1. Increase the number of classroom desktop computers in Primary Academy for group sessions.
2. Assign one MLC (Mobile Laptop Cart) to each Elementary and Junior Academy.
3. Create Media Center within the school library consisting of 15-20 wireless laptops.
4. Introduce dedicated laptops for ELL Program.

Goal Two: Educator Preparation and Development

• Assess professional development technology needs.
• Provide ongoing professional development to improve staff knowledge and skills.
• Provide in school workshops to further professional development.

1. Increase the number of MLC’s for instructional and individual academic use, in an effort to integrate and provide access to the internet and other server software instructional resources.
2. Assign one MLC to each Elementary and Junior Academy.
3. Increase classroom desktop computers in Primary Academy connected to the internet.
4. Increase the number of computers in the library/media center for research and instructional purposes.

1. Increase teacher knowledge of instructional strategies that further incorporate on-hand technology software.
2. Continued integration of instructional technology resources (e.g.), YPP, SRI, to further improve student academic achievement.
3. Introduce ELL instructional software.

 Goal Five: Maintain an Infrastructure that supports current and emerging school needs

1. Supply hardware, software and professional development as needed.

• Purchase necessary software material as needed.
• Purchase necessary hardware material and/or equipment as needed.
• Provide professional development.
• Improve the school network system to increase speed and capacity in all classrooms.
• Research emerging technology to continue a successful technology plan.

 

1. Restructure Technology Infrastructure (In The Classroom)

In conclusion of allocated and/or expected funding the restructuring of school technology infrastructure will be implemented. This will take into consideration future technology plans. Research has demonstrated students within the Primary Academy (K-2) work within certain classroom parameters. These parameters consist of classroom activity rotating stations. Primary Academy primarily works within one classroom 85 % of the school day. Increasing classroom desktops will effectively and efficiently heighten productivity, while integrating instructional technology.

The Elementary Academy (3-5) incorporates both instructional rotating stations and the class a whole. Implementing both classroom desktop computers (4) and assigning an MLC will effectively further incorporate the Technology Plan (Goal Four: Increase Use and Proficiency in Technology throughout the Curricula). Teachers will be required to have a scheduled plan to assign the MLC accordingly and effectively.

The Junior Academy (6-8) incorporates more of a whole-class lessons. This academy will also require an MLC to distribute. Teachers will manage a schedule that is most effective. Classroom desktops are required for selected students and instructional assignments.

The Media Center (Library) will be redesigned to include 15-20 wireless laptops. This will further integrate technology in the curricula. Students will have access to the World Wide Web for projects, research and more. The school Librarian will facilitate lesson plans with teachers to create a dynamic learning environment within the school library.

Part of the Technology Plan 2004 – 2008 required a percentage of funding for instructional software. Training would be required correlated to that purchase. Both goals have been met with the continued purchase, implementation and training of updated and new software. Mastery of purchased instructional software will be our next primary goal.

Prioritizing mastery of instructional software will require continued training. Included in the training will be evaluating of better strategies to more effectively integrate software to increase productivity and student achievement.

Throughout the school year we will have workshops on the premises for continued mastery sessions. These workshops will include group and one-on-one sessions. Implementation of PDP’s (Professional Development Points) will be introduced as part of the training. This will encourage participation and as a result better integrate and infuse technology skills throughout the teachers and staff population.

3. Increase student and teacher access to computers

As a result of expanding classrooms and specials such as World Language, space is very limited. Pre-existing computer labs are now existing classrooms. To counter our limited space we have introduced MLC’s. By assigning an MLC to both Purple and Green Elementary Academies (4 th and 3 rd floors) and the Junior Academy will target areas are remedied. The student per computer ratio is reduced, loss of static computers labs is neutralized, and access to computers in the classroom is increased.

As a result of assigning an MLC to both Elementary and Junior Academies, static classroom desktop computers can be increased in the Primary Academy. This will function as the basis for the 2006/2007 expansion in the Primary Academy. Long-term plans include assigning MLC’s to the Primary Academy.

