and Cataloguing. There is an additional set of computers for student access to the OPAC (Online Public Access Catalog) software.

Additionally, there is a Video informational generation system housed in the Library which sends scrolling information to a TV monitor in the hallway outside the office. The intent is to provide general and up-to-date information to students, staff, and visitors. The unit is administered by the HS Librarian.

The High School has one Macintosh Lab of 24 networked stations. The Lab instructor offers computer applications such as advanced word processing, spreadsheet and database management, desktop publishing, and interactive programming, as well as numerous graphics and animation programs. Standard software includes Microsoft Office, Maya, Creative Suite, etc. A long-term goal is to see the Lab filled more during the day. Another major goal is to integrate projects with high school teachers that can be augmented using the technology the Lab offers. This requires mutual planning and a proactive approach by the computer instructor.

Next to the Macintosh Lab is a Business Lab comprised of 22 Windows-based units. Current instruction includes CAD and word processing (using Microsoft Office) This lab is used for computer programming classes as well (e.g., Visual Basic). In addition, AutoCad Lite is offered to Technology classes. Similar to the other labs, more use of the lab by other high school classes is desired during current non-instructional periods.

The Earth Science/Biology Room is equipped with a networked microscope-to-video system that integrates a TV monitor for instructional purposes. A ceiling-mounted digital projector will be added to the room in 2006. Technology/Industrial Arts offers several CAD and graphics applications. There is a shared Technology/Art Lab of 12 computers available with appropriate networked printers (including a scanner, wide LaserJet printer, and a 36” Designjet printer/plotter). Every other computer in the lab has a side-by-side 19” monitor for C.A.D./Art use. All computers in this lab are equipped with Creative Suite and Quark, as well as Office. The Tech Department also offers a CNC Milling machine and CNC lathe, each driven by a PC.

High School Art offers advanced advertising and graphics training in this shared lab. The Sherman Central School Yearbook is produced by high school students using various graphics programs. Current software used is InDesign, which is housed on a web-based server. Both Tech and Art also use Adobe Photoshop (a photo manipulation program), as well as other graphics programs. The Art department has a networked color laserprinter and high-speed scanner.

Administration-

The three school offices are fully networked. MacSchool, a school management program, is administered in the Guidance Office (though it is accessed by a number of people). All student information is compiled and stored using this program. High School teachers use the Marks program (part of MacSchool) for recording and reporting grades to the office. MacSchool is used to produce report cards, transcripts, and attendance information. Daily attendance is now taken in the high school using MacSchool, allowing period by period attendance. The HS Guidance Counselor and secretary use the scheduling part of MacSchool to create and plan student schedules, as well as produce the school's Master Schedule.

LEAP (Local Education Agency Program) software was housed in the school, and administered locally. This software was used in conjunction with MacSchool (from which it draws demographic information). LEAP ended in August 2005. STEP (System for Tracking Educational Performance) software is accessed by Sherman using a CITRIX server which is housed at BOCES. It is also coordinated with the MacSchool data. All of these programs will eventually (2006) come together to form the "Data Warehouse," which is accessed by the State Education Department. IEPDirect software was added during the 2005 school year. While this package was purchased to solve Special Education needs, it has allowed for Medicaid tracking, which was a need. Also, the data from IEPDirect can be easily incorporated into the DataWarehouse.

Currently, the District submits data to Level I of the Data Warehouse, housed at Erie I BOCES. The data is checked for errors and submitted back to the District for correction if necessary. In further levels, data is verified until the data is confirmed and ready for the NYS Repository System.

The Business Office has two PCs currently running Infomatic software for accounting, payroll, and staff information. The software resides on the Server. Infomatics is a school business package purchased through and supported by BOCES. The High School Office is also networked and equipped with computers and printers. This includes two large-capacity copiers, one of which is a networked printer, accessible from remote locations. There is also a security system kept in this office linked to three satellite cameras placed at strategic locations. This is monitored by the High School Principal and the High School Secretary (each having viewing monitors). The Principal's monitor includes a 7-day tape recorder system.