The Library Media Center will be renovated to have 15-20 laptops. This will provide an enriched environment for learning that incorporates technology in many platforms. Students will be able to do research through our hosted online library, multimedia, the world-wide-web and more. Instructional strategies to enhance this learning environment will include lesson plans precisely aiming to empower students.

4. Increase Use and Proficiency in Technology throughout the curricula

The Technology Integration Specialists will work with teachers and students in the classroom. This will include lesson planning, projects, research and further mastery of on-hand applications. Efforts to provide leading instructional applications will be priority, while creating a seamless, efficient, and productive technology environment through research of emerging instructional software. Develop and maintain a budget that supports the ability to purchase current, up-to-date hardware and software that will enable teachers to improve students’ academic achievement.

5. Maintain an Infrastructure that supports current and emerging school needs

Maintaining the school technology infrastructure will require continued support at every level. These include but are not limited to:

1. Software license renewal, additional, updates, maintenance, purchase and research.

• Windows Products: Windows XP, Microsoft Office 2003
• Center Point (Host Website/Users)
• Mecnet Portal (Host Website/Email accounts)
• Acronis (Imagining Application)
• Sophos (Anti-virus Application)
• Filemaker Pro (Database Application)
• Yearly Progress Pro (Instructional)
• Lexia (Instructional)
• Accelerated Reader (Instructional)
• Accelerated Math (Instructional)
• Scholastic Reader (Instructional)
• And more

2. Hardware purchase, additional, repair, maintenance, and replacement.

• Servers
• Laptops
• Computers
• Monitors
• Printers
• Copiers
• Cartridges/Toners
• Burning Disks
• Smart Boards
• LCD’s
• And more

3. Continue improving technology data speed for faster access of accounts, files, applications, world-wide-web and more.

4. Provide a computer on every desk that supports e-mail, web browsing and word processing in accordance with developing a common software platform for staff.

5. Increase the number of color laser printers throughout the school.

6. Increase the number of network laser printers to 1 per academy.

7. Replace all 10mb switches with 1000mb switches throughout the building.

8. Move all our currently hosted applications and web pages to an internal server that can be accessed through the WWW.

6. Further improve classroom technology support by increasing the number of TIS (Technology Integration Specialists).

In our efforts to improve instructional technology integration the addition of a Technology Integration Specialist will further implement our plan. The total of two Technology Integration Specialists with a set of job descriptions will allow for further improving standards throughout the school. Functions will include but not limited to lesson planning with teachers, training staff and teachers with instructional software, working with students in the classroom and more.

7. Further improve communication among teachers, students and parents via e-mail and the school web site.

We feature a centralized hosted website on the World Wide Web. Each staff member, teacher, student and parent has a personalized account with a user name and password. This will give access to informational school related resources. Included but not limited to Progress Reports, email addresses, school activities, educational links, and much more. Continued advancement of additional features in order to provide a seamless online environment will be priority.

8. 2006/2007 Pilot Programs and Introductions

Early Language Learners (ELL) – Mobile Enrichment Lab

The Mission of the ELL Department

The English Language Learners Department is committed to assisting students with limited proficiency in the English language (LEP) to develop their oral, reading and writing skills in order to enable them to do ordinary work in the classroom and contribute to their academic success within a sheltered content setting. This is accomplished through our English language development program, in which the student receives additional language acquisition instructional time by qualified ELL instructors.

The Dynamics of Learning Language

Language is best learned within a dynamic cultural and interactive setting. Whereas traditional instruction has its place in the classroom, the LEP student would benefit most from a learning environment that offers variety and interaction. Pictures, movies, sounds, repetitive drills, and activities that involve the senses are usually very effective for language acquisition. Charts, graphs, and step-by-step instructions are essential for clear communication. An experimental lab environment, rather than a classroom, would accomplish this far more effectively.

The Current Set-Up

Currently, we offer instructional time and a language lab (grades 3 – 8) during the week The lab constitutes of instructional games of various sorts, Total Physical Response (TPR) activities, readings, and music. There is a TV and VCR available but no language acquisition programs.

RosettaStone and Language Lab Needs

This year, we have 20 licenses for RosettaStone (10 for level 1 and 10 for level 2), a language acquisition software program. The original intent was to install them on dedicated desktops or laptops for use during an ELD lab. We are currently in need of a minimum of 10 laptops to be able to exploit the full power of the program.

This would provide our students the opportunity to focus on individualized lab assignments and work at their own pace without disrupting the pace of others in the class. Repetitive tasks would be handled by the program and free the teacher to concentrate on managing the progress of others students as needs arise.

RosettaStone is based on the “premise that learning a new language works best when it replicates the give and take of learning that took place when we learned our native language.” The software would help our students to focus on listening comprehension before going on to oral production, reading and writing. Words become associated with objects and ideas to clearly promote communication and reinforce context and meaning. The key feature of RosettaStone, however, is the flexibility it offers. The program can be entered at any point of the student’s development.

Perhaps, one of greatest strengths of RosettaStone is the ability to interact with the student. It offers voice recording so that students can compare their pronunciation with native speakers. A dictation mode allows the students to type responses. Interacting with sound, sight, and the written word motivates the student to remain focused and on task.

The Student Management System allows the teacher to follow their students’ progress. Workbooks that contain quizzes and tests complement this language system.

Passport Program

The Passport Program will be a student peek at what students of the same age are learning across the country. Corresponding schools will communicate with Seven Hills Charter Public in order to assure the needed hardware and software is applicable. Through a classroom webcam two classrooms miles apart can interact and take part in this amazing technology environment. Students will have passports to be stamp before this amazing journey.

Technology Training

The Technology Team will form special instructional courses for students. Students will learn hands on computer repair, installation, maintenance, trouble shooting, configuration, and more. This program will empower students interested in the IT field. Students can incorporate learned functions at the next level of High School and beyond.

Technology In Transition (TNT)

Technology In Transition is a pilot program geared toward seamless progression into technology once students graduate Seven Hills Charter Public School. Technology Team members/representatives will meet with surrounding schools to present a plan helping students transition from Middle School academia to High School with the technology skills necessary to do so. Formulating correlations between hardware, software and other applications to create comparable lesson plans and skills sets will be priority.

Video Productions

The Video Productions program will train students on multimedia editing in all aspects. This will include video taping, video streaming, audio streaming, video editing, media effects manipulation, DVD burning and more. On-hand training of hardware, such as camcorders, digital cameras, video set-up and more will be applied. On the software end, students will learn how to work with Adobe Premier, Macromedia MX and more.

Webpage Designing: Class Websites

Communications amongst teachers, students, and students’ families is crucial to the growth, safety, and success of all students. The creation and maintenance of class websites will vastly improve and expand class0related communication. Announcements, hand-outs, assignments, links to websites for curricular enrichment, contact information, web-based lessons, discussion boards, student work, and more can all be made available on the class websites. The constant availability and accessibility of this information will better enable students to succeed in their classes, and it will also assist parents in guiding their children toward reaching their potential.