There are several PDA (Personal Digital Assistant) devices used by various staff members. The High School Principal and High School Guidance secretary are equipped with PDAs that have all demographic and emergency information on all students, K-12. In case of emergency, one or the other of these PDAs will be made available in the off-site emergency area. These PDAs are also available to teachers on field trips. The Athletic Director has a PDA which keeps sports statistics and other information. The Technology Coordinator is able to store data such as the computer inventory, list of all static IPs, technology budgets, etc.

For training purposes, as well as instruction, there are several digital projector stations situated around the building (e.g., SMART carts). At least six projectors are "floaters" available for presentations. Each lab is being outfitted with a ceiling-mount digital projector (2005-2006). There is one Projector, with a fitted lens, situated in the rear of the Auditorium and projected to a large (9' X 20') screen electrically controlled and on the stage. This projector is networked to our Server system, our Internet connection, and our video system. Thus, it can be used for training (e.g., PowerPoint presentations), educational films, output from the Distance Learning Lab, or any of our available video channels. The unit is integrated with our advanced sound system which was installed in the 1998 project.

Physical Security-

Because of increased concerns with school safety, Sherman Central School adopted a complete security system. All staff were given magnetic-stripe swipe cards, which include photo identification. These cards are assigned rights to the two building doors that are outfitted with electromagnets. There is one main entry door, which has a camera and bypass system controlled by the Superintendent's Office staff, and a secondary system located at the gymnasium doors. Staff are assigned rights of access based on their job. Certain parents are given photo IDs with access during a 30 minute period to pick up their Pre-K children. Doors are outfitted with sensors to allow exit at any time. In the case of power failure, the attached back-up system still allows for exit.

Each classroom and office has a telephone with access to the offices. Some rooms have outside calling access, depending on the needs of the individual teacher, though all rooms can be given a temporary outside line. Various staff members also carry district-owned cell phones (e.g., Technology Coordinator, Principal, etc.). Custodial staff uses handheld radios for in-school communications.

Student Management System/ Data Warehouse-

Due to requirements of the No Child Left Behind Act, several areas of compliance are anticipated and/or are being implemented. PowerSchool and eSchool DAta (the two packages offered by BOCES) are both student management systems which will provide many features required by the No Child Left Behind Act and New York State Standards. These include better parent communication (through access to information on the School's website), and better user access (whether teacher, student, administrator, or parent), as well as access by the Data Warehouse. Both of the above are fully web-based products that will allow easy access from any point. While Sherman intended to adopt one of these programs during the 2005-2006 school year, a decision was made to delay implementation for at least two years (to 2007-2008). This was due to the fact that MacSchool continues to be supported and the cost on implementation.

Academic Intervention-

Another requirement of No Child Left Behind Act as well as the New York State Standards is direct academic intervention with students identified as in jeopardy of failing required assessments (such as New York State Regents). In response to this AIS (Academic Intervention services) requirement, software was sought that could help students in troubled academic areas. After evaluation of several products, School Island Software from Castle Software (www.SchoolIsland.com) was chosen. This is a fully web-based product in which students choose the academic area of concern, and work through problems taken from past Regents and State ELA and Math tests. Being web-based adds the dynamic of being able to access the software through home computers. Teachers have the ability to create assignments and print full reports of student action and achievement. Administratively, full reports can be generated as to student use and success.

Technical Support Issues-

Sherman Central School has a Technology Coordinator whose job includes the direct support, purchase, and implementation of technology equipment. Another duty is the one-to-training of teachers and solution of technology problems. The district also employs BOCES services for support. This includes a one day-per-week technician as well as the services of a Senior BOCES technician. The Senior BOCES technician oversees server and WAN issues.