December 2004 - August 2006

Project	Completion/Implementation Date	Who is Responsible
Hire additional TIS	June 2006	Admin, Tech
Research training software & workshops for new staff/ Tech Team	July 2006 – July 2007	Technology Department
Install Acronis Snap Deploy on all exsisting and newly purchased computers/laptops	July 2006 – July 2007	UST
Research Laptop Cart Pricing	July 2006	Technology Lead
Install Acronis Imaging Software on server	July 2006	Technology Department
Restructure School Infrastructure	July 2006 – August 2006	Technology Department
Purchase Mobile Laptop Carts	August 2006 – January 2007	Technology Lead
Install and configure laptop carts for Seven Hills Network	August 2006 – January 2007	UST
Continued research Server Software for maintaining network environment.(OS, Office, Ghosting, Antivirus, Spam)	August 2006 – January 2007	UST
Purchase 1st laptop Cart.	July 2005	Tech and Admin
Install and configure laptop cart and laptops for Seven Hills Network.	July - August 2005	UST
Expand Library to include Media Center.	August 2006 – September 2006	Technology Department
Purchase 100mb switches	August 2006	UST
Install and network ELL Server Software.	August 2006	UST
Introduce teachers to technology workshops.	August 2006 – June 2007	TIS
Continue integration and training of current software for teacher mastery.	August 2006 – June 2007	TIS
Purchase LCD Projectors.	October 2006	Tech Lead
Purchase & Network 3 printers for teacher/student use	October 2006	Tech Lead/UST

 

Standard 1. Demonstrate proficiency in the use of computers and applications as well as an understanding of concepts underlying hardware, software, and connectivity.

Grade Level PreK-4

Exploratory Concepts and Skills

1.1 Develop basic skills for using hardware and applications (e.g., open/close a file, navigate using scroll bars, arrow keys, special keys, and mouse).

1.2 Use correct terminology for basic components of a computer system (e.g., monitor, keyboard, disk, printer, mouse), and develop understanding of their basic functions.

1.3 At district and teacher's discretion explore and develop keyboarding skills. (The district determines whether students will learn touch typing or simply become familiar with keyboard functions.)

1.4 Explore basic formatting features of a word processing program (at teacher's discretion).

1.5 Explore and understand the basic function and purpose of a database.

1.6 Explore and understand the basic function and purpose of a spreadsheet.

1.7 Collaborate with classmates to use teacher-selected Websites

1.8 Collaborate with classmates and teacher to send a class e-mail message (at discretion of district and teacher).

1.9 Collaborate with teacher and classmates to create a slide presentation with existing template.

1.10 Explore the use of drawing and painting applications for class projects (at teacher's discretion).

Grade Level 5 - 8

Performance Indicators

By the end of 8th grade students should:

(Continue to address earlier skills as needed.)

1.11 Identify components of a computer system, understand their functions, and use appropriate terminology in speaking about them (e.g., operating system, hard drive, memory, window).

1.12 Identify and use basic features of computer operating system (e.g., format/initialize disks; access information on size and format of a file; create folders on local hard drive).

1.13 Save a file to desktop, the hard drive, and external storage spaces (e.g., floppy disk, CD ROM, virtual electronic space).

1.14 Select a printer and print a document with appropriate page setup and orientation.

1.15 Operate peripheral equipment (e.g., scanner, digital camera, camcorder).

1.16 Develop efficient keyboarding technique.

1.17 Identify and use editing and formatting features of a word processing program (e.g., centering, line spacing, margins, cut and paste, fonts, styles, spelling, page numbers).

1.18 Insert images (e.g., graphics, clip art, tables) from other files into word-processed document.

1.19 Describe structure and function of database and identify components (e.g., record, field).

1.20 Create an original database, defining field formats and adding new records.

1.21 Perform simple operations in a database (e.g., browse, sort, search, delete, add data).

1.22 Describe structure and function of spreadsheet (e.g., cells, columns, formulas) and apply formatting features.

1.23 Create an original spreadsheet, entering simple formulas.

1.24 Produce simple charts from spreadsheets.

1.25 Identify and use navigation features of browser (e.g., "go," "back," "forward").

1.26 Using a browser, "bookmark" a Websites for future reference.

1.27 Identify basic elements of a Web site (e.g., URL, hyperlinks, site map. etc.).

1.28 Copy an image from a Web site into a file on desktop; write a correct citation caption in keeping with copywrite law.

1.29 Using e-mail, create and send a message. (Student use of e-mail is determined by district policy and may be a class-wide activity if students do not have individual accounts.)