The planning for replacement of technology equipment is the responsibility of the Technology Coordinator. In general, computers are scheduled to be replaced every five to seven years. The planning for this is included in the technology budget, submitted to the Board of Education annually. Multi-year projections for replacements are included in this annual plan. (See Appendix A)

Planning & Implementation-

The Sherman Technology Committee set goals early on in the long-term planning for Sherman technology. These goals have been, and continue to be, monitored by the Committee and the Technology Coordinator. The Sherman Technology Plan is considered a dynamic document, requiring changes and additions as necessary.

Original Goals:

• The complete networking of the school and community,

• Connectivity to "outside" information sources,

• Adequate training of staff to utilize and be comfortable with various technologies,

• Adequate training of staff to incorporate these technologies into the curricular needs of their students,

• Full integration of technology into the curriculum,

• Continued use of the District Technology Committee to deal with the dynamic nature of modern technology,

• Provision for adequate internal and external support of the implementation of the technology plan through a full-time coordinator and BOCES support services.

· To Comply with the No Child Left Behind Act and NET Standards

* The Goals in bold print are goals that continue. The others have been adequately met.

Training of Staff at our school continues to be a focus. Sherman purchased a BOCES teacher-training and staff development service, CSLO (Common Set of Learning Objectives), to help with this problem. This program began with the 1999-2000 school year and continues. With the current support of administration, it is anticipated that this service will be more effectively used for technology inservice of teachers. This service also provides planning strategies for the district and will be an on-going program.

Other training of staff includes in-house training delivered by outside or inside "experts," or the Technology Coordinator. Training may be during the school day, after school, summer, or at Superintendent Inservice days. Also, the Chautauqua County Teacher Center is utilized by various staff for technology workshops. Records of training sessions are kept on individual staff members by the administration. Salary credit is given (contractually) for after-school or summer hours.

A Professional Development Plan was developed by a committee of teachers, administrators, and community members and was adopted by the Board in 2000, with a suggested requirement of 35 hours of inservice per teacher per year. It was updated in 2004 by an administrative intern in conjunction with other committee members. The general document was referred to as the Student Success Plan (see Appendix B), and contains specific guidelines and forms to be used as records and for assessment. This document was adopted by the Board of Education in August 2004. It includes the suggested Individual Professional Development Plan. The Plan is not limited to technology though technology is one subject identified.

Standards and No Child Left Behind-

Sherman Central School has accepted the challenge of meeting the NYS Standards in Technology, as well as the requirements of the No Child Left Behind Act. In addition to adopting the New York State Standards, we also embrace and use as our guide the NETS standards (National Education Technology Standards) for students, teachers, and administrators developed by the International Society for Technology in Education (ISTE) http://www.iste.org. The NETS web site is http://cnets.iste.org/. In addition to the standards, we are also incorporating the NETS performance indicators into our curriculum.

The following are the general NETS standards:

Technology Foundation Standards for Students

• Basic operations and concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.  
• Social, ethical, and human issues
• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.  
• Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.  
• Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.  
• Technology research tools
• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
• Technology problem-solving and decision-making tools
• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.

Technology Foundation Standards for Teachers

Technology operations and concepts.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE national education technology standards for students)

Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Planning and designing learning environments and experiences.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

Apply current research on teaching and learning with technology when planning learning environments and experiences.

Identify and locate technology resources and evaluate them for accuracy and suitability.

Plan for the management of technology resources within the context of learning activities.

Plan strategies to manage student learning in a technology-enhanced environment.

Teaching, learning, and the curriculum

Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

Facilitate technology-enhanced experiences that address content standards and student technology standards.

Use technology to support learner-centered strategies that address the diverse needs of students.

Apply technology to develop students' higher order skills and creativity.

Manage student learning activities in a technology-enhanced environment.

Assessment and evaluation

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

Productivity and professional practice

Teachers use technology to enhance their productivity and professional practice. Teachers:

Use technology resources to engage in ongoing professional development and lifelong learning.

Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

Apply technology to increase productivity.

Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Social, ethical, legal, and human issues

Teachers understand the social, ethical ,legal ,and human issues surrounding the use of technology in pk-12 schools and apply those principles in practice. Teachers:

Model and teach legal and ethical practice related to technology use.

Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Identify and use technology resources that affirm diversity

Promote safe and healthy use of technology resources.

Facilitate equitable access to technology resources for all students.

Technology Foundation Standards for Administrators

Leadership and vision

Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders:

Facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.

Maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.

Foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.

Use data in making leadership decisions.

Advocate for research-based effective practices in use of technology.

Advocate on the state and national levels for policies, programs, and funding opportunities that support implementation of the district technology plan.

Learning and teaching

Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders:

Identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.

Facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning.

Provide for learner-centered environments that use technology to meet the individual and diverse needs of learners.

Facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills.

Provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology.

Productivity and professional practice.

Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders:

Model the routine, intentional, and effective use of technology.

Employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community.

Create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity.

Engage in sustained, job-related professional learning using technology resources.

Maintain awareness of emerging technologies and their potential uses in education.

Use technology to advance organizational improvement.

Support, management, and operations.

Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders:

Develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.

Implement and use integrated technology-based management and operations systems.

Allocate financial and human resources to ensure complete and sustained implementation of the technology plan.

Integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources.

Implement procedures to drive continuous improvement of technology systems and to support technology replacement cycles.

Assessment and evaluation.

Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders:

Use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.

Assessment of Progress-

From the 1996 Plan, it is useful to note progress of the first three phases. (See Appendix C) In Phase I, all objectives were met, with the exception of the reference to automation of the libraries. This action is now complete.

In Phase II, many of the objectives stated have been completed, again with some adjustments and/or exceptions. The issue of “allowing community access to school resources” is ongoing. This has been addressed through Adult Education to a degree, though that is again an area needing improvement.

The stated goal of a “media retrieval” system was eliminated in the Building Project of 1998-99. It was part of a cost-overrun and was not felt to be critical to our program. In retrospect, this would have been a large waste of money. Therefore, this type of system is no longer anticipated.

The recommendation of five computers per elementary room, and two per high school rooms was altered based on money available. After the initial phase of the building project, computers were placed (two student computers and one teacher computer in the elementary; one student and one teacher computer in the typical high school room). It appears we do not physically have room to add more units to classrooms in most cases. The issue of physical room was not considered as the Technology Committee believed the rooms would be made larger in the Building Project. This did not happen due to budget cuts. Therefore, our numbers per room may be adequate under current room restraints.

The recommended number of computers in the Elementary Lab, Mac Lab and Business Lab was twenty-four each. This is the number available in the Mac Lab, and the Elementary Lab, but not the Business Lab. There are twenty units available there. Seating limitations in the room (a design miscalculation) would make it difficult to increase to more than twenty units.

Surveys-

In May of 2000, a survey was sent out to all Sherman staff to gather their input on where we should be headed with technology (see Appendix D). These surveys were sent to each staff member by name to encourage response. A second survey was sent to non-respondents and the total results yielded a reasonable response rate. The results of the staff suggestions are found in Appendix E. It is surprising to note that there are such a wide variety of suggestions. This may indicate that there is no one area that is peculiarly lacking. The strongest areas of need appear to be:

· teacher-training in technology-related subjects,

· need for paperless memos (email),

· better use of existing computer labs,

· attendance and grades done by computer,

· more conferences and training through Distance Learning

Several of these items are ongoing. It is clear that greater use of the computer/server system is an advantage to the school. Training issues will continue to be a major part of planning. Administrative support in terms of promoting computer/server use and dedicating inservice days for training will be a major step forward.