1.30 Open an e-mail attachment and save it to the desktop. (District discretion applies.)

1.31 Use correct terminology in speaking about electronic communications (e.g., browser, search engine, online).

1.32 Create a slide presentation using appropriate applications.

1.33 Identify and use drawing and painting applications as appropriate for class projects.

1.34 Identify appropriate applications for a classroom project.

Standard 2. Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic media.

Grade Level PreK - 4

Exploratory Concepts and Skills

2.1 Follow classroom rules for responsible use of computers.

2.2 Develop understanding of the school's rules for safe and ethical internet use. (Use of internet in this grade-span is under close supervision and determined by district policy.)

2.3 Explore practices for evaluating Websites (district policy determines internet use).

2.4 Develop understanding of how the computer is a tool for learning.

2.5 Explore issues of ergonomics and safety in using computers.

Grade Level 5 - 8

Performance Indicators

(Continue to address earlier skills as needed.)

2.6 Explain and demonstrate understanding of classroom rules regarding responsible use of computers (responsible behavior around equipment, respect for other people's work, and appropriate collaborative behavior).

2.7 Explain and demonstrate ethical and legal behavior in copying files, applications, and media.

2.8 Explain potential problem of computer viruses and exercise caution in opening e-mail attachments from unknown sources. (Use of e-mail is at district discretion.)

2.9 Explain safe practices for sharing personal information via e-mail and the Internet. (Use of e-mail is at district discretion.)

2.10 Explain proper e-mail etiquette. (Use of e-mail is at district discretion.)

2.11 Describe and demonstrate knowledge of the school's Acceptance Use Policy, and know consequences of violating that policy.

2.12 Validate a Web site for authenticity (e.g., find site, sponsor, author, and date the site was last updated).

2.13 Explain how media and technology can be misused to distort or exaggerate information.

2.14 Write correct citations for text and images gathered from electronic sources. Understand that use pf materials is limited by the fair use rule of copyright law.

2.15 Develop an awareness of the issue of ergonomics (e.g., Repetitive Stress Injuries) and how to use equipment safely.

Standard 3. Demonstrate ability to use technology for research, problem-solving, and communication. Students locate, evaluate, collect, and process information from a variety of electronic sources. Students use telecommunications and other media to interact or collaborate with peers, experts, and other audiences.

Grade Level PreK - 4

Exploratory Concepts and Skills

3.1 Explore and develop understanding of how to gather information from a variety of electronic sources, including teacher-selected Web site, CD ROM encyclopedias, and automated card catalog.

3.2 Explore the use of application programs (e.g., word processing, database, spreadsheet) for organizing information into charts, tables, diagrams, and charts.

3.3 Explore the use of content-specific tools to enhance understanding of curriculum content (e.g., environmental probes, sensors, robotics, simulation software, and measuring devices).

3.4 Collaborate with teacher and classmates in creating a multimedia presentation to communicate learning with others.

3.5 Collaborate with classmates and teacher to exchange e-mail with another classroom (at discretion of district and teacher).

Grade Level 5 - 8

Performance Indicators

(Continue to address earlier skills as needed.)

3.6 In keeping with the research process outlined in Standard 24 of the English Language Arts Curriculum Framework, identify electronic sources of information (e.g., Internet, CD ROM, online periodical databases, and online catalogs).

3.7 Use search engines effectively to find relevent, unbiased, and current information on a subject. (Standard 2 performance indicators apply - i.e. evaluate Websites and write correct citations for sources.)

3.8 Organize information that is collected using a variety of tools (e.g., spreadsheet, database, saved files).

3.9 Communicate results of research and learning with other using the most appropriate tools (e.g., desktop published or word processed report, multimedia presentation).

3.10 Manipulate data using charting tools and graphic organizers (e.g., concept mapping, flow charting, and outlining software) to connect ideas and organize information.

3.11 Under teacher's guidance, and at discretion of district, use e-mail to communicate with others (e.g., students in other classrooms, experts in a subject, teachers).