In February 2006, the same survey was sent to all Sherman staff. Included was a second page devoted to self-assessment. (see Appendix F) The evaluations were tallied and averaged and indicate areas of need among the staff. This form of assessment is tied to administrative assessment, and the results will be used to aid in the formation of future planning. (See Appendix G)

The Technology Committee will continue to assess the results of the 2006 survey (see Appendix H) and use them in planning. It is interesting to note the similarities to the 2000 survey, and that many needs have clearly not been met. At the same time, comments and numerical analysis, as well as observation of the Technology Coordinator, indicate levels of aptitude that are collectively stronger than in 2000.

A relatively new issue is the concept of Data-Warehousing. This program, offered through BOCES, is a purchased service that manipulates collected demographic and test information from the district. The information is then accessed by the New York State Education Department for use in the "School Report Cards," and other outputs. The service was implemented in the 2001-2002 school year. Any software purchased for student management must be able to coordinate data with this system.

Fair Use Policy & Internet Filtering-

Another ongoing issue is the concept of Internet filtering. Currently the school’s Fair Use Policy, (revised and adopted by the Board 5/05) puts responsibility on the individual student and, for the most part, this appears to have been a successful approach. (See Appendix I) Once the Federal Government demanded that a "filtering device" by put in place (CIPA requirements) Sherman District complied. While BOCES offers a filtering program administered by them, the Sherman Technology Committee made the decision to use a locally implemented and purchased filtering device called ScreenDoor. Though the District owned its own equipment, when an upgrade was required in 2005 the District chose to join the BOCES service, which allowed for local control to continue.

While no system is perfect, this filtering system has proven relatively successful. All District computers are filtered for Pornography and Extreme sites. Students' computers are filtered based on grade level (K-4 completely filtered; 5-8 mostly filtered; etc.). Students are still required to sign a Fair Use Policy at the beginning of each year. The District's Internet Filtering Policy can be found in Appendix J.

Better use of the District Technology Committee is needed. More contact between the Technology Coordinator and the Committee is necessary. The Technology Plan itself, being a dynamic document, will require continual upgrading, refining, and improvement. As technology changes, Sherman Central School must strive to be proactive. Training is currently identified as the single most important issue at this time and must be a major focus for years to come.

Technology Training Issues-

Sherman Central School District participates in Common Set of Learning Objectives (CSLO) and Model Schools Staff Development for Technology through the Western New York Regional Information Center (WNYRIC). Through CSLO, the district purchases hardware and software, which have been approved by the WNYRIC Standards Committee and designated as addressing the NYS Learning Standards by the participating districts. In Model Schools, the district participates in staff development activities, designed to help teachers integrate technology in the curriculum through developing learning experiences, which are peer reviewed on a local basis.

In-district staff development is ongoing through Model Schools, through which teachers are provided activities to use technology as a tool for managing and delivering instruction. The feedback from each session is used to construct further staff development activities. The Goals of CSLO/Model Schools are:

· Teachers demonstrate that they are integrating technology

to meet the NYS Standards and Assessments.

· Teachers use the software/hardware purchased through the

service to meet NYS Standards and Assessments.

Level 1: Comprehensive Integration

Level 2: Student-based learning activities and

classroom management

Level 3: Teacher-based tools, resources, and

strategies

Using these goals and levels, teachers identify their present status to assist in defining those activities that will take them from Level 3 to Level 1. Assessment tools used include:

· Teacher self-assessment.

· Workshop/activity assessment.

· Follow-up assessment, approximately one month after workshop.

· Informal dialogue at faculty meetings, during conference days, etc.

Training on a one-to-one basis is done whenever possible by the Sherman Technology Coordinator. Several teachers, who have been identified as leaders and shown their excellence in particular computer applications, are also used. This personal assistance has proven to be less threatening to teachers, and has been more successful than large-group training. Assessment is based on evaluation of the teachers' use of applications in their curriculum.

There are small-group training sessions offered in various labs throughout the year. Often, these are for software evaluation or use. The success has been sporadic in terms of participation. However, for those that have taken part, there have been notable successes in terms of applying the technology to the classroom. Evaluation is this case is by observation.

In order to assess the following specific goals and objectives of the